School Rimdo

 

Choshum

A two-day Darla School Rimdo was conducted at the Darla MPH Hall. The Rimdo—religiously named Jingsey, the fire rite—was organized by Darla School and conducted jointly by the school and the Darla community.

The two-day ritual was presided over by His Eminence Tshugla Lopen Samten Dorji.

During the ceremony, various rituals were conducted, including the lighting of butter lamps, Tshogkhor (wish-fulfilling ritual), purification ritual, Tormas, Jingsey (fire), and others.

Buddhists are nature-worshippers and believe in divinity, the soul, and primordial energy. Jingsey is one such ritual; it is believed to appease harmful evils, pacify death spirits, and strengthen life. The rituals are performed by offering nine grains (such as rice, millet, wheat, maize, and mustard), flowers, fruits, and holy water to the deities.

The celebration was very simple and nature-friendly, as meat and alcohol were not served. Students and the public were served butter tea, sugar tea, biscuits, and a pure vegetarian meal on the first day.

Thousands of devotees from Darla and nearby areas offered prayers at the annual Rimdo.

On the second day, His Eminence graced the venue and blessed (wang) thousands of people. Thousands of devotees and religious-minded individuals—some from as far as Arikha and Phuntsholing—came to revere.

The Rimdo was performed for the peace and well-being of the Darla family, the community, the King, the country, and the people.

The Rimdo was a success, thanks to the worthy efforts and cooperation of all individuals: teachers, principals, students, and the community. It would not have been such a lavish Rimdo without the goodwill and support of the students' parents. As informed during the Parents-Teachers Meeting regarding donations, many parents generously contributed both cash and kind. Sacks of rice, bottles of oil, vegetables, juices, dal, and other supplies piled up in the school store. Thousands of Ngultrum were offered as donations collected from students, parents, teachers, and devotees.

"Rituals such as this have multiple functions in the family and in the culture," said one of the Lopens. "It is an effective agent in promoting family health and well-being. Not only that, rituals facilitate the transmission of values and beliefs. Rituals provide support and containment for strong emotions and facilitate coordination between individuals, families, and communities," he added.

Rituals are important and useful ways of assisting individuals and families in dealing with transitions and losses, bringing about healing, and transmitting values from generation to generation. They are effective avenues for strengthening families and creating an environment where personal well-being is enhanced.

Songs and dances were also performed in the evening to refresh and entertain everyone.

The ritual is held annually.

Lama Rinpochea

Jingsey in Progress

The Wang

Outside View

Too many cooks spoil the broth

Students waiting for lunch

Our Chief Guests

Torma...A dog and a child...it's not a safe place to be in

Story Narration by my Son

My son, who is studying in class four, narrated a story titled "Two Cocks" at an inter-house storytelling competition on 15th March 2014. I have uploaded a video of it here: [Facebook link]. I am keeping this as a record of his life and ours. The story is a popular Aesop's fable.

The story goes like this:

Once upon a time, there lived two cocks. They were not friends. One day, they decided to find out who was stronger. Both claimed to be stronger, so they began to fight. They fought angrily for many hours. Finally, one cock was hurt and came down from the top of the house.

The winning cock danced with joy and happiness on the rooftop. Just then, an eagle appeared and carried him away into the sky.

The defeated cock was safe and happy with his luck.

The moral of the story is: Do not be proud, for pride will fall one day.

Story Telling Competition

Class Four Students

This year, I teach Class IV English and Class X English while juggling about seventeen other responsibilities that probably have no job description. But honestly? Being with little humans and watching them actually learn something makes my heart do a happy little dance. Seeing them grow up right before our eyes—sometimes even vertically—and become actual people is a huge source of contentment for both parents and teachers. Unless they become louder. Then we question our life choices.

Class IV kids are barely ten years old, and let me tell you—they are tougher to handle than a bag of hyperactive squirrels. They shout, play, sleep, run, jump, and occasionally achieve the Zen state of doing absolutely nothing. They grumble and complain about each other like tiny retired uncles with zero filter. The Class IV English textbook is the thickest book any school-going child has ever seen—it could double as a doorstop, a weapon, or a dumbbell. So I tell them, “Congratulations, you are now college students, because you’re carrying the thickest English textbook in the entire school!” They laugh proudly, puffing out their chests like little weightlifters.

Starting the lessons was pure chaos wrapped in a blazer. ‘Reading and English Literature’ took almost a week—just introducing what they were going to study. Since they’ve leaped from Class III, they barely understand what’s happening in class. I suspect some of them are orbiting a different planet entirely. I go on speaking English. I go on explaining. I go on making them read, write, speak, and listen. Their universal reply to everything? “Yes sir,” said in the tone of someone who has absolutely no idea what they just agreed to.

We had a spectacularly hilarious time pronouncing the word ‘Literature’. Some said cutely, “Li-te-te-te” (which sounds like a broken robot). A few said, “Lit-te-ture” (close, but no cigar). Some went with “Lit---ta-ry” (mysterious and artistic). Everyone said it differently—like a pronounciation potluck. Only a handful could say it correctly. Then I had to explain what literature actually is. We listed down poems, stories, essays, letters, and that one note you pass in class. Then we had to write what a poem is, types of poems, and basic features of a poem (a.k.a. “What makes a poem a poem and not a grocery list?”). And so, we stumbled forward with other genres too.

