1

THE HWWS TIMES

Bringing About a Change in One Daily Habit
Makes All the Difference

The Handwash With Soap (HWWS) project that social behaviour change campaign (SBCC) than
was rolled out in mid-2016 in 38 schools and at a vulnerable child from a disadvantaged
one Rotary centre at 12 locations in the bustling background diligently carrying a small bar of soap
metropolis of Mumbai has been a life-altering with her to school everyday, to wash her hands
exercise for school children, teachers and with soap at critical times. This is Komal’s story.
volunteers. The intervention which focuses on
Waving Goodbye To Stomach Aches, With
school children – the first-of-a-kind in the urban
Clean Hands: Komal, 11 years
setting – by city-based NGO Citizens Association
for Child Rights (CACR), follows a simple Abandoned by her
philosophy: catch them young and introduce to father, raised by a
them a simple, easy change in one daily habit, single mother who
one that they can practice for the rest of their lives works as a domestic
and keep diseases at bay. help and living in an
unhygienic slum, 11-
While the project is designed to make
year-old Komal
children look at the innocuous task of washing
Pradhan is one of the
their hands with new eyes, it has also dispelled a
most vulnerable
popular but incorrect notion that handwashing
children to study at the BMC-run school in the
with soap is a matter of privilege, a luxury ill-
Chakala area, a school where children from
afforded by those from economically weaker
underprivileged homes study. Hers is one of the
sections. The project has transformed the way
38 schools where the HWWS project was
impressionable schoolchildren and their parents
implemented in the academic year 2016-2017.
perceive soap as not an extravagance but a
Komal and her classmates in Standard 6 were
necessity, a vital good to secure their health and
among those who participated in the HWWS
ensure an ailment-free life in the long-term. What
project. Students from Standards 3 to 8 were
can be a greater testimony to the success of this
covered by the programme.
 2

Komal lives with her mother in a one-room

set-up in a resource-scarce neighbourhood in the
Kurla area, 6 kilometres away from her school.
When asked to describe her home and the
neighbourhood, the first thing that Komal
mentions is the lack of a toilet. “My mother and I
live in a small hut. We don’t have a toilet attached
to our home. Like everyone else, we too have to
That’s not all, she even spends half of the Rs 10
defecate in the maidan (open ground) next to our
her mother gives to buy a bar of soap. “Didi had
slum. The drains in our slum are not covered. We
encouraged us to bring soap with us to school. As
have no choice but to get used to the
my mother gives me some money to spend on
stench.There are flies and insects everywhere.”
things like chips and biscuits, I decided to spend it
Given these circumstances, it is disturbing but not
on a soap bar. I bring it to school in a plastic
surprising to learn that Komal used to suffer from
dabba (box).” While for most children from
frequent stomach infections. “My stomach would
privileged homes, spending pocket money on
get upset every other day. Mummy would give me
soap may not seem like “a big deal”, for children
a tablet to take care of it. But the problem didn’t
like Komal it is an act of significance, one that
go away.” So what did make the stomach aches
they are proud of. Komal uses her very own soap
cease? “Handwashing with soap!”, Komal says in
bar in school everyday. She somehow not only
a heartbeat. “Badi didi (big sister) came to our
manages to make it last a whole month, but is
school and taught us how to wash our hands
also generous with it, sharing it with her friends
properly with soap. She explained that washing
Maheshwari, Mayuri and Jyoti at critical
with water was not enough and that soap drove
handwashing times, whenever they forget to bring
away all the germs from our hands, ensuring that
their own soaps.
they didn’t enter our stomachs,” she adds,
referring to one of the volunteers from CACR who Recalling the HWWS sessions, Komal says that
conducted the HWWS sessions at the Chakala her favourite activities were the story-telling
Marathi Municipal School. sessions. “I liked the badi didi’s way of narrating
stories to us. She was very kind and gentle. I
The programme made such an impression on
want to say thank you to her and ask her to return
Komal that she went home and taught her mother
to my school to teach my schoolmates and me
the correct practice of handwashing with soap.
more.”
“Didi taught us to wash our hands before and
after meals, and after using the toilet. But as I While a handful of children like Komal carry soap
help my mother with housework (washing clothes, from home, a majority rely on the school to supply
dishes, sweeping the room and making it to them. Misuse and disappearance of soap are
chappatis), I wash my hands after those activities common complaints in most municipal schools.
as well,” Komal shares. Komal’s school found an innovative way around
the problem.
 TEACHERS’ CORNER

