In Gurbhakot Municipality, Surkhet District, Karnali Province, a dedicated teacher named Tilak Devkota was determined to improve the way his Grade 5 students learned English. Like many teachers in resource-limited schools, Tilak faced several challenges—ranging from student disinterest to a lack of time and teaching materials. But when he joined the Exploratory Action Research (EAR) programme, he saw an opportunity to turn these challenges into possibilities.
Exploratory Action Research is a teacher development approach that encourages educators to investigate real problems they face in the classroom. Through a cycle of questioning, planning, action, observation, and reflection, teachers become researchers in their own classrooms—experimenting with new strategies to address their students’ learning needs. EAR is not about finding perfect answers; it's about deepening understanding and improving practice through inquiry and reflection.
Tilak was one of nine teachers mentored by Ghanshyam Khatri under the EAR programme. From the outset, Ghanshyam recognised Tilak’s potential. While all the mentees were engaged, it was Tilak’s enthusiasm and dedication that truly stood out.
As Tilak reflected on his students' learning, he identified a recurring issue: most of his pupils struggled to pronounce past-tense verbs ending in -ed correctly. Words like played, watched, and wanted were often mispronounced. Recognising the impact this had on both their spoken fluency and confidence, Tilak crafted a research question:
“How can I improve my Grade 5 students’ pronunciation of -ed suffixes in past tense verbs?”
With his mentor’s guidance, Tilak embarked on a journey of exploration. He began testing a range of creative strategies in the classroom. These included pronunciation games, flashcards, visual aids, and guided pronunciation tasks designed to make learning engaging and accessible. He made sure to regularly observe how students responded to each activity and sought feedback to adapt and improve his methods.
Mentor meetings became a vital space for reflection. Tilak shared his experiences candidly—what worked, what didn’t, and how he planned to do better. His willingness to learn, revise his approach, and persevere despite setbacks was commendable.
Over time, the impact became clear. His students began to distinguish between the three standard -ed pronunciations accurately:
- /d/ as in played
- /t/ as in watched
- /ɪd/ as in wanted
This improvement was evident not only in assessments but also in their everyday speech. Students who once mumbled or avoided past tense forms were now speaking with confidence and clarity.
But the success story didn’t end with the students. Tilak himself transformed through the process. He grew into a reflective, confident, and innovative teacher—no longer just delivering lessons, but actively shaping them through insight and evidence.
His mentor, Ghanshyam, also benefitted deeply from the experience. Watching Tilak evolve reaffirmed the value of mentorship in professional development. Their collaboration demonstrated that when teachers are supported and empowered, real classroom transformation is possible.
Tilak Devkota’s story is a shining example of how Exploratory Action Research—grounded in mentorship and reflective practice—can lead to lasting change for both teachers and students. It is a story of curiosity, resilience, and the power of learning from within.
