1. What Went Well?
This week marked a significant milestone in my internship. I completed 21 English instructional lessons and delivered four health education lessons, with four additional sessions scheduled for next week. These accomplishments aligned directly with my SMART goal of designing and delivering effective educational programming while building meaningful relationships with students and community members.
I was especially proud to see that students remained engaged and enthusiastic in my classes even into the third week. Although I entered as a foreign teacher, I have gradually earned their trust and respect. As students became more comfortable, I also grew more confident in managing the classroom, balancing discipline with encouragement by setting clear expectations while motivating them to take ownership of their learning.
Outside the classroom, I conducted my first village visits with another Sevak. We visited patients with hypertension and diabetes door-to-door to follow up on their health after beginning medication. I measured vital signs and was able to provide individualized nutrition counseling, explaining diabetes and strategies for managing it through culturally appropriate dietary recommendations. Rather than offering generic advice, I discussed how patients could build balanced meals within a traditional Gujarati vegetarian diet while remaining mindful of their financial and social circumstances. This experience allowed me to apply both my public health knowledge and my communication skills in a meaningful way.
2. What Could Have Been Done Differently?
While the week was highly rewarding, I realized that I initially underestimated how much classroom management would evolve as students became increasingly comfortable with me. As their confidence grew, so did their willingness to test boundaries. Although I responded by setting firmer expectations and maintaining authority, I recognized that establishing classroom routines earlier may have prevented some disruptive behavior.
I also found myself surprised by how much of my role has centered on education rather than direct clinical practice. Entering the internship, I expected to spend more time providing healthcare services in remote communities. Instead, I have come to appreciate that education and prevention are equally impactful components of public health. Moving forward, I want to continue embracing the instructional aspects of my role while remaining open to opportunities for hands-on clinical engagement.
3. Leadership Reflection (3Cs Model)
The values that stood out most this week were Kindness, Curious, and Determined. The village visits required me to approach every patient with compassion, respect, and cultural humility while adapting health education to each individual's circumstances. Curiosity remained important as I learned about patients' daily lives, dietary habits, and barriers to managing chronic disease. Determination helped me remain energetic and engaged despite balancing teaching responsibilities with community health work.
I also experienced tension between being Ambitious and being Good. My desire to provide as much health education and support as possible had to be balanced with recognizing the realities patients face and tailoring recommendations that were realistic rather than idealistic.
Confidence, adaptability, and empathy were the character dimensions most tested this week. Classroom management required confidence in establishing boundaries while preserving positive relationships with students. During village visits, empathy guided my conversations with patients as I recognized that lifestyle recommendations must account for cultural traditions, financial limitations, and existing family responsibilities. Judgment was especially important when deciding how to communicate health information in a way that empowered patients without overwhelming them.
This week required a strong combination of people, performance, and process capacities. I relied on people leadership to connect with students, collaborate with fellow Sevaks, and build trust with patients during home visits. Performance capacity was essential in preparing and delivering both English and health lessons while maintaining consistency across multiple classes. I also began thinking more strategically about process by planning a post-instruction assessment for next week to evaluate student learning and using those results to guide future recommendations. I felt stretched in balancing multiple responsibilities while maintaining quality across each role.
4. Ethical Engagement
The village visits significantly deepened my understanding of ethical engagement. Rather than simply delivering health information, I recognized the importance of meeting patients where they were and respecting the realities of their daily lives. Effective health education required listening before advising and adapting recommendations to fit cultural traditions and available resources instead of imposing external standards.
My role shifted between educator, healthcare supporter, and learner. While I was able to contribute through vital sign assessments and nutrition education, I also learned from patients about the challenges of managing chronic illness within rural communities. This experience reinforced that sustainable public health interventions are built through partnership, cultural humility, and mutual respect rather than one-directional instruction.
5. Adjustment & Development for Next Week
Next week, I will intentionally strengthen my process leadership by using evidence to guide improvements in my teaching. I plan to administer a post-instruction assessment to evaluate student understanding and identify areas where lessons can be strengthened. I will use these findings to refine my instructional approach and ensure future lessons better meet students' needs.
In addition, I will begin drafting formal recommendations for Sevak leadership, with the goal of presenting an official report to the Chairman by Week 5 and completing the final report by Week 6. Developing actionable recommendations based on my experiences in both the classroom and the villages will allow me to leave a lasting contribution beyond my time in the program.