“Our students come from

poor homes where personal Special Provision for VIP at Chakala Marathi Municipal 3
hygiene is not given
School
importance. So it is reassuring
to see them bringing their There is a VIP in every classroom at the Marathi Municipal
own soap to school and
School in Chakala. The VIP is sent by the school authorities,
remembering to wash their
hands with it long after the guarded by the class teachers, escorted by a pair of specially-
HWWS sessions have ended.”
appointed monitors in each class. Every student gets to meet this
– Ms. Kalpana Desai, Teacher,
Nityanand Marg Mumbai VIP at two critical times every day. Who is this special
Public School character?, you ask. At the Chakala school, the P in VIP stands
“Earlier it was common to see for Product. This Very Important Product is a bar of soap!
students dressed untidily,
eating their tiffin messily
during recess. Thanks to the
HWWS project they have not
only learnt to wash their
hands with soap at critical
times, but they also take care
to groom themselves and be
more disciplined. The project
brought a much needed
improvement in their lives.” – The lengths to which the faculty and students at this municipal
Ms. Radha Pal, Headmistress, school go when it comes to soap is astonishing. After all this kind
Nityanand Marg, Mumbai
Public School of special care and attention is typically given only to exam
papers! So what accounts for this attitude?
“Most students use the
toilets in school first thing in
Headmistress Vishakha Veerkar explains: “The Hand wash with
the morning as they come
from slums where they don’t soap project conducted by CACR has transformed the way all of
get to access to community us – both students and teachers – regard soap. We realise it is a
toilets due to the morning
rush. Thanks to the HWWS little item that can make a big change in our lives. Ever since the
project students are no sessions began in our school, my staff and I make it a point to
longer embarrassed about
asking the teacher if they can ensure that soap is available at all times in the school toilets. But
go to the toilet. They take somehow for reasons we cannot fathom, the soap often goes
pride in taking their own soap
missing or gets misused by overeager students. That is when we
bars along. They even lend
me their soap to get the chalk decided we needed to put a special system in place to make
off my hands during recess.”
sure the soap is secured and used judiciously.”
– Ms. Jenny D’britto, Teacher,
Nityanand Marg, Mumbai
The system that the Chakala HM and her teachers evolved is
Public School
simple and easily replicable in any school. Ms. Swapna Gawde
“What the HWWS project who teaches Standard 6 is happy to demonstrate. It is minutes
propagates is old wine in a
after the bell went off marking the end of recess. As the students
new bottle. The motivated,
youthful volunteers from troop back into the classroom, Ms. Gawde catches the eye of
CACR have a novel way of
Aditya and Ananya, who have been appointed the Handwash
appealing to the students.
Our instructions were oral, Monitors and nods at them. Proudly sporting the badges given to
but the volunteers practically them by the CACR volunteer who taught their batch, two come
taught them how to wash
their hands properly.” – Ms. forward to the window sill where Ms. Gawde carefully opens a
Daksha Gandhi, Headmistress, transparent plastic box. It contains a bar of soap. She removes it
Nityanand Marg, Gujarati
School
from the box and hands it to Aditya. Meanwhile Ananya gets the
 TEACHERS’ CORNER

