Meet an Educator is a monthly series by Early Bird that features the work of educators across India who are actively spreading the joy of birds and nature. This month’s featured educator is Gousia Taj, a Bengaluru-based educator who, in addition to teaching Kannada, helps children explore the wonders of nature through lessons on seasons, flowers, plants, insects, animals, and birds.

Do tell us about yourself, where you are from, and your work
My name is Gousia Taj. I live in Hurulichikkanahalli, Bengaluru. I work at The Fig Tree Learning Centre, where I teach Kannada reading and writing to children across three nearby government schools. Apart from language education, I also help children explore the wonders of nature through lessons on seasons, flowers, plants, insects, animals, and birds.

What excites you about the natural world?
I love birds and enjoy observing them. Watching them build their nests, preen themselves, splash water on their bodies and wings, and listening to their little conversations with each other makes me even more curious and eager to keep observing them.

When and how did you get interested in bird/nature education?
My interest in nature began during my school days when we learned many lessons directly from our surroundings. Our school garden had many trees, and each of us chose one tree to care for. We would tie a rakhi to our tree, making it a special responsibility that we looked after with love and care.

Once a week, we sat near our chosen tree to observe and better understand it. We wrote stories, songs, and poems about it, noticing small details, such as the insects living on its bark and whether birds had built nests in its branches or trunk.

Whenever our teachers taught us about trees or nature, they took us near the trees and encouraged us to learn by touching, observing, and experiencing nature firsthand. These beautiful experiences helped me develop a deep love for and connection with nature.

What do you hope to achieve through your education work?
Teaching has allowed me to learn more about nature every day. I hope to pass this learning on to children, helping them develop respect for the environment and inspiring them to observe and connect with nature in their everyday lives.

Why do you believe it is important for children to learn about birds or connect with nature?
I believe learning about birds and nature is a wonderful gateway for children. As they learn about nature, they become interested in the many living creatures that are part of it. This helps them understand that animals, birds, insects, and all living beings have an equal right to share this planet with us. I hope children grow up with kindness and respect for nature, feeling inspired to protect and care for all forms of life.

What tools or resources have helped you in teaching about bird/nature? Can you describe an approach that has worked exceptionally well for you?
Bird books and the “What’s That Bird?” flashcards are essential tools in my classroom sessions. The bird flashcards, in particular, have made learning more interactive and enjoyable.

Children love playing the ’20 Questions game’, using clues like a bird’s food, habitat, and beak to guess the right bird species. They even make up their own bird riddles using the cards. Watching them learn through play and active observation has been one of the most rewarding parts of my teaching.

Have you encountered a significant challenge as a bird/nature educator? How did you overcome it?
While teaching Classes 4 and 5 about birds at a government school, we gave them a simple assignment. We asked them to observe a bird near their home and write down what bird they saw, where it was, and what it was doing. If they couldn’t write it down, they could draw a picture instead.

When we returned the following week, most of the children hadn’t done the activity. We soon realised it wasn’t due to a lack of interest—they simply didn’t know how to observe and record what they saw.

So, we shared one of our own observations. We read aloud a note about a Red-whiskered Bulbul that visits our home: “At 8:30 in the morning, a Red-whiskered Bulbul was sitting on a guava tree, rubbing its beak against a branch.” While this helped some children understand what an observation looked like, others still needed hands-on support.

In the next class, we introduced a simple observation sheet with clear prompts such as the bird’s name, the time, and what it was doing. If they didn’t know the bird’s name, they could describe its colour and size instead. Gradually, a few children began recording simple entries like, “a crow was flying,” or “a sparrow was sitting on a tree.”

To build their confidence, we decided to observe birds together. Near the school was a small field with a banyan tree and a jackfruit tree. Around noon, we took the children there and spent time watching birds. They noticed swallows perched on electric wires, carefully preening their feathers. They watched a White-throated Kingfisher sitting on the top of a jackfruit tree, turning its head from side to side. They also observed a flock of Spotted Doves pecking at the ground and Yellow-billed Babblers hopping along a nearby fence. Watching birds in their natural habitat made the activity much more meaningful and exciting for the children. 

Over time, the children started maintaining their own nature journals. Whenever they observed a bird, they recorded its name, what it was doing, and the time they saw it. Soon, they began recording observations not only of birds but also of insects and other living creatures around them.

Do share any memorable moments or experiences you have had while teaching kids about birds/nature. Can you recall any insightful instance that shaped your perspective?
One day, while I was reading a story to Class 4 and 5 students in a government school, a tiny jumping spider appeared in the middle of our session. The children’s attention immediately shifted from the story to the spider—and so did mine!

They watched it with pure excitement and curiosity. “Look how it jumps!” one child said. Another noticed, “Its eyes are shining!” Someone else exclaimed, “Ma’am, look! It’s turning its head!” The children couldn’t stop observing every tiny movement of the spider. Then one child remarked, “Ma’am, this looks just like the one we saw during the workshop.” The child gently picked up a small stick lying nearby and carefully guided the spider to a safer place without harming it.

That moment filled me with joy. Previously, even an ant crawling nearby might be brushed away or crushed without a second thought. But that day, the children treated the tiny spider with the same gentleness and care they would show a small baby. It reminded me that when children learn to observe nature closely, they naturally learn to care for it.

Have you noticed any changes in your learners after they received exposure to birds and nature-based learning? If yes, what are they? If not, why do you think that is?
At Fig Tree Learning Centre, we conducted a workshop for Class 4 and 5 children from a government school on spiders and their webs. As part of the workshop, we played a ‘Spider Bingo’, where children observed and identified different spider species around them.

The Signature Spider became extra special because it was the one they couldn’t find. The children held onto that memory, searched for it, and waited for the day they would spot it. When they finally found it on their school campus, their joy was beyond words.

For me, this was a beautiful example of how observation sparks curiosity and care. The children had started noticing the smallest forms of life around them. Now, whenever I visit, they eagerly tell me about the insects, birds, and plants they have observed that week. These little moments show how nature experiences can change the way children look at the world.

What message would you have for your fellow educators or somebody starting their nature education journey?
As a facilitator and teacher, I have learned that curiosity, respect for nature, and patience are essential while working with children. When we take children on nature walks, our role is not just to teach, but also to listen. When a child shares that they saw a bird near their home, simple questions like “Where did you see it?”, “What did it look like?”, or “What was it doing?” can encourage them to observe and share more. 

Often, when one child starts talking, others become eager and join in to share their own experiences, stories they have heard, or things they have noticed. Giving children the freedom and time to express themselves helps build confidence and curiosity. Welcoming every question they ask is equally important, as these questions are the very beginning of their journey to explore and understand nature.