Showing posts with label Bhutan. Show all posts
Showing posts with label Bhutan. Show all posts

Wednesday, October 19, 2016

Je Khenpo and Blessing

Gedu Moelam Choemo


A blessing or bestowing is the infusion of something with holiness, spiritual redemption, or divine will, long life. "To be blessed" means 'to be favored by God'. Blessings therefore are directly associated with God and come from God.

A blessing is very important to rid off negative things from our souls and bodies. We are immersed in a culture filled with negative attitudes, offensive language, violence, and insolence. The very air we breathe can lead us to feel cursed or that something is wrong with us, just because of the environment we are exposed to and the judgments others make against us. False judgments against us are like curses and can affect our health and break down our immune system. The potentially negative physical results of people who live under false judgments is extraordinary. We are not only under the curse of judgments placed on us by others, but we may also tend to judge ourselves harshly. When these self-criticisms are excessive, we need to recognize them as being like curses and break them with the authority of God. So when you consider how much people are bound up by judgments and curses, it's easy to see how desperately we all need blessing.

The Moelam Choemo in Gedu is a yearly religious congregation for a week, and the fact it happens once in a year shows how important Moelam Choemo is. Like last year, Darla school gave a Tokha(lunch) to the public and the worshippers on 18/10/2016. But this year, I was taken by surprise, as the school was not given a day’s off for receiving blessing. I heard our Je Khenpo will conduct last kind of ‘Tshewang’ blessing to the people here. Distant schools like Arikha, Pashikha and others called off their classes for the day, but it was SAD that Darla school (so near to Gedu) had a normal classes. To tell the truth, there were grumbles especially from our faithful students and teachers devotees. That normal class didn’t deter many from going to receive a blessing. The head of the school called an informal meeting saying that any teacher willing to go can go for the ‘wang’. And that was a real headache; almost all teachers went leaving students behind in the classes. And that didn’t daunt students too; almost all students went saying that their parents were waiting for them. And the result, the school went haywire with few teachers and students. It was a pandemonium!! I really wonder why our school was not called off when other school had. I really wonder if we can promote religion (tradition and culture) when important functions like this take place and we are not allowed to attend it. I really wonder if this is the reason why Darla community has large number of Christians. REASON!







Tuesday, September 6, 2016

English Curriculum from classes 4-10

    Ministry of Education
    Darla Middle Secondary School
    Chhukha Bhutan
    Format for school level Curriculum Conferences

    5th to 6th September 2016
    Class
    Chapter/
    Topic/
    Page No
    Abstracts
    Area of concern
    Short Term
    Average Term
    Long Term




    Can be corrected and implemented by 2017
    Requires 2 to 3 years to update and implement
    Can be updated and implemented from 2020
    iv
    17-23
    Story, Siena’s fun run









    -Not relevant to Bhutanese context.
    Use of western names – could have used Bhutanese names which would be easier for the students to remember.
    -repeated


    -Remove the text
    -replace with a short and meaningful one

    36-44
    Some small mammals in Bhutan.(essay)
    Wild builders(essay)
    Dangerous animals! Bees and Wasps, Tiger and Crocodile(essay)











    -Informational Text
    -could go for one essay in the theme.
    -title needs to be changed to “some dangerous animals”






    -could go for one essay in the theme.
    -title needs to be changed to “some dangerous animals”



    Everyone knows what a Dragon looks like.(story)
    89
    -Little Kay(story)
    Pg 80






    -could have more Bhutanese folktales.
    -could be replaced by Bhutanese folktales
    -lengthy and high standard


    -could be replaced by Bhutanese folktales


    Underground road to freedom(poem)
    Pg 169






    -concepts like slavery and freedom are difficult to convey.
    -figurative/symbolic meaning is difficult to convey

    -it can be included in higher classes.



    The streets are free(essay)
    Pg 204

    -lengthy

    -replace with a better article and short essay

    V
    59-63
    Getting Along: A How- To Manual(essay






    -small letter size
    -inappropriate in Bhutanese Context
    -inappropriate in Bhutanese context



    1. Remove the text and include Bhutanized text related to friendship


    Jean Claude’s Island(story)




    -lengthy



    replace with a short and meaningful one

    83-91
    Listen with your eyes(essay)
    117- “Here in North America….”

    -shows that the text is not appropriate in Bhutanese context.

