Our Teacher Leaders

Before the classroom.

Prior to joining the program, Mane worked with the NGO sector, actively engaging in various volunteer projects focused on environmental issues and civil society development. She was also an active Wikipedia editor

The challenge.

One of the key challenges at school was finding instructional methods that were accessible and clear to all students in the classroom, as well as keeping them motivated to learn.

Taking Action.

Driven by a solution-oriented mindset in any situation, Mane continuously experimented with diverse teaching methods and patiently strived to understand each student's unique learning style. By incorporating social-emotional learning approaches, she made her lessons increasingly targeted and purposeful over time.

What changed.

Today, Mane has students who eagerly look forward to their math classes, motivated to take on new projects and bring fresh ideas to life. In her classrooms, leadership skills and academic growth develop hand in hand.

Before the classroom.

Before stepping into the classroom as a Teacher Leader, Aleksan studied Biology at Vanadzor State University, building a deep academic foundation in the natural sciences. Alongside his university studies, he gained valuable years of professional experience in the medical and pharmaceutical fields. This background didn’t just sharpen his precision and sense of responsibility; it cemented a core belief: science only truly matters when learners can pull it out of the laboratory and connect it to real life.

The challenge.

When Aleksan arrived at Nor Amanos, he encountered students navigating a maze of varying motivation, self-doubt, and fragmented knowledge. For many, Biology was trapped on the page: a rigid list of facts to be memorized rather than a vibrant lens for understanding themselves and the living world. Confined to theoretical learning with few opportunities for practical discovery, students struggled to see themselves as capable scientists or active agents of change.

Taking Action.

Aleksan completely reimagined the learning experience, transforming the classroom into a dynamic laboratory of inquiry. He replaced rote memorization with hands-on observation, interactive models, experiments, and lively, student-led debates. Instead of handing out ready-made answers, he challenged his students to ask bold questions, form hypotheses, and decode biological processes in their own voices.

Breaking the walls of the traditional classroom, Aleksan turned the surrounding environment into a living textbook. He empowered students to bridge the gap between scientific theory and their everyday lives, guiding them to take ownership of community initiatives. With intentional care, he uplifted the quietest, least confident students, giving them meaningful leadership roles that shifted them from passive observers to active creators.

What changed.

The transformation was palpable. The classroom evolved from a quiet room of information-receivers into a buzzing hub of young investigators creating, questioning, and collaborating. Students who once hesitated to speak up began leading experiments and voicing their ideas with newfound confidence.

Biology was no longer just a hurdle for graduation; it became a practical toolkit for life. A powerful culture of initiative took root across the school. Students realized that their education wasn't merely preparation for an exam, but a vital foundation for understanding, shaping, and uplifting the community around them.