𝐓𝐇𝐄 𝐇𝐄𝐀𝐑𝐓 𝐎𝐅 𝐒𝐇𝐀𝐍𝐆𝐑𝐈𝐋𝐀- 𝐀 𝐦𝐲𝐭𝐡 𝐢𝐧 𝐫𝐢𝐬𝐢𝐧𝐠

𝐓𝐇𝐄 𝐇𝐄𝐀𝐑𝐓 𝐎𝐅 𝐒𝐇𝐀𝐍𝐆𝐑𝐈𝐋𝐀- 𝐀 𝐦𝐲𝐭𝐡 𝐢𝐧 𝐫𝐢𝐬𝐢𝐧𝐠

𝙄 𝙬𝙖𝙨 𝙛𝙧𝙤𝙯𝙚𝙣 𝙛𝙤𝙧 𝙩𝙬𝙤 𝙙𝙖𝙮𝙨, 𝙪𝙣𝙖𝙗𝙡𝙚 𝙩𝙤 𝙩𝙝𝙞𝙣𝙠 𝙤𝙛 𝙬𝙤𝙧𝙙𝙨, 𝙪𝙣𝙖𝙗𝙡𝙚 𝙩𝙤 𝙚𝙭𝙥𝙧𝙚𝙨𝙨 𝙖𝙣𝙮𝙩𝙝𝙞𝙣𝙜, 𝙬𝙝𝙚𝙣 𝙄 𝙨𝙖𝙬 𝙃𝙞𝙨 𝙈𝙖𝙟𝙚𝙨𝙩𝙮 𝙬𝙤𝙧𝙠𝙞𝙣𝙜 𝙖𝙩 𝙩𝙝𝙚 𝙂𝙈𝘾, 𝙖𝙣𝙙 𝙞𝙩 𝙬𝙖𝙨 𝙚𝙫𝙚𝙣 𝙢𝙤𝙧𝙚 𝙩𝙤𝙪𝙘𝙝𝙞𝙣𝙜( 𝙬𝙤𝙧𝙙𝙨 𝙖𝙧𝙚𝙣'𝙩 𝙚𝙣𝙤𝙪𝙜𝙝 𝙩𝙤 𝙘𝙤𝙣𝙫𝙚𝙮) 𝙩𝙤 𝙨𝙚𝙚 𝙤𝙪𝙧 𝙂𝙮𝙖𝙡𝙨𝙚𝙮𝙨 𝙥𝙞𝙘𝙠 𝙨𝙩𝙤𝙣𝙚𝙨 𝙖𝙣𝙙 𝙛𝙤𝙡𝙡𝙞𝙖𝙜𝙚𝙨 𝙤𝙣 𝙩𝙝𝙚 𝙥𝙡𝙖𝙞𝙣𝙨 𝙤𝙛 𝙂𝙈𝘾, 𝙪𝙣𝙙𝙚𝙧 𝙩𝙝𝙚 𝙗𝙡𝙞𝙨𝙩𝙚𝙧𝙞𝙣𝙜 𝙝𝙚𝙖𝙩 𝙤𝙛 𝙨𝙪𝙢𝙢𝙚𝙧.

I grew up reading stories of the Mahabharata and the Ramayana

And often wondered,

If the Gods and the warriors lived,

If the Pandavas and Kauravas fought the great battle on chariots

With magical arrows, unbreakable swords and shields

On the Kurukshetra plains of great Bharat.

I wondered

If Rama lived in exile in the jungle with Sita and Lakshmana,

And made friends with Hanuman, the king of monkeys

And fought Ravana of Lanka with his warrior monkeys.

I was amazed by the power and magic in the stories,

The grace and beauty, and power of Kings and people,

I was enthralled by Arjun’s prowess with his arrows,

The herculean strength of Bheema,

The invincibility of Drona and Beeshma,

And Krishna, the God among the warring men.

How can Hanuman lift a mountain on his palm and fly?

How could it have been possible to make bridges across the sea

With boulders monkeys carried from the hills,

And for Ravana to have ten heads ear to ear?

I think these are stories Sage Ved Vyasa and Valmiki wrote

To counsel people on virtues and vices, the good and evil,

To enlighten the spirit of men to the virtuous and the righteous,

To teach about truth and loyalty, benevolence and sacrifice,

To present the value of culture and customs, dharma and karma,

Woven into an epic centuries ago.

When I was a child,

I listened to my father reading aloud on the bamboo balcony

The story of Ling Gesar Gyalpo, a heroic king,

An emanation of Padmasambhava, an indestructible bodhisattva warrior,

And compassionate too, even to his rivals after a battle was won.

His horse was as swift as the wind, and his sword faster than lightning,

On his divine quest to subdue evils in the world

To make the world a happier place to be.

I wondered

How King Gesar looked in his kingly grandeur,

And where was his great palace of Ling?

Was it just another story a wise man wrote to enlighten men?

To educate children to live a life of bravery and benevolence,

To awaken our inner goodness, to devote to spirituality,

To have fear and faith in the sublime?

Today, when I look at my beloved King, Our People’s King,

When I listen to His exalted speeches, the golden words,

Vision beyond human call and the transcendental wisdom,

I know my King is Gesar, a legend,

And only with his vision, his compassion and enduring love

We can bask in the sun of everlasting happiness.

