Praise is Worth a Thousand P☺unds

"What an imagination, Kinley!" a teacher praised his student.

Kinley smiled and said, "Thank you."

The teacher then asked another question. All the students put their hands up.

"Let me…," someone said.

The teacher has a very complaisant and lively class. The teacher considers the students good friends, and the students see the teacher as the sun—a sun that shines warmly and equally on everyone.

The teacher uses encouraging remarks every time his pupils make slight progress. The students work hard to receive the best remarks from their teacher. They glow with interest, growing more curious, and prepare themselves to give the best responses. They are curious about what the next good word might be! They want to please the teacher, and the teacher wants to impress them—fulfilling both their objectives and goals in the end.

The teacher uses many forms of verbal and written reinforcement, such as: "How smart!" "I'm proud of you." "What a good listener!" "Magnificent." "That's the best." "Awesome." "Remarkable job." "Super work." "Outstanding." "Exceptional." (These are some frequently used remarks.) Besides these, the teacher also makes written comments, gives pats on the back, applause, smiles, gestures, gifts, and acknowledgments. The skill of reinforcement is a basic tool that a teacher uses to enhance teaching and learning.

For a systematic and successful teaching-learning process, feedback that is relevant, immediate or timely, factual, helpful, respectful, and sometimes confidential as needed, would be of great assistance.

Students also learn to do good things through good remarks. Pupils are like tender bean plants—if not supported, they will not flourish and bear fruit.

Scientific studies have found that a misbehaving person can become good in a pleasant environment or surroundings, and vice versa. Psychologists also argue that "students of teachers who emphasize teaching behaviors such as praise and encouragement tend to learn more than students of teachers who emphasize criticism and punishment," and that teachers who "check students' progress regularly and adjust instructions accordingly" are using effective teaching strategies.

Therefore, in the teaching-learning area, the kind of environment and strategies adopted will decide and affect students' studies and their lives throughout.

An encouraging class will be supportive and attentive, and by way of that, develops enthusiasm for learning.

If observed thoroughly, people's mannerisms will show that the magic of reinforcement in teaching has a profound effect on their studies and their lives.

What are soothing to our ears are nicely said, sweet words—just as sweets are sweet to our mouths. We desire them, and sometimes we demand them. Students, especially, must sometimes "deserve and desire."

Words Can Make You Cry

Words can make you cry.

They can break your heart into pieces,

forcing back the times you never wanted to remember.

Pains throttle you.

Memories deceive you-

deflated and deflected,

life moves on

always depleted.

Memories of unkind days

bring only streams of tears.

They are part of life,

and acceptance is a fate.

Hush, don’t weep.

No one will care.

You let go

And forget to remember.

That's the way.

A Dying Breed of Readers

Reading is to decode, understand, evaluate and foster knowledge and information. It leads to appreciation and understanding of the pluralistic nature of society, cultures, and values. Our people must read and access changing ideas and expressions.

Despite all the benefits books offer, Bhutanese are quite poor in reading habits. I would say reading habits have declined, owing to rapid development in our country. Bhutan has taken ‘a great leap’ within a short span of time, and this has affected our readers. Television, computers, the internet, and motor vehicles, among others, keep our youth occupied. Or are they conquered?

Just a decade ago, back in my village, when I was in my early teens, my family sat together and read religious canons, like Kanjur and Tenjur, to cleanse our sins and for good fortune. Now, hardly any youth has heard of the great books.

In this so-called ‘new life’, reading has to be forced. In schools, students are taken over by modern amenities. Reading habits are dying and may completely die soon.

In bookstores, the treasures are left collecting dust. Our children desire sophisticated gadgets, fancy miniskirts, skin-tight clothes, jeans and sugary sweets. But the books have more than all these to satisfy. Buying a book is buying a life’s wisdom.

The object of writing this article is because I am a bibliophile, a great lover of books. I would like to promote reading habits. I have persuaded my students incessantly to read and buy books. But sadly, the aforementioned reasons have conquered some.

