In the quiet village of Lanva (one of the villages adopted by Ganpat University under the Ganpat VolunTeacher now widely known as “GVM-Ganpat Volunteering Movement” lives a boy named Raju (name changed). His parents are daily-wage laborers, and though Raju was bright, he often struggled with school studies especially mathematics and English. Few in his home could help him.

One Sunday morning, as he walked past the local school, he saw sheltered under a thatched roof, a group of young students from Ganpat University seated with books, drawing chalk diagrams, and explaining lessons to village children. They called themselves Ganpat VolunTeachers (GVTs). Raju timidly approached, and they invited him to join.

That was the beginning of a turning point. Every Sunday, Raju would wait eagerly for the “VolunTeaching session.” The Ganpat volunteers explained concepts in simple words, used charts, sketches, games, and slowly, Raju’s fear of that subject started fading. What once seemed impossible solving equations, reading English sentences, began to feel within reach.

Months later, when the school administered a surprise test, Raju scored among the top 10 in his class an achievement that once seemed like a distant dream. His eyes sparkled with pride when he showed the paper to his parents tears of happiness glistened on their faces.

For Raju, that weekly intervention of Ganpat’s volunteering movement became more than extra classes—it became hope in action, a signal that someone believed in him. Not only did his academics improve, but his confidence soared. He now dreams of one day becoming a teacher himself and returning to help children like him in his village.

Meet Megha, a second-year engineering student at Ganpat University, who joined the Ganpat VolunTeacher Movement (GVM) as a volunteer. For her, it started as a chance to contribute a few hours on Sundays, but it turned into an experience that reshaped her perspective.

When Megha first reached the village of Gilosan, she was nervous. She carried her books, charts, and chalk like armour. She looked at the children some shy, some curious, many hesitant to see if her teaching would matter. The first few sessions were awkward: the children would be silent, sometimes distracted, or shy to ask.

But Megha persevered. She designed games, puzzles, storytelling lessons, and gradually the children started opening up. She remembers one little girl, Pinkie, who never spoke in class. Megha gently coaxed her to read a sentence, then applauded her. The next time, Pinkie came with her notebook, eager to show. 

Over weeks, Megha found a reward she didn’t expect: a deeper empathy, a sense of purpose, and the realization that she, too, was learning not just academics, but patience, humility, communication, and service. She learned that change doesn’t always show overnight, but it builds in small steps like a child’s smile when she finally reads a sentence.

At the end of a year, as Megha returned to campus, she carried with her notebooks full of students’ writings, drawings, and messages. One message read:

“Thank you, Megha didi, for helping me believe I can learn.”

For Megha, her Sundays of volunteering became a journey of growth one where teaching others taught her much more about life, compassion, and leadership than any classroom ever could.