A few days ago, we learned a poem with lots of role-plays—suddenly I was surrounded by overacting champions. That made them interested and happy. Then we did speaking practice, where they produced tailless, headless, legless English. One student declared, “The poem is about to remember.” Another one nodded sagely, “Remember is the poem.” I didn’t know whether to correct them or frame those sentences.

The next eternity comes when they write. They write at a snail’s speed—a snail with a broken leg. Tortoise speed? The tortoise would lap them twice. When asked to copy a word from the board, they mutter P-O-E-M like it’s a sacred spell. Writing one sentence in their notebooks takes half the class period. I’ve seen glaciers move faster.

But here’s the thing: they learn fast. They catch on quickly. Many students can now answer my questions without looking at the ceiling for divine intervention. I must always keep an eye on them, though—because the moment I blink, someone tries to become class president by force. When I contort my face and speak in a higher pitch, like a mildly unhinged opera singer, they get scared and keep mum. Finally, silence. Blessed, temporary silence.

Such is my Class IV. Everyone wants to be captain. Everyone wants to go out and play. But nobody, absolutely nobody, wants to get spanked by teachers. Some things never change.

Class IV students writing

 

Busy Writing

Smiling

And Writing

Blog Award

Liebster Blog Award from Dumcho Wangdi

Award From Dumcho Wangdi

Thank you to Dumcho Wangdi (http://dumchowangdi.blogspot.com/) and Monu Tamang (http://monutamang.blogspot.in/) for the awards. As an amateur blogger, this means a lot to me.

It took me a long time to reply to Dumcho’s questions because I’ve been really busy—both physically and mentally. First, I was transferred and faced some issues with my relieving order due to a blog post. Second, I had to travel constantly, which left me exhausted. Third, with the new academic year underway, I’ve been busy with my students: preparations, celebrations, and planning. As a result, I couldn’t update my blog. Today is no different, so I’ll answer the questions very briefly.

Here are Dumcho’s three questions from http://dumchowangdi.blogspot.com/:

1) Write three things that you love being a blogger.
a) Writing and publishing
b) Reading and learning
c) Comments and replies

2) Share two reasons why readers should read your posts.
I write mostly about change—personal feelings of inequality and disparity, unheard voices, and critical discussions of what’s happening around us, including freedom that remains unclaimed. I feel readers should read to understand the world around them.
Also, I write to find my voice and affirm my identity. I may be the ugliest, I may be bad, I may do wrong—but I am here. I am here like everyone else, trying to reshape life to become the best I can be.

3) Tell one thing you always want to add to your blog.
I’ve always wanted to add a good design. I feel a bit disheartened when I see other, more beautiful blogs. Mine has an amateur design.

Liebster Blog Award from Monu Tamang

 

Award From Monu Tamang

Now, let me answer Monu Tamang’s questions. I remember asking him many questions in class too, and he answered intelligently—I felt foolish for asking such simple questions. They were far below his level. Thank you, Monu, for nominating me. He asked seven questions.

1) Describe your blog in three words.
A wise voice.

2) Describe yourself in three words.
Observant, conscious, and a dreamer.

3) What is the motive behind your blogging? Or, what do you actually intend to convey to the world through your blog?
A voice for change. A dent in the paint. The thrones of life. Writing for right. Freedom—the sound of silence—and other condiments of thoughts and feelings. Big thoughts in small words. People sometimes misunderstand: the blog contains purely personal expressions and may not always be true. These are my observations and are not intended to hurt anyone, implicitly or explicitly. The content is for general benefit and a voice for change. My post http://saachad9.blogspot.com/2013/12/a-voice-for-change.html caused unintended trouble, and I had to remove some content.

4) What do you aspire to be within the next five years?
A teacher, a teacher, and an experienced teacher.

5) How do you view your life? Jot down a few sentences on your attitude or perception of life.
I’ve written many things about life—almost all my posts touch on it. Let me summarize my latest learning in one sentence: In life, don’t act smart, act intelligently. Sometimes losing is winning.

6) Bhutan is regarded as the Land of Gross National Happiness. How far does this philosophy align with the real lives of Bhutanese people, and what is your perception of this concept?
GNH shouldn’t be indoctrinated. It cannot be injected like medicine, nor taught directly. But it can prevail. It must be lived in society—a compact, connected, helpful society that creates harmony and peace is a GNH society. The foundation of GNH, or any form of happiness, is the basic goodness of each individual. Individual goodness reflects the society we live in. Personal happiness cannot be heightened solely by understanding happiness; it can also be heightened by understanding unhappiness. I wrote more about this here: http://saachad9.blogspot.com/2013/05/happiness-redefined.html

7) Can you offer some inspirational lines to youngsters who will emerge as future bloggers?
Blogging enhances your profession, develops personal abilities, and builds your profile. It keeps you up to date—it’s like a diary. I’ve been encouraging my students and anyone who likes writing, and I will continue to do so.