I wonder if people will believe that there lived a King

In a small country in the heart of the Himalayas,

Who said he would not sit on the throne for a day, and never did?

To build his country and design promises for eternal happiness,

A king who said he would work tirelessly to leave a legacy

Of a sovereign sanctuary;

This will one day become a myth, an impossible history

Of a Compassionate King who envisioned a future of Drukyul,

With dauntless courage and improbable sacrifices,

A King who trusted His wisdom to build a city of Vajrayana,

The Gelephu Mindfulness City on the plains of southern Bhutan,

To propagate and uphold Buddha’s tenets and the Guru’s teachings,

To live with nature in its pristine landscapes,

With a bridge that houses a temple,

With a ridge that houses hermitages,

In the city without skyscrapers, rivers without boats!

When I see my king travel the world sharing His dream,

Talking to His people about a dream no one dared dream,

Of a nation within a nation, a Diamond Strategy,

A foundation of a future built brick by brick,

Without a day’s rest, without a night’s repose,

Laid by the King, carried by the queen and princes,

On the fallow plain two thousand six hundred swathes vast,

And thousands of men, year after year, raise the dream

Of a King for his people to live happily for centuries.

I think,

The ancient stories of great kings and warriors from the epics

Were not mere myths told for ages by some wise men,

There must have lived some great kings, some great saints,

Some men who lived the story we hear today.

The story of a Bodhisattva King in the Kingdom of Bhutan

Is a story never told in the past, will never begin in the future,

An embodiment of sheer compassion,

Who lives by his words to serve with humble hands,

Walks the land to lead by example,

In the sun, in the rain,

In the mud, in the forest,

Over mountain trails and endless roads

Travels the world to learn greater ways

Resting under a shed, sitting on a rock,

Rarely upon the Golden Throne and palace comforts.

The Heart of Shangri-la is born, the GMC-

The receptacle of the Buddha’s teachings,

In the Luminous Mind, a Wish-fulfilling City,

Cherished in His regal heart is a Gift

To make Bhutan the epitome of Happiness,

A destination for the world to delight

The extraordinary home in the Himalayan foothills,

Pristine rivers cruising in their naked chimes,

Where people and the wild shall live in harmony,

In meditative calmness,

In serene quietude,

Another wonder of the world is born.

𝙏𝙝𝙞𝙨 𝙝𝙖𝙨 𝙣𝙚𝙫𝙚𝙧 𝙝𝙖𝙥𝙥𝙚𝙣𝙚𝙙 𝙗𝙚𝙛𝙤𝙧𝙚 𝙞𝙣 𝙩𝙝𝙚 𝙝𝙞𝙨𝙩𝙤𝙧𝙮 𝙤𝙛 𝙩𝙝𝙚 𝙬𝙤𝙧𝙡𝙙. 𝙏𝙝𝙚𝙧𝙚 𝙖𝙧𝙚 𝙖𝙣𝙘𝙞𝙚𝙣𝙩 𝙢𝙮𝙩𝙝𝙤𝙡𝙤𝙜𝙞𝙚𝙨 𝙄 𝙙𝙤𝙪𝙗𝙩𝙚𝙙 𝙞𝙛 𝙩𝙝𝙚𝙮 𝙚𝙫𝙚𝙧 𝙤𝙘𝙘𝙪𝙧𝙧𝙚𝙙, 𝙗𝙪𝙩 𝙩𝙝𝙚 𝙗𝙞𝙧𝙩𝙝 𝙤𝙛 𝙂𝙚𝙡𝙚𝙥𝙝𝙪 𝙈𝙞𝙣𝙙𝙛𝙪𝙡𝙣𝙚𝙨𝙨 𝘾𝙞𝙩𝙮 𝙞𝙨 𝙖 𝙙𝙧𝙚𝙖𝙢 𝙘𝙤𝙢𝙞𝙣𝙜 𝙩𝙧𝙪𝙚, 𝙖 𝙢𝙮𝙩𝙝𝙤𝙡𝙤𝙜𝙮 𝙪𝙣𝙛𝙪𝙧𝙡𝙚𝙙, 𝙖 𝙘𝙞𝙩𝙮 𝙡𝙞𝙠𝙚 𝙣𝙤 𝙤𝙩𝙝𝙚𝙧.

(This is a small tribute to My King)

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𝐄𝐗𝐀𝐌 𝐈𝐒 𝐂𝐎𝐌𝐈𝐍𝐆, 𝐒𝐓𝐔𝐃𝐘 𝐌𝐎𝐑𝐄 𝐈𝐍 𝟕 𝐑𝐈𝐆𝐇𝐓 𝐖𝐀𝐘𝐒