rest of the class to queue up and follow Aditya in batches of four. “The perfect combination
4
of basic messages about a
Aditya leads them down the corridor where washbasins are
very important habit
located. delivered in a creative way
by bright, friendly
Under the vigil of their monitors, the entire class proceeds to youngsters has brought a
change in the behaviour of
wash their hands with soap. They scrub their hands with soap
our students. I have also
together careful to not waste the running water. Some children noticed that shy students
even hum the Handwash song they were taught, under their have also gained the
confidence to interact and
breath. The monitors maintain record of the handwashing express themselves.” - Mr.
frequency of each student, reminding those who are in a hurry to Ramanuj Kharwar,
Teacher, Chakala, Hindi
slow down and get the dirt out from under their nails. In a span of School
less than 10 minutes, the entire class of 18 returns to the “Simran Jasani, the volunteer
classroom with spotless, clean hands. Aditya and Ananya return from CACR who taught my
students how to wash their
the bar to Ms. Gawde, who puts it back into the box. And returns hands with soap won our
her attention to the lesson she has planned to teach them. hearts with her friendly
nature. The students often ask
Students who wish to use the toilet during class hours are me when Simran didi will visit
us next. The interactive
encouraged to take the soap with them, while the monitor
element of the project
maintains a record of the student’s name so that he/she can ensures 100% participation.
This has spilled over into our
remember to ensure that the student returns the soap to the
regular lessons as well. I find
teacher. that the entire class is more
responsive and expressive
The entire system runs smoothly without any glitches at the because of the HWWS
Chakala school. It has numerous highlights. project.” – Ms. Chaitali Shah,
Teacher, Dixit Road English
School
 It is inclusive and participatory, involving everyone from
“I took a personal interest in
class teachers, students and monitors. the HWWS sessions
 It increases a sense of ownership in both the teachers conducted by the NGO as I
saw it as a learning
and monitors with regard to taking care of the soap; and experience for me as well.
in the students when it comes to making sure they don’t Most grown-ups do not
know how to wash their
waste this precious commodity.
hands. My students and I
 By appointing monitors on a rotational basis, each child have both learnt the correct
technique. The lesson has
gets to feel responsible for the soap and for the way
been deeply engrained. I
his/her classmates wash their hands. This hones don’t need to remind them
leadership skills in the children. to bring soap or to wash
their hands with it.” – Ms.
 Most importantly, the special attention given by the Madhuri Singh, Nityananda
school community to soap and its usage makes the Marg, Hindi School

importance of soap clear to every child. “The students now take the
act of washing their hands
 By keeping the soap bars in the classrooms where the
with soap very seriously.
teachers can keep an eye on them, and not in the toilets, They tell me that they have
even taught their parents the
when they are not being used, the school is able to
correct technique. The
ensure that soap doesn’t go missing or get wasted. This HWWS project has benefitted
system also ensures that students don’t have to bring the school and the
community, – Ms. Swapna
soap from their homes and risk soap soiling their books. Gawde, Teacher, Chakala,
Marathi School
The problem the school faced earlier is thus washed away.
 5

Soap donated by SMC, Soap boxes by Taking a cue from their selfless
Teachers Headmistress, the teachers of the Chakala school
have resolved to chip in funds and contribute
Ms. Vishakha Veerkar
plastic soap boxes to the school, so that the
is one of the most
soaps can be stored properly. It is a small cost
motivated individuals
but a big move that signals a change in the
in the municipal
mindset of the teachers: “This is our school. We
school system in
must do our bit to sustain the HWWS project that
Mumbai. As the
benefits our students.”
Headmistress of the
Marathi medium Pleased by the interest taken by her staff,

school in Chakala, Ms. Veerkar shared news of this development at

she has inspired not just her staff but also the the meet of the School Management Committee

parents of the students to take an interest in the (SMC). This is a body that comprises the HM, a

HWWS project that took place in her school for few teachers and parents, and a member from an

Standards 3 to 8 in the academic year of 2016- NGO among others. The SMC’s role is to oversee