I’ve also hoping to publish a book, hoping to give a typical Bhutanese author to our readers. However, it will not received well, i guess. The problem – too few readers! Hardly anyone visits the stores and picks up a book.

How can we have a knowledge-based society if we are not ready to read and learn? We had a knowledge-based-society a decade ago, when books were considered gold. Having modern imported gadgets and machines hinders our in-depth history and culture. It’s like trying to construct a road on a river. We become ignorant, even as we live in the so-called modern life because we ignore learning. We want ease and to be laidback; as a result of this, we are becoming a so-so group.

To build a knowledge center, our government must promote reading, through the formation of reading circles/groups, and promoting Bhutanese writers through some means. This in turn will promote readerships among our youth.

This article was published in K2 magazine, kuensel on16 December, 2010  

The Story of My Name

I wrote many names—many different names—when I was a kid and a student. It was a plaything. I wrote in my notebooks, on my geometry boxes, on my beds, everywhere. I wrote the names of kings and imagined them as my own.

I added "Drukpa" to my name. I added "K," "F," "D" to my surname. I played.

But one name that remained in school was Saacha. And the sound of this name changed permanently. It became "Saa" from "Shacha."

We had a very phony headmaster at Tsebar Primary School in the 1990s. He was a southern Bhutanese, and you know, they have some difficulty pronouncing certain sounds like "tsa" and "cha." I feel they don't have these sounds. Even English people cannot pronounce them. So really, it wasn't his fault—it was the universe conspiring against my syllables.

This phony headmaster was very particular about me. I was pulled by my ears in front of the whole assembly and asked to be a house captain for a year. Pulled by my ears. That's one way to offer a leadership position. No résumé required. Just cartilage. I did the job, and he liked it, I guess. Either that or he enjoyed the ear-pulling more than he should have.

Fortunately or unfortunately, he was also our Class VI teacher. During that time, Class VI had a common exam in Bhutan, and the results came from the board. It was a huge deal for us and meant a lot. We had to burn the midnight oil. I nearly got burned by the papers—literally. I think one of my notebooks still has scorch marks.

So, this is how my name got changed—from Sha... to Saa. He not only gave me this southern-sounding name but also assigned my date of birth, which would remain with me throughout my life. Yes, you read that right. He gave me a birthday. Like a gift no one asked for. "Congratulations, you were born on March 12th." I hadn't even consulted my mother.

The school was my birthplace. Our mothers were at school in those days. Like me, many friends received their DOBs and names. Ngydrup became Nidup, Gyalpo became Gepo, Chedrup became Chedup, Drolo became Dolo. It was like a mass rebranding. No marketing team. No focus group. Just a headmaster with a pen and a lot of confidence.

He changed it all, and the school changed it all. We had no voice. The school was our name, DOB, father, mother, and everything. Such was the power of the teachers. They could have declared us born on Mars, and we would have nodded and said, "Yes, sir. Cold there, sir."

As for me, I did not tell my parents about my different-sounding name—otherwise, they might have thought I had an Indian-sounding name or type. I didn't bother much. Name or no name, it does not reflect who I am. Outer physical appearance, outer wealth, and such things do not define me. The real "I" is inside. It is a matter of self-worth.

Also, inside me, there is a small voice that still whispers: Your real birthday is probably in June.

But I keep that voice quiet. The headmaster might be listening.

Placement Mania

I recently earned my degree after completing a two-year master's program. I then reported to the Ministry of Education's Human Resource Office (HRO) for my placement. I requested my previous school, Darla MSS, since my wife is working there. After days of waiting, I was placed in Zhemgang Dzongkhag without my knowledge. In deep despair, I submitted a request with genuine grounds. I even wrote a letter with several points today, and it is now in process. (God help me. We are only human.)

Letter dated 26 July 2013

Saacha Dorji

Darla Middle Secondary School

Chukha

The Human Resource Officer

Ministry of Education

Thimphu

Subject: Request to Stay at Darla MSS

Dear Sir/Madam,

I, the undersigned, would like to respectfully request to continue my teaching post at Darla MSS, Darla, Chukha. My reasons are as follows:

1. My wife is working at Darla MSS, teaching general subjects.

2. We have a young son who needs to be cared for.

3. I have served at Darla MSS for only two and a half years, whereas the Education Policy requires three years of service before a teacher is eligible for a transfer.