 𝐈 𝐚𝐦 𝐬𝐮𝐫𝐞 𝐛𝐨𝐭𝐡 𝐩𝐚𝐫𝐞𝐧𝐭 𝐚𝐧𝐝 𝐬𝐭𝐮𝐝𝐞𝐧𝐭 𝐚𝐫𝐞 𝐰𝐨𝐫𝐫𝐢𝐞𝐝 𝐚𝐧𝐝 𝐰𝐨𝐫𝐤𝐢𝐧𝐠 𝐭𝐨 𝐡𝐞𝐥𝐩 𝐟𝐮𝐥𝐟𝐢𝐥𝐥 𝐞𝐚𝐜𝐡 𝐨𝐭𝐡𝐞𝐫’𝐬 𝐝𝐫𝐞𝐚𝐦. 𝐁𝐮𝐭, 𝐦𝐚𝐧𝐲 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐝𝐨𝐧’𝐭 𝐬𝐭𝐮𝐝𝐲 𝐢𝐧 𝐚 𝐰𝐚𝐲 𝐨𝐮𝐫 𝐛𝐨𝐝𝐲 𝐥𝐨𝐯𝐞𝐬 𝐭𝐨 𝐥𝐞𝐚𝐫𝐧. 𝐓𝐡𝐞 𝐢𝐦𝐩𝐫𝐨𝐯𝐞𝐦𝐞𝐧𝐭 𝐢𝐧 𝐲𝐨𝐮𝐫 𝐩𝐞𝐫𝐟𝐨𝐫𝐦𝐚𝐧𝐜𝐞 𝐢𝐬 𝐝𝐞𝐟𝐢𝐧𝐞𝐝 𝐧𝐨𝐭 𝐨𝐧𝐥𝐲 𝐛𝐲 𝐡𝐨𝐰 𝐦𝐮𝐜𝐡 𝐲𝐨𝐮 𝐬𝐭𝐮𝐝𝐲 𝐛𝐮𝐭 𝐡𝐨𝐰 𝐬𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐜𝐚𝐥𝐥𝐲 𝐲𝐨𝐮 𝐝𝐨. 𝐇𝐞𝐫𝐞 𝐚𝐫𝐞 𝐬𝐨𝐦𝐞 𝐰𝐚𝐲𝐬 𝐭𝐨 𝐬𝐭𝐮𝐝𝐲 𝐥𝐞𝐬𝐬 𝐚𝐧𝐝 𝐥𝐞𝐚𝐫𝐧 𝐦𝐨𝐫𝐞

𝟭. 𝗗𝗘𝗗𝗜𝗖𝗔𝗧𝗘 𝗦𝗧𝗨𝗗𝗬 𝗛𝗢𝗨𝗥

It is a dedicated study time of your day to prepare for exam. It is not for home assignments, it is to kickoff focussed time to study as per schedule.  

During this time you must strictly be honest to your routine, starting on time and maintaining discipline. To ensure nothing distracts you, keep even your mobile phone out of your room or reach and never study where the television is kept. It prevents temptation.

During this time, parents, relatives and friends should respect child’s dedicated study hour and not interfere whatsoever, by asking for something, knocking on the door, entering study space, making distracting noises and most importantly refrain disturbing arguments in the vicinity.

𝟮. 𝗟𝗘𝗧 𝗢𝗧𝗛𝗘𝗥𝗦 𝗞𝗡𝗢𝗪 𝗬𝗢𝗨𝗥 𝗧𝗜𝗠𝗘

Often trying to adapt to our dedicated study hour gets disrupted when we do not inform everyone about your dedicated time. Announce your retreat hour like a hermit would do before going in for a strict retreat.

You may paste a note on the door, latch door from inside, close curtains and let others know what you don’t want to hear or do that time. The most important way to make it a discipline is by being consistent yourself in your routine.

Particularly, the parents must remind provide support by reminding children about their study hour to demonstrate care and trust. But do not remind in a harsh tone. It must be spoken like you are bidding farewell to your best friend, with motivating words than like sending a criminal to the cell by a policemen.

𝟯. 𝗦𝗖𝗛𝗘𝗗𝗨𝗟𝗘 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗜𝗠𝗘

The dedicated time must not be used at a stretch for one single subject. It should be for and extent of 1-2 hours with recess every 30-40 minutes. 

Spread study minutes diversely among the subjects. Within the stretch of study hour, allocate two or more subjects to allows coverage and lessen stressing on one subject. 

It is advisable to nibble in bits than munch a massive bite. Your brain has a natural tendency to learn in bits, and this is coherent to the heart beat. Our heartbeat is not one big thud but 72 bits of beats. Furthermore, pauses between study and change of subject is like a treat to the brain.

You may give more time to subjects that need more practice and learning, and particularly those in which your performance is weaker. Know where to focus more time.

𝟰. 𝗖𝗟𝗘𝗔𝗥 𝗖𝗟𝗨𝗧𝗧𝗘𝗥𝗦 𝗮𝗻𝗱 𝗗𝗜𝗦𝗧𝗥𝗔𝗖𝗧𝗢𝗥𝗦

Your brain pays better attention when it is calm and clear, not when clouded by disruptive emotions and thoughts. The prefrontal cortex, the rational brain, functions at its optimal when it is calm. Similarly, when your eyes see a clean table, without clutters, it subconsciously prepares to set you into conscious mode to study.

Remove whatever is not required on your study table. The table must have only the book you want to focus, maybe a table clock and pen holder. If it inspires you to have your parent’s picture, so be it. 

Anything that will take away your time must be removed and kept away from your grab. Mobile phone and laptop are primary distractions, it disengaged you before you know it.  Use electronic gadgets only under explicit necessity during the focused study hours.

𝟱. 𝗧𝗛𝗘 𝗣𝗢𝗦𝗘 𝗙𝗢𝗥 𝗣𝗘𝗥𝗙𝗢𝗥𝗠𝗔𝗡𝗖𝗘

Spiritual practices of yoga and science have found that sitting straight and breathing have improved benefits on biological health of brain. 