17. the welfare of students and draft a development

plan for thes school. The more active SMCs in
It all began with a crisis. “Necessity is the
Maharashtra contribute stationery and other
mother of invention, they say. Our school had run
material goods to the schools. To address the
out of soap and the next stock delivery was
sustainability aspect of the HWWS project, Ms.
delayed. So I decided to purchase the soap from
Veerkar felt that there was scope to involve the
my own pocket,” says the resourceful, action-
SMC. Her proposal was received well. Impressed
oriented Headmistress. But what prompted Ms.
by her own initiative (of providing soap), the SMC
Veerkar to act? “The HWWS sessions had
members unanimously pledged to provide the
recently concluded in our school. The programme
school with a stock of soap to facilitate the
had been a success, with our students continuing
HWWS habit practiced by the children in the
the new habit of washing their hands with soap at
current academic session.
critical times. Without soap they wouldn’t have
been able to continue the practice. I didn’t want The Chakala model goes to show that the

our school to lose the momentum created by the initiative taken by one motivated Headmistress

project. This is why I decided to provide the can

soap,” she elaborates, adding that she bought  inspire others in the system to get involved
about 40 bars for about Rs 400, 8 bars for each
 help the school and community take
class to last the year. While HMs are not
ownership of the HWWS habit
expected to provide soap, through the simple act
 sustain the activity of HWWS in the long
of taking the initiative, Ms. Veerkar not only
run.
solved the soap availability problem but inspired
her staff to follow her example.

4 Cousins, 1 Soap
When the question, “How
many of you bring soap
from home to wash your
hands in school” is posed
to the students of
Standard 5 at the
Nityananda Marg Hindi
medium school, 10-year-
old Pradeep is the first to put his hand up. “Can
you show us your soap?”, we ask. But instead of
opening his school bag or desk to take out the
soap, Pradeep races out of the classroom. We
follow him, just in time to see him run into the
class (Standard 2) opposite his. We peep in to
find Pradeep beckoning a tall, slim girl in the last
row.
Meet Kajal Gupta, Pradeep’s cousin. The two live
in a joint family near the school. Kajal comes
forward, bringing with her an unusual plastic box
which contains their prized soap bar. “The people
who taught us how to wash our hands with soap
suggested that we bring soap from home. So we
asked our mothers who are sisters, and they
willingly gave us the money and we bought the
soap. As I felt we needed a box to store the soap,
I borrowed an old plastic box in which my mother
6
keeps her trinkets,” explains Kajal, the ingenious
9-year-old.
So how do the two children manage a bar of soap
between them when they are in different
classrooms? The two exchange looks and burst
into giggles. “It’s not just the two of us who use
soap but also our siblings. That makes four of us
using one bar of soap,” explains Pradeep. Where
are the others? Kajal calls out to her sister Payal,
aged 6 who is also her classmate, while Pradeep
rushes out again, this time going nextdoor, only to
return with his elder brother Adi.
The four cousins who otherwise play and
squabble together at home, as most cousins do,
amaze their teachers and school mates with their
spirit of sharing and cooperation. “We are happy
to share the soap with one another,” quips Payal,
the youngest of the lot. So do they take turns to
keep the soap with them? “No, I keep it with me
and lend it to the others,” answers Kajal. “Isn’t it
obvious that I am the most responsible of us
four,” she brags, as Adi and Pradeep playfully
punch her in the arm. Adi adds, “Although it can
get inconvenient at times as we boys keep having
to interrupt Kajal’s class when we need the soap,
we never let that deter us from the practice of
washing our hands with soap.”
 STUDENTSPEAK
“When I learnt that HWWS
can help prevent diseases, I
tried to teach my parents the
correct way. My mother
agreed but my father refused.
Sadly he came down with
Jaundice soon after.
appealed to him saying that
HWWS would protect him
from other diseases. He finally
listened to me.” – Sanchita
Pandey, Std. 5, Nityanand
Marg, Mumbai Public School
“In my family, only my mother
used to remember to wash
her hands with soap. After I
learnt the why and how of
HWWS in school, I taught my
younger brother Deepak who
is in Standard 3 and my father,
who works as a newspaper
delivery man.” – Chirag Yadav,
Std. 5, Nityanand Marg,
Mumbai Public School
The Bhaiyyas and Didis of the HWWS Project
7
A junior systems engineer in a private firm. A Standard 12
science student from a private school. A psychology major. And
a budding IT professional. Four young individuals from a group of
I
155 from diverse backgrounds and parts of Mumbai who make
up the volunteer force of the HWWS project. The life and soul of
the programme – bringing about a change in the lives of
hundreds of children in urban municipal schools through their
youthful energy, child-friendly approach and their passion to be
the change.
Aditya Pappu, who volunteered at the Petit Urdu and Chakala
Hindi schools, is an electronical engineer by qualification. He
works as a Junior Systems Engineer at Eduvance, a firm in
Ghatkopar. Aditya believes that by teaching children the how and
why of handwashing with soap, the project has given children the
power to take their health and future into their own hands.

