My Vision
As a dedicated educator, I embody the essence of education with heart and soul, nurture young minds and create an environment that fosters curiosity and exploration.
I’m an educator who thrives on curiosity and creativity—both mine and my students’. I believe classrooms should feel like places where questions are celebrated, mistakes are stepping stones, and learning is woven into real life.
I love working with children. For me, education isn’t about ticking boxes, it’s about growing confident, kind, and curious humans.
And when I’m not in school you will find me chasing that spark that makes learning feel magical.
Deepthi Rani Bheemkar
Interest
Poetry writing
Singing
Listening to music
My Teaching Philosophy
I believe that every child is an inquirer—naturally curious, creative, and capable of constructing their own understanding when provided with meaningful opportunities and thoughtful guidance. As an educator, my role is to nurture this curiosity by creating an environment that promotes student agency, where learners feel empowered to question, explore, and take ownership of their learning.
For me, learning extends far beyond the memorization of facts. It is a process of making sense of the world through concept-driven, transdisciplinary inquiry. When children connect new ideas to their personal experiences, they begin to recognize patterns, form relationships, and imagine possibilities. These authentic connections support their development as reflective, principled, and open-minded individuals.
I envision the classroom as a living embodiment of the IB learner profile—a space where learners grow as communicators, thinkers, risk-takers, and compassionate global citizens. When children feel safe, respected, and valued, they approach challenges with confidence, collaborate meaningfully, and contribute positively to the learning community. My aim is to design environments that balance structure with flexibility, where play, inquiry, and collaboration are seamlessly integrated.
At the core of my philosophy is a deep belief that education should inspire learners to think critically, act compassionately, and remain curious throughout their lives. When students leave our care with the willingness to take meaningful action, the empathy to value others, and the resilience to keep growing, we embody the true spirit of the IB Primary Years Programme.
“The impact of effective teaching is shown when learners extend their learning into the world beyond school.”
Education and Certificates
2025 - Present: University of Windsor
International Baccalaureate (IB) Certification - Primary Years Programme (PYP)
2023-2024- University of Helsinki
Post Graduate Diploma in Early Childhood Education
2019 - 2021: Osmania University, Hyderabad
Bachelor of Education
2006 - 2008: Bangalore University, Bangalore
Master of Science - Biotechnology
2003 - 2006: Osmania University, Hyderabad
Bachelor of Science - Biochemistry, Microbiology, and Chemistry
Certifications and Licenses
Making the PYP happen in early years: Implementing agency Cat 1
Jolly Phonics trained
Social emotional educator certificate
"My journey through science, education, and international teaching has shaped the way I see myself as both a learner and an educator. The IB PYP certification and postgraduate studies in international education helped me embrace a concept-driven, inquiry-based approach, while specialized trainings like Making the PYP Happen in the Early Years, Jolly Phonics gave me practical tools to strengthen student agency and early literacy. Altogether, these experiences have allowed me to collaborate with teachers, design transdisciplinary learning experiences, and nurture a school culture rooted in reflection, collaboration, and international-mindedness."
“Building confident learners, step by step.”
My Professional Journey
Glendale Academy Hyd The Shriram Universal School Hyd Indus International School Hyd
(2019-2020) (2020-2022) ( 2022- Present)
“A journey from a CBSE classroom practitioner to an IB PYP facilitator, grounded in inquiry, reflection, and collaboration.”
2022– Present PYP Facilitator, Indus International School, Hyderabad
Supporting the implementation of the Primary Years Programme with a strong emphasis on inquiry-led learning and international-mindedness. Working closely with teachers to design transdisciplinary units, strengthen assessment practices, and integrate the Learner Profile authentically across learning engagements. Facilitating professional learning communities to deepen pedagogical understanding and uphold IB standards of excellence.
2020 – 2022 Homeroom Teacher, The Shri Ram Universal School, Hyderabad
Facilitated engaging classroom experiences that encouraged curiosity, critical thinking, and holistic development. Integrated experiential and thematic learning approaches aligned with CBSE expectations while gradually incorporating inquiry-based practices. Created a safe, inclusive environment where students’ strengths and interests were central to the learning process.
2019 – 2020 Primary Teacher, Glendale Academy, Hyderabad
Designed and delivered meaningful learning engagements that supported foundational skill development and conceptual understanding. Fostered a learner-centered classroom culture that encouraged exploration, confidence, and collaborative learning, laying the groundwork for your future shift toward inquiry-based education.
Glimpses
From Plans to Possibilities
Sample lesson plan
Sample Unit Planner
Unit Notes
Inside my classroom
Sample worksheets and assessments
“Nurturing Learning, Shaping Futures”
My journey as an educator has been influenced by curiosity, reflection, and a strong dedication to meaningful learning. As an IB PYP teacher, I create inquiry-based, student-centered experiences that motivate children to think critically, explore confidently, and build their own understanding. Working within the PYP framework has reinforced my belief in the power of agency, conceptual understanding, and international-mindedness in cultivating lifelong learners. Through collaborative planning and reflective practice, I continue to deepen my knowledge of effective teaching and how thoughtful learning environments empower students. These experiences have strengthened my commitment to creating classrooms where every child’s voice is heard and their unique background is regarded as a strength. My vision for education goes beyond my current role. I believe high-quality learning should be accessible to all children, regardless of their circumstances. To begin working toward this vision, I have started supporting underprivileged children in my community by helping with their learning and understanding the challenges they face. Looking ahead, I plan to pursue a PhD in Education to expand my research and bring evidence-based insights into my teaching practice. Ultimately, I aim to establish a school that values equity, inquiry, and holistic development. These experiences and goals motivate me to keep growing as an educator—someone who inspires curiosity, promotes fairness, and assists every learner in reaching their full potential.
My journey as an educator has been shaped by curiosity, reflection, and a strong commitment to meaningful learning. As an IB PYP teacher, I design inquiry-driven, student-centered experiences that encourage children to think critically, explore confidently, and construct their own understanding. Working within the PYP framework has strengthened my belief in the power of agency, conceptual understanding, and international-mindedness in shaping lifelong learners.
Through collaborative planning and reflective practice, I continue to deepen my understanding of effective pedagogy and how thoughtful learning environments empower students. These experiences have reinforced my dedication to creating classrooms where every child’s voice is valued and their unique background is seen as a strength.
My vision for education extends beyond my current role. I believe quality learning should be accessible to all children, regardless of their circumstances. To take the first step toward this vision, I have begun working with underprivileged children in my community, supporting their learning and understanding the challenges they face.
Looking ahead, I aspire to pursue a PhD in Education to broaden my research and bring evidence-based insights into my practice. Ultimately, my goal is to establish a school that upholds the values of equity, inquiry, and holistic development.
These experiences and aspirations motivate me to continue growing as an educator—one who inspires curiosity, promotes fairness, and helps every learner reach their fullest potential.
Testimonials