Sitting upright in a comfortable chair keeps you awake and gives you sense of loyalty to your focussed study. Disciplining your pose increases your sense of discipline to your study and concentration. This act of physical readiness motivates you to study better.

It not advisable to lean back in a sofa,  to in sit bed wrapped up, to lean back against a wall, falling on the chest or any poses that will give you sense of repose rather than readiness to study.

Sometimes, walking and studying can have dual effect; it makes your blood run in your body which keeps you alert and you breath better and it feeds your brain with sense of seriousness in your study.

𝟲. 𝗧𝗥𝗘𝗔𝗧 𝗢𝗙 𝗪𝗔𝗧𝗘𝗥 𝗔𝗡𝗗 𝗦𝗡𝗔𝗖𝗞𝗦

Brain needs nutrition constantly, and during focussed time, we tend to use large amount of stored energy. The water is used to cool or warm our body at an accelerated rate. In fact, when brain is focussed into action, foods are burnt faster and we lose more water through perspirations.

You must take sips of water from time to time and nibble on biscuits, nuts and fruits. You can treat yourselves during breaks and rests you take to nurture the need of your body and brain. You know, water is essential for blood to flow well and it works as a cooling agent when your body warms up.

If parents can serve these incentives to their children, it evokes sense of support, respect and inspiration of children to study.

The recess between study can also be used to stand and stretch, to sing and even dance for 10-15 minutes. You may also walk out of your room to disengage from the stress of study.

𝟳. 𝗣𝗟𝗔𝗬 𝗦𝗜𝗟𝗘𝗡𝗖𝗘 𝗢𝗥 𝗠𝗨𝗦𝗜𝗖

If it is possible and if it is what will lift your mood, it is advisable to play instrumental ambient music. It is said that playing music that has sounds of nature, low chirping birds and insects, flowing water and sound of bell and flute echoing enhance wakefulness. 

However, it can also be at your disadvantage if you are playing songs. However use of gadgets can tempt you to other things in it. Even a call or message tone can distract you. If you intend, keep the device far from your reach, or avoid using it totally.

The early birds and insects begin to make melody from three in the morning, signifying height of natural wakefulness. In the village, rooster sounds his music at three! The sages of the past said that at this prime hour, the nature is at its purest, quietest and calmest state. The air is free from pollutants of yesterday and not polluted by the day’s activities!

This is one of the reasons why 3’O clock is the optimal time to meditate, study and engage into mental analysis. Even Lord Buddha attained his final enlightenment sometime around 3.00 AM, suddenly emanating aura of light around him. 

𝗖𝗟𝗢𝗦𝗨𝗥𝗘

𝑹𝒆𝒎𝒆𝒎𝒃𝒆𝒓, 𝒐𝒇 𝒆𝒗𝒆𝒓𝒚𝒕𝒉𝒊𝒏𝒈 𝒚𝒐𝒖 𝒅𝒐, 𝒕𝒉𝒆 𝒇𝒊𝒓𝒔𝒕 𝒕𝒉𝒊𝒏𝒈 𝒊𝒔 𝒑𝒂𝒚𝒊𝒏𝒈 𝒖𝒏𝒘𝒂𝒗𝒆𝒓𝒊𝒏𝒈 𝒂𝒕𝒕𝒆𝒏𝒕𝒊𝒐𝒏 𝒕𝒐 𝒚𝒐𝒖𝒓 𝒕𝒆𝒂𝒄𝒉𝒆𝒓, 𝒕𝒐 𝒈𝒂𝒛𝒆 𝒂𝒕 𝒕𝒉𝒆 𝒕𝒆𝒂𝒄𝒉𝒆𝒓’𝒔 𝒇𝒂𝒄𝒆, 𝒕𝒐 𝒄𝒂𝒑𝒕𝒖𝒓𝒆 𝒉𝒊𝒔 𝒆𝒗𝒆𝒓𝒚 𝒘𝒐𝒓𝒅 𝒂𝒏𝒅 𝒈𝒆𝒔𝒕𝒖𝒓𝒆 𝒕𝒐 𝒆𝒏𝒉𝒂𝒏𝒄𝒆 𝒑𝒆𝒓𝒇𝒐𝒓𝒎𝒂𝒏𝒄𝒆. 