“In our home, we use liquid

soap to wash our hands. I
asked my mother if I could
take some to school. She
filled a small plastic bottle for
me. It is light and fits easily
into my school bag. I don’t
need to consciously remind
myself to use it. I
automatically take it with me
whenever I go to the toilet.”-
Preeti Kahar, Std. 7,
Nityananda Marg, Hindi
School He has witnessed first-hand the behavioural change that the
“I felt proud when the project brought about in his batch of 40 students. He shares,
volunteer didi chose me to
become the Handwash “The children used to treat handwashing as a cursory activity.
monitor. I keep track of all my They would use only water and then wipe their hands on their
classmates, and report the
names of those who don’t clothes, gathering more dirt. Soap was rarely available in the
wash their hands properly. We school toilets and the students never asked the teachers for it. All
make them squat like a hen
this changed after we introduced the project. Through interactive
on the floor as a punishment. I
ensure that the entire class games in which they saw soap being used an accessory, they
washes its hands with soap at
slowly realised the importance of this commodity. The key is
critical times. I even act as
monitor at home, getting after appeal to children’s minds through stories and games. Now the
my parents and younger children not only demand soap at home and in school but also
siblings to wash their hands.”-
Khushboo Yadav, Std. 7, wash their hands the correct way.”
Nityananda Marg, Hindi
School Aditya also used incentives like presenting the students with
soap bars as prizes for washing their hands properly,
participating in sessions and answering questions correctly.
 STUDENTSPEAK
While Aditya is among the older volunteers in the programme, “I believe every individual
Kevin Thakker is one of the youngest. should take hand8washing
seriously. I make sure that
my parents who work as a
nanny and a watchman
also follow this habit. They
give Rs 50 as monthly
pocket money. I spend Rs
45 on a hand sanitiser, as I
believe it is more
convenient to carry than
soap. – Lokendra Paidyar,
Std. 7, Nityanand Marg,
Hindi School

The 17-year-old who studies science in Class 12 at Cathedral “The volunteer bhaiyya
and John Connon School came to be a part of the CACR family taught us the importance of
personal hygiene. I now wash
when he participated in World Handwashing Day celebrations in my hands with soap, trim my
October 2016. “As I practice photography as a hobby, I nails and pay attention to my
overall appearance. My
volunteered to click photographs at the event. By the end of the
father is a taxi driver. He
day I was hooked. As my school requires me to perform one gives me Rs 20 as pocket
hour of community service every week, I decided to dedicate my money. I spend Rs 3 on a bar
of soap. I carry it in my shirt
Saturday mornings to volunteering for CACR’s Handwash With pocket, as it is easy to access
Soap Project at the Tanklane municipal school.” whenever I need it.” – Vinit
Mishra, Std. 5, Nityanand
Kevin’s batch comprised boys and girls from Standard 8. Not Marg, Hindi School

