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Vyakti Darpan · Acharya — Full Assessment (Stage 2)

Acharya — Teaching Excellence Full Assessment

For teachers of any institution — primary, secondary or degree college. This is Stage 2 of the RITE cluster (Rebuild India Teaching Excellence). It looks more deeply at your teaching craft, how you mentor and keep growing, your judgment in real classroom situations, and the material you could create for the Rebuild India content universe. The reflective sections at the end matter as much as the ratings.

Stage 2 of 2 · Full Assessment · approx. 40–50 minutes

Before you begin

What this is. A fuller, structured self-reflection about your strengths as a teacher and a person, your fit with ARISE’s values, and how you might contribute and grow. It is not a pass/fail exam, an IQ test or a clinical screen. Honest answers help you — the profile is only useful if it is true.

What happens with your result. A questionnaire never decides on its own. Your responses build a profile that may flag for a human conversation — this is not pass/fail, and never an automatic rejection. A trained ARISE reviewer always looks, and where relevant, interviews.

Who sees it & how it is stored. Only trained ARISE reviewers, securely, under India’s DPDP Act, with minimum data only. You may ask what we hold, request correction, or withdraw at any time. Wellbeing questions are positive only and lead, at most, to an offer of support — never to exclusion.

About you

For context only — this section is not scored.

Whole-person and teaching

Choose the option that fits best on a scale of 1 (Strongly disagree) to 5 (Strongly agree). There are no trick answers.

1I protect my sleep and health even during exam-correction season.

2I keep studying my subject deeply, beyond what I must teach.

3When a class or a term goes badly, I recover my footing quickly.

4I can name what I am feeling in the moment, even in a difficult class.

5I listen fully to a student before I judge or correct.

6My teaching has meaning beyond a livelihood.

7I design a lesson backwards from what I want students to be able to do.

8I have created my own teaching material — notes, worksheets, videos, activities.

9I keep refining a course over years even when quick praise is absent.

10I look for ways to help students beyond my own subject and timetable.

11When results and honesty pull in opposite directions, honesty wins for me.

12I try new pedagogy on my own initiative rather than waiting to be told.

13I let my mood decide how I treat my class.

14I skip my own health and rest whenever school gets busy.

15I rarely reflect on how I could have taught a lesson better.

16I stay steady and reassuring for students in a crisis.

17I build relationships with parents and colleagues, not only with my class.

18I can turn a vague learning goal into a clear, teachable sequence.

19I lose interest and coast once a syllabus feels familiar.

20I would share my best material freely so other teachers and students benefit.

21I find the simplest explanation that truly works, not the most impressive one.

22I treat feedback on my teaching, even harsh feedback, as something to learn from.

23I avoid methods where I might visibly struggle in front of students.

24I feel responsible for my students’ growth as people, not only their marks.

25I hold my composure when a student challenges me in class.

26I set standards for my own teaching higher than the school demands.

27I find it hard to believe a “weak” student can truly turn around.

28I am willing to be the first to try an untested method if the risk to students is low.

29I keep student confidences and handle sensitive information with care.

30I can persuade and motivate students without fear or humiliation.

31I plan so that important-but-not-urgent work (mentoring, remedial help) actually happens.

32I would rather quietly help a struggling student than be seen doing it.

33When a class is not working, I change my approach mid-way rather than push on regardless.

34I notice when a student is withdrawn or struggling and I check on them.

35I believe my effort and method shape my students’ results more than their “type” does.

36I often feel I cannot really make a difference to how my students turn out.

37I can give a small amount of ARISE time reliably each week rather than a burst then nothing.

38I keep learning teaching craft from younger or less senior colleagues.

39I would report misconduct that endangered a student’s safety or dignity, whatever the cost.

40I connect my daily teaching to a larger purpose I actually believe in.

What would you do?

Choose the response closest to what you would actually do.

41A bright student from a poor family is falling behind because they work evenings at home. You:

42The principal asks you to quietly raise weak students’ internal marks so the school’s board results look better. You:

43Half your class fails the same chapter two years running. You:

44You committed 3 hours a week to creating ARISE learning content. Exam duties pile up. You:

45A colleague mocks a shy student in the staffroom and in class. You:

46A parent pressures you to give their child answers before the exam “just this once.” You:

47A student writes something in an assignment that suggests they may be in trouble at home. You:

48ARISE invites you to make an open lesson series for the Rebuild India content universe. You have strong material but it is untested online. You:

Which is more true of you?

Choose the one option that is more true of you, even if both have some appeal.

49Choose the one more true of you:

50Choose the one more true of you:

51Choose the one more true of you:

52Choose the one more true of you:

53Choose the one more true of you:

A few reasoning questions

Do your best — choose one answer for each.

54Scaffold is to building as worked example is to:

55A remedial class of 30 improves average marks from 40 to 55. By what percentage did the average rise?

56One teacher grades 20 answer-scripts in an hour. How many can 3 teachers grade in 90 minutes at the same rate?

57Series: 1, 4, 9, 16, 25, __ . Next number:

58A triangle pointing up is flipped top-to-bottom, then rotated 180°. It now points:

59“Every teacher in our circle mentors at least one junior colleague. Meera is in our circle.” Which must be true?

In your own words

These reflections matter as much as the ratings. A few honest sentences are better than a polished essay.

60Describe a time you helped a student with nothing to gain for yourself. What did you do, and why? (4–8 sentences)

61Describe a moment when doing the honest thing as a teacher had a real cost to you. What did you choose, and what did it cost? (4–8 sentences)

62In one paragraph: what does Vyaktinirmaan se Rashtranirmaan — rebuilding the nation by rebuilding individuals — mean for how you want to teach and mentor over the next three years?

A few more statements

Same 1–5 scale. Please read each line carefully.

63I have never once lost patience with a student in my whole career.

64I stay steady and reassuring for students in a crisis.

65I have never once been unfair to a student, not even slightly.

66For quality control, please choose “Agree” for this line.

Whatever your result, this is a starting point, not a verdict. No questionnaire decides on its own — a human always reviews, and where relevant, interviews.

What happens next: a trained ARISE reviewer reads your responses and reflections. This is never an automatic decision, and never a pass/fail. ARISE requests no payment on this site.

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