𝑰𝒇 𝒚𝒐𝒖𝒓 𝒂𝒕𝒕𝒆𝒏𝒕𝒊𝒐𝒏 𝒊𝒏 𝒕𝒉𝒓𝒐𝒖𝒈𝒉 𝒕𝒉𝒆 𝒘𝒊𝒏𝒅𝒐𝒘 𝒚𝒐𝒖 𝒘𝒊𝒍𝒍 𝒏𝒐𝒕 𝒊𝒎𝒃𝒊𝒃𝒆 𝒆𝒗𝒆𝒓𝒚𝒕𝒉𝒊𝒏𝒈 𝒕𝒉𝒂𝒕 𝒊𝒔 𝒕𝒂𝒖𝒈𝒉𝒕. 𝑰𝒇 𝒚𝒐𝒖 𝒍𝒐𝒐𝒌 𝒅𝒐𝒘𝒏 𝒐𝒏 𝒂 𝒃𝒐𝒐𝒌 𝒘𝒉𝒆𝒏 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒅𝒆𝒎𝒐𝒏𝒔𝒕𝒓𝒂𝒕𝒆 𝒂𝒏𝒅 𝒆𝒙𝒑𝒍𝒂𝒊𝒏, 𝒘𝒉𝒂𝒕 𝒚𝒐𝒖𝒓 𝒆𝒚𝒆𝒔 𝒔𝒆𝒆𝒔 𝒘𝒊𝒍𝒍 𝒅𝒊𝒍𝒖𝒕𝒆 𝒘𝒉𝒂𝒕 𝒍𝒊𝒕𝒕𝒍𝒆 𝒚𝒐𝒖𝒓 𝒆𝒂𝒓 𝒉𝒆𝒂𝒓𝒔. 𝑨𝒕𝒕𝒆𝒏𝒕𝒊𝒐𝒏 𝒊𝒔 𝒕𝒉𝒆 𝒔𝒊𝒏𝒈𝒍𝒆 𝒎𝒐𝒔𝒕 𝒕𝒐𝒐𝒍 𝒕𝒐 𝒍𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝒘𝒆𝒍𝒍.

(This is the way I had practiced in my school days and many scientific research on school performers affirms too)

Namgyal Tshering

Principal

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13 TRAINER TOOLS TO CAPTURE A CROWD IN A STATE OF AWE-

This is an experiential synopsis of how to become a trainer and a speaker we aspire to be. And it’s a pinhole opinion. I suggest that intellectually defensive friends avoid being bothered by it.

It is not true that no one likes to be told what and how we can do things better, there are some who are all ears, all heart and spirit to listen, learn and transform their capacity. And for those who aspire to become a better stand-up inspiration, an engaging, powerful and moving speaker, a trainer and a teacher, we can always learn from others. When we think of our role model as being a motivational speaker, we must know that everybody learnt, was mentored, had been open and adventurous. What made them models are the flaws they overcame, adapted and amended with willingness and veracity of their consistency and focus.

1. Language

Avoid mixing language (Dzongkha-English) and interchanging language every few sentences. No amount of axiom or anecdote will make sense when meaning gets diluted by attempts at jumping from one language to the next. Use language for some time, and shift when required for a purpose.

Reason: It disrupts the flow, diminishes the power and distracts attention.

2.     2. Example usage

Examples should be few, relevant and personally experienced rather than many examples that sometimes are exaggerated, unrealistic and assumed. Share personal stories or draw

Reason: Helps to draw attention, trust and create awe if the story is few and powerful. Getting into many small stories, and drawing from others diverts focus from presentation concepts.

3. Refrain from making assumptions

Refrain from making assumptions from examples, experiences and our own opinions. Assumptions must be foolproof, not as a generalisation but defence for one or two instances.

Reason: Assumptions is a leakage of weak grounding, such leakage weakens the integrity of the concept, skill, and the trainer.

4.       4. Maintain focus on slide

The talk must always be connected to the slide, without getting away from one story to the next and into ambiguous and irrelevant matters. It is unwise to read from the slide to convince the matter. The intention should be to align as strongly to the slide image or message than to solve and prove the questions from the floor.

Reason: Focus and alignment strengthen the attention and engagement of the participants. It helps to minimise time use and time waste. The longer we linger on a slide, the more irresistible it is to wait to see what comes.

5. Humour use

5.       Use humour as an embedded statement and anecdote without telling ‘Now I am going to tell a joke.’ Telling things in a funny way requires wit and experience. Have an awareness that many of the funny stories could already be heard and be sensitive to the quality of humour.

Reason: While humour defines and draws attention and value, it can be detrimental to the diversity of beliefs. The lack of laughter after a joke can indicate that its either obsolete, weak in delivery, irrelevant or monotonous.

6. Teach practicable skills, models or ways

6.       The theories and concepts must be introduced in brevity, with a set of models, principles and strategies. In the digital world, most concepts are accessed and available to people.

Reason: The training or talk reinforces what was mostly learnt or experienced. What people need from a session are one of many; a moment of awe and inspiration that evokes hope and possibility, a model that is relevant and applicable, principles that define process and pathways, statistical data to relate, and research to rely on for change. Opinions are assumptions that are information that must have a foundation.

7.       7. Study and experience

To deepen trust, and dependence and ignite change in belief systems, the speaker must have read the background, depth and diversity of books, research papers and materials that build strong substance.

Reason: Scientific basis, statistical data, and references to books and authors are a compelling resource to motivate, drive and build integrity.

8.       8. Tap on to listener resource

It is not always necessary to reason and defend what we know. The participants are explicit resources we can tap into for discussions and sharing, and draw conclusions from the diversity of experiences.

Reason: Allowing sharing sessions and deliberations, and listening to opinions creates ownership and acceptance of the content learnt in progress, while also gaining the opportunity to learn from the experiences of others.

9.      9. Communication power and flow

Oratory fluidity and power is a singular instrument that drives empowerment and awe, acceptance and learning, and a memorable experience. When in a presentation mode, avoid drinking water from time to time, chewing gum or doma, and attending to the crowd in a scanning mode. These are very few things to begin to present as a powerful speaker.   

Reason: Models of inspirational speakers are commonly flawless speakers, powerful, graceful and eloquent in language and content. They are prepared to the teeth. Eating and drinking disrupt eloquence and flow and cause distraction or loss of attention.