much older than them, did Kevin encounter difficulties engaging

“I joined this school after
with the students? “Not at all,” he says. “I was surprised to find
the HWWS project ended
how well-mannered and polite they were. They could have easily so I didn’t get to attend
any sessions. My
dismissed me and what I had to say. I positioned myself as an
classmates told me all
older friend, someone they could approach easily, and not an about it and taught me
authority figure. I insisted that they call me Bhaiyya and not Sir.” everything they learnt. I
too wanted to bring soap.
Creating a cordial atmosphere set the stage for the next 12 But I found a more
weeks. “The students were keen to hear what I had to say. They convenient alternative,
something we use when
participated sportingly in all the activities and began to perceive we take the train from my
the act of washing their hands with soap as a serious, life- village in Nepal every
year: paper soap. It fits
changing activity. I could tell that the concept genuinely
into my pocket easily and
resonated with them.” doesn’t stain my clothes
or books.” – Ram
Kevin says he learnt a lot in turn from the programme. “I have to Vishwakarma, Std. 5, Dixit
Road, English School
admit that I too didn’t know the correct way of washing my hands
prior to this programme. So there was a great deal of mutual
“I love the Handwash song.
learning during those six months of volunteering. The big
I’ve taught my parents and
takeaway for me was that it doesn’t matter what social strata we both my brothers the words.
belong to. Hygiene cuts across all of them. It is an important life Now we all sing it while
washing our hands with soap
skill to have.” Kevin’s sole suggestion to improve the at home and outside.” –
comprehensive module is to eliminate repetitive exercises and Nikita Sharma, Std. 5, Dixit
Road English School
replace them with other interesting activities.
 9

A Surprise Visit from Simran Didi teaching a total of 45-50 students. As I was a bit
nervous during my first session I had requested
It was minutes before the last bell, marking the
Ms. Shah to be present to help me maintain
end of the school day at Dixit Road English
discipline. By the end of the session I had been
Municipal School. Ms. Chaitali Shah, the class
able to strike a rapport with the children as they
teacher of Standard 4 had stepped outside her
were extremely enthusiastic and responsive to
classroom for a few minutes to attend to some
the idea of learning something new from
work in the staff room when the sound of
someone new.”
thunderous applause made her rush back. “I
could hear my students cheering and clapping
loudly.” To Ms. Shah and others it may have
sounded like a Bollywood celebrity had entered
the classroom taking the students by surprise. But
the visitor turned out to be someone who,
according to Ms. Shah, “holds a very special
place in the hearts of students and teachers
alike.”

Meet Simran Jasani, a Simran’s friendly nature makes her an

volunteer with CACR who approachable figure. The children crowd around

had conducted the HWWS her asking when she will be returning to take

session for Ms. Shah’s more sessions. “First let me see how much you

students up until December remember what you were taught. Please return to

2016. If the warm welcome your seats,” she responds. The students scamper

she received upon entering back to their desks and wait with bated breath.

the classroom three months after her final session Simran slowly chants 6 words in Hindi which

is any indicator, Simran’s stint as a volunteer was sends a wave of excitement through the

indeed a successful one. “I am moved that they classroom:

remembered me,” says the overwhelmed 18-year- Sabse pehle hota hai haath geela…
old, who happened to be in the vicinity and
The children take up the rest of the Handwash
decided to drop in to say hello to her students.
song without any prompting
Currently studying for a Bachelor of Arts degree
Haan, phir haath mein naachein sabun rangeela
at Jai Hindi college with plans of pursuing
Haath se hota phir haath ka saath
psychology in the future, Simran was driven by
Aur phir ghoomke aage peeche khelein haath
her interest in social work and helping younger
children to volunteer for the project. She later Khelo khelo khelo tab ungliyon mein ghuskar

became a Coordinator in the programme, Aur phir chalaao naakhoono ka chal-chala kar chakkar

managing to strike the perfect balance between Haath karein pani mein cham cham cham
college and social work. “I used to take two Kyunki saaf haathon mein hi hai dam.
batches Standards 4A and 4B, at this school,

