Hello everyone,
I’m Salman Soomro, a primary school teacher from Tando Allahyar, Sindh, Pakistan.

In my classroom, I’ve seen how powerful it is when children are given the chance to speak in their own voice. Many students, especially girls or those who struggle with reading and writing, feel more confident when they can explain something out loud instead of on paper.

That’s why I started using simple voice activities like:

Letting students record their voices while telling a story or explaining a topic.

Giving shy students a chance to practice speaking before sharing in front of the class.

Encouraging children to listen to each other’s recordings and give kind feedback.

We don’t have fancy tools, but even a teacher’s phone is enough to get started. These small steps have helped my students feel heard and included.

I believe that every child has something to say—we just need to give them the chance.

How do you use voice or speaking activities in your classroom? I’d love to learn from your ideas.

Best regards,
Salman Soomro

hello My name is Salman Soomro i am a Primary School Teacher from Sindh, Pakistan. I am hoping to learn new thing and new ways of teaching to make myself a better teacher for my students.

Hi i am Salman Soomro.
I have a little question.
How much time does it take to approve any post to be accepted or get rejected?
Because i have posted like 4 or 5 topic but none of them are approved yet.
I dont know either my posts are according to the forum policy or not.

Hello colleagues around the world,
I’m Salman Soomro, a government school teacher from rural Sindh, Pakistan. As educators, we all work hard to reach every learner—but I’ve been asking myself: Are traditional exams actually excluding the very students we want to include?

In many schools, success is still measured by how well students perform in timed, written tests. But this system often leaves behind learners who think differently, especially:

Students with learning difficulties or language barriers

Girls who face anxiety or lack of support at home

Creative thinkers who understand deeply but struggle with rote memorization

I've seen students who are thoughtful, curious, and collaborative—but freeze during exams. On the other hand, some students perform well on tests but struggle with real-life application.

To make assessment more inclusive, I’ve started experimenting with:

Oral reflections and small group discussions

Project-based tasks where students create posters, stories, or models

Peer feedback systems that build confidence and ownership

Assessment should not be a filter—it should be a window into a child’s understanding, not just their speed or memory.

If we want truly inclusive education, we must rethink how we measure learning. I believe it’s time we ask: Are we assessing what really matters?

I would love to hear how others are making assessment more inclusive in their schools—what works, and what challenges remain?

Warm regards,
Salman Soomro
Pakistan

A teacher should make his/her lesson plan flexible so that they can teach every child equally.
They can make peer learning their tool.

Nice to meet you Namra.
My name is Salman Soomro a Primary School Teacher BPS.14 just like you, and i am From Tando Allahyar.

@Sanam great.

@Bousl2336873cb4 absolutely right sir

@HAZAR0c50a82765 absolutely these little things make big changes and prepare our students for the future.

@Sanam great.

@Shaista-Kalhoro thanku soo much

A teacher should make his/her lesson plan flexible so that they can teach every child equally.
They can make peer learning their tool.

Nice to meet you Namra.
My name is Salman Soomro a Primary School Teacher BPS.14 just like you, and i am From Tando Allahyar.

Absolutely..
A great sharing

Hello ma'am my topics are not getting approved and when i click post queue a error page shows.
Can you help me with this

Hello ma'am.. none of my topics are getting approved. I have posted 5..6 posts today is 3rd day but none of them are approved yet.

Hello colleagues around the world,
I’m Salman Soomro, a government school teacher from rural Sindh, Pakistan. As educators, we all work hard to reach every learner—but I’ve been asking myself: Are traditional exams actually excluding the very students we want to include?

In many schools, success is still measured by how well students perform in timed, written tests. But this system often leaves behind learners who think differently, especially:

Students with learning difficulties or language barriers

Girls who face anxiety or lack of support at home

Creative thinkers who understand deeply but struggle with rote memorization

I've seen students who are thoughtful, curious, and collaborative—but freeze during exams. On the other hand, some students perform well on tests but struggle with real-life application.

To make assessment more inclusive, I’ve started experimenting with:

Oral reflections and small group discussions

Project-based tasks where students create posters, stories, or models

Peer feedback systems that build confidence and ownership

Assessment should not be a filter—it should be a window into a child’s understanding, not just their speed or memory.

If we want truly inclusive education, we must rethink how we measure learning. I believe it’s time we ask: Are we assessing what really matters?

I would love to hear how others are making assessment more inclusive in their schools—what works, and what challenges remain?

Warm regards,
Salman Soomro
Pakistan