Posts made by SALMAN

@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 educators and changemakers,
I’m Salman Soomro, a teacher working in a rural government primary school in Tando Allahyar, Sindh, Pakistan. Every day, I teach children from low-income families—many of whom are girls with untapped potential.

In recent years, I’ve seen how technology can open up exciting learning opportunities. But I’ve also noticed something worrying: when girls don’t have equal access to digital tools or aren’t supported to use them, tech can widen the gap instead of closing it.

Here’s what we’re doing in our school to change that:

We make sure girls get equal turns with shared devices and offline digital tools.

I design activities that encourage girls to create, not just consume—like making digital posters or recording their voices for storytelling.

I offer extra encouragement and praise to help shy or hesitant girls engage with new tech-based tasks.

We also talk in class about female role models in science, tech, and education, so that girls see what’s possible.

When girls are given the chance and the right support, they don't just catch up—they lead. But to make that happen, we as teachers need to be intentional.

How are you using technology to empower girls in your classroom or community? I’d love to hear your stories.

Warm wishes,
Salman Soomro
Pakistan

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

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

In many schools, we’re used to the idea that discipline means being strict. But over time, I’ve learned something important: children learn better when they feel respected and safe.

In my classroom, I work with students from low-income families, including girls and some who need special support. I’ve seen how shouting or punishing doesn’t help them learn—in fact, it makes them more scared and quiet.

Now I focus on positive discipline. This means:

Listening to the child before correcting them.

Helping students understand their feelings instead of just saying "be quiet."

Using kind words and giving second chances.

Setting clear rules together with the class.

Since I started doing this, my students behave better—not because they’re afraid, but because they feel trusted and valued. Even shy girls now speak up more, and students help each other stay on task.

In an inclusive classroom, respect is the foundation. When children feel respected, they feel ready to learn.

What are your ways to handle discipline with care and kindness?

Warm regards,
Salman Soomro

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 i am a primary school teacher and i teach multi-grade classes.
My Question is that by teaching children through Ai, aren't we taking their critical thinking ability from them.
Before Ai Children Used To Think and Give Their Own thoughts but now they just Ask Ai and it gives answer.
I know Ai is opening new doors but it is also takes our critical thinking ability away.

Feel free to share your thoughts.

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.

“Why can my students speak so confidently in Sindhi… but freeze when I speak English?”

That single question changed how I see language learning.

I’m Salman Soomro, a primary school teacher from Tando Allahyar, Sindh, Pakistan, working in a rural setting where English is often introduced as a second or third language. For many of my students, especially girls, learning English feels like stepping into an unfamiliar world.

But over time, I’ve learned something powerful: the mother tongue isn’t a barrier to English learning it’s a bridge.

When I allow students to first understand ideas in Sindhi or Urdu, they respond with confidence. Once they grasp the meaning, English becomes easier to approach not as a challenge, but as a new way to express what they already know.

On the other hand, when English is introduced without that foundation, many students hesitate, become quiet, and lose confidence. This is especially true for students who are already shy or need extra support.

That’s why I now blend both languages in my classroom. First we connect, then we translate, then we build.

I believe that if we respect the language children bring with them, we give them the tools to learn any new language with courage and clarity.

I’d love to hear how others balance local language and English in their classrooms. What has worked for you?

Salman Soomro
Primary School Teacher,
Tando Allahyar, Sindh, Pakistan