    -use ‘There’ while teaching




    127-129Jessie’s Island(Essay)


    -letter Format
    -No letter Format
    - the sender of the first letter is not clear.

    -teach recent letter format and avoid teaching the text letter.



    132-138
    Letter from Laya(Essay)


    -High Standard for the particular class


    -it can be included in higher classes



    149-158
    A Mountain Legend


    Lengthy


    replace with a short and meaningful one
    VI

    -The People who Hugged the Trees


































    – a story similar to other stories in unit III, sl/no: 1,2, 3, 4. – similar theme about planting trees/nature/ taking care of trees.
    - Unit III
    1. The Never-Ending Greenness(Story) pg-85
    2. Wolf Island (Story) pg 91
    3. The Earth Game(Story) pg-95
    4. Last Chance for Cheery Tree Creek(story) pg -99
    Opinion: similar theme about planting trees/nature. Could include one or two of these stories. Go for The Earth Game.


    -similar theme about planting trees/nature. Could include one or two of these stories. Go for The Earth Game.



    Page 28-33) A Blind Teacher (Essay)














    (– Verbose words( eg:groped, imminent, idiosyncrasy, imbibed, etc) and figurative languages( …everything died down to pin-drop silence… move heaven and earth…stirred quite a commotion…)– not for class VI standard – could make it simple.

    -can be included in higher classes



    Courage(page 54) (Poem)










    Well, I am not Chicken (Poem –Unit 6) Similar theme and pessimistic view(Unit 6 poem) Go for courage poem.



    -Remove and go for courage poem

    We are Plooters (poemPg106

    – negative views about self.
    What is Plooters?


    Remove the text as it has negative views about self.


    The First Skateboard in the History of the World (story)
    Pg-149



    –not relevant – the game is not popular in Bhutan, and a long story for cl. VI.






    Well, I am not chicken(Poem)
    Pg-183

    – Similar theme of the poem (Courage), and pessimistic views of oneself.


    Remove the text as it has negative views about self.

    Writing –Essay (40 marks)



    – Marks for writing essay is too much

    -could give it for grammar or other tests.


    vii

    Twin Telepathy
    38

    -no values and involve more scientific terms.



    -must be replaced with a better one in text

    Writing –Essay (40 marks)





    – Marks for writing essay is too much, could give it for grammar or other tests.

    -could give it for grammar or other tests.



    viii

    Which Way?
    Pg 9








    -high standard


    -connection of story (confusion)



    Prayer flags blowing in the wind.
    Pg 65-67
    The interweaving of the two words…



    The words should be Worlds



    -use ‘World’ while teaching




    Homemade sound effects
    153-156


    -totally unnecessary



    -replace with a better text
    IX
    Prescribed/ specified nature of language text or syllabus for classes IX and X

    Dawa the Stray Dog of Bhutan.

    Prescribed/ specified nature of language text or syllabus for classes IX and X



    Replace the novel,
    – time to change.

    Prescribed/ specified nature of language text or syllabus for classes IX and X







    Replace the novel,

    X
    The Giver






    - Replace the novel, The Giver –
    time to change.
    Suggested novels
    1. The grapes of Wrath –John Steinbeck
    2. To kill a Mocking Bird –Harper Lee
    3. The Catcher in the Rye –J. D. Salinger
    4. The Scarlet Letter – Nathaniel Hawthorne
    5. Far from the Madding Crowd – Thomas Hardy
    6. Jane-Austen – Pride and Prejudice
    7. Oliver Twist –Charles Dickens
    8. The Great Expectation –Charles Dickens
    9. Things Fall Apart – Chinua Achebe
    10. Wuthering Heights –Emily Bronte







    Replace the novel













    General View:
    -Class VI English syllabus is very vast and huge.-48 texts plus 6 supplementary texts to be studied. It takes more than a week to cover a story sometimes.
    -could reduce number of stories; there are 15 stories to study for common exam besides essays, poems and grammar.
    -most of the stories talk about theme of nature and trees like in unit II and III.
    -Each unit has more than seven texts; Unit 4 has ten texts.
    -It’s a heavy textbook for small children to carry back and forth to the school.
    -Could Bhutanized text; include Bhutanese writings, local contents but intact to general, globalize in nature
    -Should have prescribed text with uniform activities for grammar for the entire standard.
    -sudden shift of syllabus from class 3 to 4
    - Most contents are imported