Training attendance is holding up while classroom practice never becomes a weekly habit.
Teachers need a routine that fits a short class period, and school leaders need visible student follow-through.
Who you’d be doing this for
“I open the assignment, then the bell goes and half the class has not even started it.”
Margarida Esposito · Government School Mathematics Teacher
She teaches Kannada-medium middle-school students in a participating Karnataka school and relies on assigned practice to see where they need support.
What is at stake
Across 24 schools, most assigned math practice is still being left unfinished. You have to weigh a routine teachers can sustain against the completion evidence district leaders need.
Why it isn’t already fixed
Every obvious fix costs something else. That’s the part you’d have to decide.
- training depth vs classroom time
- practice completion vs assignment volume
- school consistency vs local flexibility
- master trainer capacity vs field follow-up
Why Khan Academy
Kannada-language practice only improves student learning when government-school teachers can make it part of the classroom week.
Written with these in mind
Not your kind of problem? 26 more at Khan Academy, or browse every organization.
This is the setup. The work is inside.
Running it puts you in the room: the full situation and its constraints, stakeholders who push back in their own words, and the decisions that are yours to make. What you produce becomes a Day One Plan — work you can show someone instead of describing.