1010. Maintain connection and flow

The presentation when using powerpoint must move from slide to slide in a flawless process than introducing a topic or concept. There is no necessity to say ‘Now we will talk about…’ when the presentation is on the slide. It is crucial to avoid reading and explaining what is evident for everyone.

Reason: The presentation is a jigsaw puzzle that intends to teach a topic or two, therefore when presented in a flow, it draws attention. Even when closing a session it must be in a smooth and compelling close than an abrupt ‘Let’s break for tea.’

11. Presentation visual quality

Of the many things to avoid what must be placed on a slide, the information or image must be visible to the last bench, avoid using multiple textual colours throughout, and be careful what colour to use to make it prominently readable, refrain from filling whole slide with information but three to six lines, where unavoidable, it must be visible and relevant, maintain relevancy between image and exposition. And be thorough with the slide to its optimal detail. These are a few.

Reason: The quality of the presentation slide defines some qualities of the session and the trainer. The slide quality also contributes to enhancing enthusiasm and learning engagement.

11    12. Create Takeaway gifts

Every talk session, training or sensitisation programmes must be imbued with a few ‘Takeaways’ apart from material learning is what will connect people to the session, creating relevance and memory. In every few minutes of the presentation, the speaker should able to provide the takeaway gifts that are something new, relevant and powerful.

Reason: The existence of gifts maintain participant connection, attention and enthusiasm. Gifts can be a story, anecdote, proverb or experiences.

13    13. Preparation, Power and Pleasure

To honour every minute of service the speaker gives and participants attend to, the primary requirement is Preparation. It is the act of lifelong learning on various subjects through various resources and mastering the content in the presentation slides from all angles to ensure Power. The power depends on the quality of delivery, engagement in the learning process and on all other suggestive shared from 1 to 12. Only when there is preparations done, power created, there is pleasure at learning, only when there is pleasure as an emotional spark, will there be rarely anyone asleep. When someone falls to the monotone of the session, it’s more about who is at the pedestal than about who are on the floor!

I was introduced to becoming a trainer, a motivational speaker sometime in 2016 when nationwide training on Transformative Pedagogy and Communication Skills began. I owe this to the door opener, my close friend Director Tashi Namgyel, MoESD, to enter into the colosseum of opportunities. The battle was unstoppable, learning was vast and celebrations unending. What made me able to grow and stand without much hesitance, to make some contributions to the learning and welfare of civil servants and students was my decades of reading habit since childhood, my friendship with bibliophiles, and my courage to accept mistakes and learn from others.

I remind you, I am no Guru on how best to become a motivational speaker. Dr. Simon Sinek probably would have told you many times about it. I am only sharing from a small niche of my experience.

Namgyal Tshering

Principal

Dechentsemo CS

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NO TEACHER IS A SAVAGE, BUT A SAVIOUR

 No one is a savage.

A teacher makes a mistake, everyone does, at one time or another. Some people wrote he is a savage. No teacher in Bhutan can be branded savage.

It is not the first incidence of a teacher being lashed out with hatred and dragged to court for one incidence of punishment levied on a child. While the media coverage of a teacher whipping and making marks on a 7 year old demonised a teacher, we forgot the number of years of his good service, his sacrifices, and the inspiration he must have been to others.  But the media is not wrong to raise as well, that’s the role of media.

Science and philosophy tell us that action is the result of thought allowed to be disturbed by circumstance. No one is trained well enough to understand that it is not the circumstances but the interpretation of our thoughts on it that triggers chain of events. Any one can make a mistake, and from over nine thousand teachers, one or two will get into conflict. That doesn’t make teacher savage.

Many underlying circumstances may have prompted him to lash out. It was wrong for him to lose self-control, and if his aggression is everyday behaviour, it will be unacceptable and unsafe for other children.  I doubt if any teacher would be on a lashing spree for every small misdemeanour of children. There surely must be some norms required to adhere to, and teachers might have reminded them many times.

Over the last few years, we are seeing an increasing incidence of children failing to be obedient at class work. Students have to be compelled to write homework, they have to be kept under the nose during the study to maintain focus, students have no discomfort at not completing homework, no discomfort in walking out of class, being disruptive and regardless. Something about our students has made them indifferent, free and frivolous. Sometimes, I doubt if we can infuse them with the mettle to be honest, courageous, discipline, benevolent and reverent as they grow up.

Teachers have much bigger role to counsel and discipline than teach their lesson.  Our teachers take massive risk in using stick and levying corporal punishment with a hope that it would deter indiscipline and disobedience and encourage rightful conduct. It’s a risky affair to be parenting hundred of children on a daily basis, each of them from diverse backgrounds; from broken families, from pampered homes, from wealthy house, from innocent homes, truants and teasers, bullies and broken hearts, intellectuals and visionaries, ignorant and insecure, and so many types in one roof to care for!

At our homes, we are challenged by our children unwilling to adhere to norms we expect of them. We are challenged when they have to be woken up every morning, have to be asked to eat on time, dress on time, come home on time. We are challenged when children have to be detached from the phone and television. We have challenges when controlling them from taking drugs, smoking and chewing baba. We are challenged by their temper, their freewill behaviour. We are distraught by our inability to parent them, and often we hope they could tone down and come home as a good son.

