-We frequently overlook the fact that receiving an education is insufficient; instead, we require a high-quality education. This is the fundamental idea behind Sustainable Development Goal 4, which is Quality Education. We often see kids who are struggling in school because their teachers don't offer office hours, or because they are too shy or reserved to raise concerns in front of the class. I understand the tremendous difficulties these youngsters experience because I was myself one of these kids; they want help but can't openly discuss it with anyone. During the epidemic, this was made clear when students taking lectures online understood the content less yet did not raise any issues or concerns.
That’s why I fostered the concept of teaching extra hours to students so that they continue to receive quality education. This was put into practice in the middle of 2021. I started working at Asian University for Women and "Reflective Teens," a nonprofit, as a teaching assistant. At my institution, I donated twelve hours a week to assist juniors with issues regarding the reading across disciplines course, the language and writing course, and other subjects. Both offline and online versions of the class would be offered, depending on how persuasive the students are. Few students came to me in the beginning to ask for assistance, but over time, more and more did. Conversely, at Reflective Teens, I worked with much younger students of grades three, four, and five to help them strengthen their critical thinking abilities in creative topics, which are typically poor.
Because this effort aligns with Sustainable Development Goal 4: Quality Education, I also used it as my millennium fellowship project. I went above and beyond for the fellowship by offering extended hours of extra classes to numerous students and members of the MCN community who were active in my campus. Many individuals learned about my project through MCN, so ideally this platform served as an efficient way to attract a sizable audience. In addition, I attended training programs that improved my job management and project implementation abilities. Through MCN workshops, I fundamentally enhanced my teamwork and communication abilities, which are the cornerstones of offering students the highest caliber additional lessons.
I conducted three weekly online sessions for these students as part of my MCN project, and occasionally I conducted offline sessions with them on the weekends. I talked with them about a variety of subjects, addressed and clarified any questions they had about their classes, and led enjoyable learning exercises like an after-class exam. I gave a brief quiz after class to see if the students had retained the material from my lectures. If I notice that most students did not do as I had anticipated on the quiz, I will improve both myself and the course materials and use them to deliver the same information in a more thorough and effective manner in the future. I had about 10–12 students at the beginning, but at the conclusion, I had about 30–35.