4. I previously served at Tsirangtoe LSS, Tsirang—a remote location—for four years with dedication and integrity.

5. I earned my degree through self-funding, not through any government source, and I took out a significant loan to do so. My main purpose in pursuing further studies was to help and serve better. I hope the ministry will consider this matter seriously, not as a punishment or an unwanted transfer.

6. Darla School also faces a shortage of teachers.

7. Staying here will allow me to support my family better. We duly respect the Ministry of Education's policy of keeping working families together, as well as the principles of GNH.

I therefore wish to continue teaching at Darla MSS for another year or two. I hope you will look into these serious matters, understand my situation, and respond accordingly. I sincerely ask that my request be given the utmost consideration.

Yours faithfully,

Saacha Dorji

Employee No. 200501381

Our system seems to operate on many questionable principles. Not only are some officers very rude in their manners, but they are also heedless and unmindful of justifiable problems. I am left with lingering questions that trouble me deeply:

1. Why are some teachers posted to the same school after their studies? At Darla School itself, there are two such teachers.

2. Is it due to connections, nepotism, relations, or bribery?

3. Is a master's graduate given a punishment transfer? I was even asked to go to a community school to teach, despite holding a B.Ed secondary certificate. Is this not a mismatch? I would love to teach anywhere, but this creates confusion for my future.

4. Is family relationship not important for doing any job fruitfully?

5. Why does the MOE separate working husbands and wives, even within the same organization?

6. Why was I not allowed to choose a dzongkhag, but instead placed in Zhemgang without my knowledge?

7. Are we truly aware of GNH?

8. Why must I transfer after only two and a half years in the same school when MOE policy requires three years or more to obtain a transfer?

9. Why do some teachers have to face the hardship of remote postings again and again?

10. Why don't we study the ground reality?

11. And so on…

I am not frustrated, but I am sad that our HRO does not consider family matters or subject requirements at the ground level—especially when Darla has a teacher shortage. At the very least, I am now aware of how our system functions.

THANK YOU

As I write today here, and as I write about my graduation and departure, all that comes to my mind is ‘Thank you,’ ‘Thank you,’ ‘Thank you.’ Today I write words of excitement and appreciation. Words devoted to many great souls. This short note is in honor of you all my professors and the life you all have made me. Truthfully, a million pages of gratitude are not enough. (See my Professors profile link:five-dons-of-aims )

I thank YOU ALL a million times, for what you have done is sometimes more than anything. When I first came to the literature class, I was nervous and skeptical, but there were just these huge abundance of fine people who helped me to get my groundings. Thank you all for teaching, thank you all for guiding, thank you all for showing a smooth path in reading literature. You have been my best friend, teacher, guide, and parent.

Teachers and students of the graduating cohort of 2013, thank you for all that you are and for all that you did, and for caring about us. We know your work is more to you than just a job, it is a calling, and for that, we are so grateful for your sacrifices.

I have learned to read better. I wouldn’t have understood the depth of literature; British lit, American lit, Indian lit, World lit, Criticism, linguistics, Post Colonial Studies, Teaching English Language and Literature, Gender, Communication, etc if it weren’t tutored by you all.

You all deserve a huge congrats and thanks. Who could forget our amazing trip? Who could forget our noisy class? Who could forget the charming and angry faces, where you got annoyed with too many works and responsibilities? 

There are many good things to be remembered…

I probably can’t thank you all enough.

Thank you for everything, my teachers.

I am happy because while I cannot take you all with me, I can at least keep the memories with me always in my heart.

Thank you very much, Mrs. Mamta, Mr. Prabha, Mr. Samuel, Mrs. Parveen, Mrs. Chitra, Mr. Umashankar, Ms, Charita, and others.

A Cohort of Graduate Students with some Lecturers.