In a school, there are hundreds and thousands of students, everyone from varying backgrounds, with a diversity of manner issues, tastes and hopes. In my school, mere twenty teachers have the parental responsibility to care for some three hundred children. That is 15 children a teacher to parent on average, and every class teacher with no less than 30 in a class to teach, guide, advise, counsel, remind, track, train, record, meet, listen to, hear from, care and concern about. When teaching responsibility is overwhelmed by the barrage of other responsibilities, particularly disciplining, the stress and strain on a teacher is beyond any pay scale, in fact. Yet, teachers manage to make the most of their time to ensure students are guided, advised, counseled, reminded, tracked, trained, recorded, met, listened to, heard from, cared and concerned about. Are these subtle yet vital roles ever going to be measured, or respected by society?

We may blame the teacher for making marks on a child, but we fail to think about the teacher’s situation from his perspective; the demands, the causes, the reasons that must have led him to do. We cannot brand him savage, cruel or heartless for whatever the case. A teacher never keep a grudge on a parent and punish a child, his teacher instinct would never let him do anything like that. His Buddhist conscience would not let him lose himself.

When I see how much teachers do beyond their primary teaching role, I simply wonder if there are any other civil services that can be crucial and magnanimous to rely on for what becomes of a child in future. During the pandemic, we know parents counted days to send children to school, many said, children were better at school than at home. The underlying reasons were parents being challenged in parenting. Parents therefore must know that teachers’ roles in school over the decades have only become bigger and more complex, more riskier, more accountable, it is simply growing in day.

Every teacher makes an inexplicable effort to discipline children at school. It is frustrating to want to do something about students to make them humble, obedient and enthusiastic to learn, compete and grow when in fact one or the other fail from time to time, some repeatedly. It is even more painful to have parents raise voice, charge and vent against teachers for petty actions taken.

“Sir, my son was humiliated in the class, he is denying to eat dinner also.” The message intends that if child become ill or take his life, teacher is accountable. “Sir, my son was kept standing outside the classroom for failing to write homework. It is unfair.” It intends that child must be kept inside, and favour him even if he fails his task. When a child is caught smoking in the toilet and parent is called for disciplinary action, parent would appeal on child’s behalf to be reconsidered. These are iceberg example. There are very many incidents teacher tackle everyday hoping things would change.

Unfortunately, sometimes, out of sheer loss of self-control, teacher makes mistake of trying to correct a child the wrong way, because the right way failed to. This teacher then get penalised for failing the penal code. It is a forgivable incident if the damage was not exaggerated and assumed. One child and one teacher from one school and everyone thinks it is everywhere! When working with hundreds of students, it is possible that sometimes issues like the recent case can become a disturbing story. Does an incident make a man a bear?

Some have branded the teacher a savage. Even a pack of tigers in the savannah are not savage. The pack kills a bison only when prompted by their hunger, not for entertainment. A teacher is a human being, another man, a father to his children, a teacher who would always want to give the best and expect the best. He must be a good father, a great friend, a loyal teacher, and a son who has been an example.

The teacher may be now a bad teacher in the view of everyone, but does that make him a savage? Often when teachers come to the dark light of the media for similar incidences, a teacher is court marshalled by people without any consideration for whatever good he must have been.

We must understand that, it must never be by intent to dishonour the penal code, but a simple act gone harsh on a child who is a ‘chey chey’ to a most caring parent. Often when our best intentions and hope is ravaged by opposing forces, our savage nature can take us over. We are also savage when we are hurt and angered, we also sometimes say and do things that are savage out of love and jealousy.

If I was that parent, I could have questioned, not necessarily make news out of it. I can empathise the pain parent must have felt, and I can also empathise the teacher for that accidental outcome. I have made mistakes when I was a young teacher, and often students’ disruptive behaviour, their lack of concern and care about what school defines, their total disregard of our most sublime intentions about their future, trigger us to take step to punish them. It takes an elephant’s patience to rattled us into making a mistake.

Parents must know that, we love your child like you would, for they stay more with us then with you. You may have given birth and you may be supporting their education, but education is what we model, teach, guide, counsel, and moments of a family we live every day in school. We are savage not to care much of our own children than we care about yours. I don’t get time to teach my sons, but I do for yours. 

That is savage of me to deny my children my wisdom.

 

 

 

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LEADING TOGETHER: Small Things Matter

A principal is not a position of power but a place for demonstrating enlightened leadership, in every small ways. This way what principal is will be imbibed within the leadership character of teachers and then to students. 

One of my leadership style is to sit and work together with my colleagues not by displaying authority of power or position but as friends. I try to make them feel connected, friendly and welcome by connecting to them, visiting their workplace and joining them in all social gathering.

I try not to make them feel free to enter my office like they enter their home, trying to ensure that they have no hesitance or fear to come to me to ask for leave, help, discussion or any other reasons. 

I never lose temper upon my colleagues or be vengeful even if they fail to perform as per my aspiration, rather I have tried to communicate to understand the circumstances, knowing that they too are human, and mistakes they make is opportunity for me to redirect them.

To sing together like horde of wolves to celebrate, to laugh to a conversation  together, to debate and discuss common matters over a birthday party, to work together at brush cutting, to evaluate examination papers as a team, to visit ailing colleague or a neighbour, and make a pilgrimage together are opportunities I have to practice leadership with my staff.