Simran is pleased to see that the children not only
remember the words of the song she
painstakingly taught them but also remembered
the more important gestures that make up the five
steps of handwashing. “Do you still wash your
hands with soap?” she asks them. “Yes, Didi”,
they answer.
When do they wash their hands, Simran probes
further.
“After I feed my pet cat and play
with it,” replies 11-year-old Natasha
Makwana.
“Whenever I return home after
running errands for my mother,”
quips her classmate Shashank
Yadav.
“Didi, I’ve even taught my younger
brother Alladin to wash his hands
properly. He used to have the
dirtiest hands in our family and often
fell sick,” shares Riyaz Mullah,
beaming when Simran praises him.
Simran sighs happily. “I’m glad that they still
remember and practice what I tried to inculcate in
them across 12 sessions even now after so many
months have lapsed.”
The only challenge she faced was “’breaking
down difficult concepts like defecation and the
names of diseases into simple, colloquial Hindi”.
The volunteering experience has made Simran a
“more humble, patient person and a confident
public speaker. This is quite a change for
someone who used to break into a sweat earlier,
at the thought of addressing even 10 people.”
Mansi’s Method
10
22-year-old Mansi Jain first joined
CACR as a volunteer in its
Computer Literacy Programme in
2015, a natural choice for
budding IT engineer who is
studying for a Bachelor’s in Engineering degree at
K. J. Somaiyya College. “When some of my
college seniors who are also volunteers at CACR
told me about the new HWWS project, I
remember joking, “Why does anyone need a
hand washing programme? It is such an easy
thing to do. Obviously everyone knows it and
doesn’t need to be taught.” However her recent
exposure to sanitation issues in rural Maharashtra
during a clean-up activity in a village made Mansi
consider signing up for the HWWS project. “I’m
glad I decided to volunteer. The orientation
session for 30 of us volunteers by UNICEF was
an eye-opener. It was a major learning
experience for me. I realised how I, like so many
others was washing my hands the wrong way. I
could see there was a need to cultivate a positive
behavioural change in this most basic habit.”
Mansi taught a class of 45 students at Nityanand
Marg, Mumbai Public School. “The modules are
perfect. The language is child-friendly and the
activities come with clear instructions, making
them easy to conduct. Personally, I found the
outdoor activities more participatory. In the
classroom sessions, the children who are slightly
more confident than others tend to dominate the
discussions. Having the class teacher around
helped, as she not only helped me bring the class
under the control whenever the children became
too boisterous. She also ensured that there was
continuity by reminding the children to practice
what they had learnt in my weekly session,”
recalls Mansi.
 11

According to Mansi, what makes the module a joy
to deliver is the fact that it provides a basic outline
of what is to be covered and how during each of
the 12 sessions but also gives individual
volunteers room to innovate and improvise. Citing
an example, Mansi shares how she chose to use
the medium of theatre and role play to make her
sessions more engaging and fun.
my batch and I would strongly recommend it to all
my fellow volunteers.”
Aside from role play, Mansi found that the
children also took to the improvised version of the
popular game of Lock and Key.
At a personal level, Mansi admits to becoming
more self-conscious about properly washing her
hands with soap. “My journey as a HWWS project
volunteer has made me a more reflective person.
After every session, I would look back and see
what I could have done better. I learnt how to
soften my tone when talking to children and to be
more sensitive to their voices.”

“It’s hard on children when we make them listen

to a narration of a story. It can get monotonous
and dull. I didn’t want to lose their attention or the
momentum gained in previous sessions, so one
day during a story-telling session, after narrating
the story in the traditional format, I decided to try
something new. I called two students, Chirag and
Sonakshi to the front of the classroom and asked
them to enact the story. Both students blossomed
and launched into the roles before my eyes. They
took on the parts of the Raju and Sanjana, the
two characters in the story, their confidence
boosted by their classmates cheering them on.
The entire batch enjoyed the session. Physically
enacting the story gives them an outlet and helps
them remember the story and the lesson being
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conveyed better. I was amused to see that in the
Citizens Association for Child Rights (CACR)
weeks after that first enactment, the children
1, Prabhav Society, 2nd Road, TPS III, Santacruz
continued to call Chirag ‘Raju’ and Sonakshi (East) Mumbai 400055
‘Sanju’. The format of role play clearly worked for Tel: 9987598509 / 9833164535
e-mail: connect.cacr@gmail.com