It is only by working together like friends, yet maintaining the spirit of responsibility and accountability that we can rejoice working as a family. This is but my style of leadership.

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FESTIVE FUNERAL: A DEFLECTION

Funeral expenditure is becoming a massive and a practical waste of resources with huge part of expenditure on extravagant meals. The intention is to give away on charity for the benefit of the demised. But does that mean the meals served after the dead at the funeral must be no less than a marriage banquet? 

I am beginning to understand that a funeral ceremonies in towns are better than those in villages, and very expensive affair. In the recent years even those in villages are beginning to become a costly affair. The banquet is fine, it is believed to increase merit ‘a Gewa’ if people are happy and pleased. 

There is unacceptable culture growing with people coming to offer condolences and for mourning- they have choices for drinks. Why should we buy ‘Breezer’ drinks so much than local wine to serve? I asked. The responses were that mourning visitors anticipate Breezers because in other funerals it was served that and people like that. If what must be served should go by what people desire, dead ceremonies will soon become a party hall. It already is in fact.

People visiting to offer condolences are going to a party hall than to a mourning altar. In Bhutanese culture people do not go empty hand to the mourning house, they take things as an act of condolence, nevertheless, the house of the deceased will have to serve varieties of meals and choices of beer and whiskies. 

The flurry of activities is no different from any marriage party. Instead of mourning and praying, perhaps even meditating in solemn silence, the place becomes a hall of laughter, of telling stories, of talking about other people, of business and politics too. This may be crude to say so, but this is a painful scene for those who mourn and those who have meagre to expend. When behaviours become custom, and custom give rise to culture of a place, the behaviour can become irrevocably less meaningful act of service.

In many funerary events, meat is beginning to become secondary, and many educated people make it vegetarian. This is a value that has been imbibed into Bhutanese psyche, propagated by HH The Je Khenpo in the recent past. It was a spiritual advice and rational by any philosophical logic to refrain meats from meals during home rituals and funeral events. 

People’s craving can be ravenous. Although meat servings are declining, it is beginning to be replaced by choices people have for drinks. At another funeral event a few years ago, a family was loading crates of ‘Spy’wine. This was to serve visitors with it because it was peoples’ choices. They said, visitors demanded it. The cost on the grieving family may be rather costlier than what we contribute to lighten the weight of expenses and the heart that mourn!

Why do we visit house of the bereaved? The answer and the act have become a contradiction. We visit to pay tribute to the deceased and offer condolences to the grieving family. We are expected to offer prayers and respects, to praise the deceased and comfort the bereaved. I anticipate a solemn gathering of people who sit together in prayers, be part of the ritual, talk in modest ways and also be served modestly. I don’t expect laughter echoing roof to roof, visitors becoming drunk and arguments and debates inciting the solemn space!

After Queen Elizabeth passed away, from the the day to the burial, it became a solemn state of affairs. People donned black garments to mourn, offered flowers, lit candles, sang solemn songs and mass prayers. It was a silent ceremony yet extravagant in how ceremonial events unfolded. They even walked in silent and slow paces. In any other funeral ceremonies of the West, there is a significance and honour of bereavement, by mourning in decent respect and by offering condolence with deep spiritual reflections. The funeral ceremonies doesn’t seem to be a banquet but a benevolent celebration of the life lived.

Today funeral events in our villages are also changing, from a modest state of affairs to an extravagant event. In our village and even in towns people need to be offered copious variety of choices to drink. While providing meals, tea and some beer and whisky is normal, people are now expecting to have their choices to lavish on. In my village people seek Redbull drinks and Fizzer drinks too. After their departure, countless empty bottles will be lain waste and so much in the store. Is this necessary, to quench the palate by their choices? 

It may appear like the charity, a generous offering for the transition of the soul of the dead, but will extravagant drinks and meals have any benefit to the dead? Should people sincerely offer prayers and deep wishes in remembrance of the dead than desire choices to serve. I doubt if this is what is in the canonical teachings of the Buddha!

In fact, the gathering becomes a space for people communion, to laugh and regale the gathering of relatives and friends. The dead is barely talked about or prayed for. The after death rituals and prayer ceremonies are also becoming a costly affair. In towns, like Thimphu, the monks have set a standard value for their services. The sort of competition is only growing exponentially. It is impossible to have 21 days of ritual without expending over two to three lakhs. Does the value of money equal value of life lost, or will that value of money make bigger difference to the soul of the late?

Visiting a grieving family is a age old culture. We visit to provide support upon death of a member.  The traditional visits are in 7th, 14th, 21st, 49th and on an anniversary. This has glued our filiality, bringing together relatives and people. The events provide space for people to provide moral support for each other during the painful hours and days. These are days on which rituals and prayers are offered, and family bond together to pay respects. The days of mourning are solemn days to make offering to Buddhas, Dharmapalas, deities and other unfortunate beings. The days are opportunities to practice act of generosity, by offering rituals, chanting prayers, raising flags and offering foods. 

What is very important in such dark moments to help the dead and the grieving family will be offering of sincere prayers from monks and people. Sometimes we must recall, how we can serve better by being part of the family.

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A TATTERED CHILD: WHERE ARE WE GOING WRONG WITH OUR CHILDREN

 

To parents who think teachers aren't doing enough

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