Tuesday, September 13, 2022

Published September 13, 2022 by with 0 comment


 There is a blunt truth why people leave for Australia, America or Canada, currently most to Australia. 

While local research and data, news and noises tend to portray reasons for leaving to, workload, hierarchy, lack of amenities, work atmosphere, lack of incentives and recognition and many such, the hidden reason is the Dollar.

The blunt truth is that they who leave leave to make better income. The calculations and comparisons are on money they earn in a week what they earn in months here at home. I know several friends who have returned after their tryst in Australia, and I am compelled to envy them. They have life savings that I can’t make in a decade more also. They have better cars bought without loans. They bought land  without loan. They have flats and house to go to even before retirement. They are living more luxurious and secure life.  

The rush to Australia is a short window to ensure better earning. This is the blunt end of truth we won’t answer even in a data survey!

It’s not workload. We know they work harder than they ever did while on the chair. They perform multiple works in a day, as cleaners for a time, taxi for another and harvesting grapes for yet another. 

It’s not hierarchy. We know, those who were leaders here work under less educated supervisors. If quality of work pleases them they get to work with sense of security.

It’s not recognition or incentives. Their is no huge recognition or rich incentive for menial works done, yet people work even at the oddest and in riskiest places. 

It is not working amenities. They aren’t provided with iPads and cars, house and offices, yet everyone works zealously second to second. 

It is not for academic learning and upskilling. The priority is not to study, to get certified for Masters or Doctoral degree. These degrees have no advantage in how much we earn at work. It is a way for one to work and other to study and work.

If we look at stories of how Bhutanese emigrant works in Australia Day and night without hue and cry, and yet rejoice the beaches and city lights, we have been complacent while on their chairs here. We expect everything to be given as we desired even without sweating as much as we would in Australia. Bhutanese are proving to be reliable and capable muscles wherever they work outside Bhutan.

Bhutanese leaving to Australia may be a brain drain but they also contribute towards Bhutan’s economy. In the report by The Bhutanese 2021, ‘As per the RMA’s monthly statistical bulletin in 2020 of the total Nu 8.269 bn remittance to Bhutan, Bhutanese in Australia made up Nu 5.343 bn. A distant second was Bhutanese in USA sending in Nu 2.479 bn.

This is incredible considering that just in 2018 Bhutanese in USA sent Nu 1.371 bn and those in Australia sent Nu 1.591 bn.’

This indicates that more Bhutanese who are in Bhutan are able to own land and build houses, live healthier life. When they return home, they life humbler life, having experienced the harsh realities of work and money. If a family lives a better life, if children can be provided better education, this is also a long term national asset. 

We know stories of how Bhutanese people bruise and burn at work. They suffer from back aches and head aches,  but are resilient to keep working until their dues are paid and savings are made. Many are emotionally disturbed, homesick and lonely, but they thrive as a community, looking after each other as a family of Bhutanese. Life cannot be bed of roses where thorns are natural outcomes of risk we take. One of the most painful moments are to be away from our children and ageing parents. We cry, we work, we laugh, we bruise, we sing, and sunsets comes and goes. 

If dollars have to be minted, we have to shed the pride of our titles. Their is never a easy way wherever we are, whatever we do. My position and power will be unable to provide better life for my children, and if I have to worry over it all the time on how to meet our ends, I cannot be as productive as I would if I my bank balance is secure. But by the position and power I am entrusted, I am able to contribute to nation building significantly, inspiring, transforming and making incremental differences in the lives of students and place I work. 

People will leave, knowledge and skill will be drained. It will never be same again, but the machinery must keep running. It’s not a political exodus, it is not a mass banishment. There is always an advantage. Someone will take over, someone will learn to run differently. For the system to run for a new century, we will need to from and nurture our young population and those who remain loyal to their task. We must know that, not everyone will have the convenience and karma to take flight to Australia, and those who did cannot become an Australian.

Note: This is neither to comment nor to contradict anyone. I appreciate that they who leave are destined.

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Thursday, September 8, 2022

Published September 08, 2022 by with 0 comment


 The tradition

In a tradition of displaying true and highest devotion to their Guru, Lama Wangdi’s disciples offered a Dharma Crown to to their teacher. The tradition existed since the time of Guru Padmasambhava. The King of Zahor is said to have offered Padma Dharma hat to Guru Padmasambhava to pay tribute and display his true devotions. 


The ceremony was a display of eternal and pure devotion to the teacher and teachings. For Lama Wangdi, who have lived all his life as a hermit teacher, in retreats and prayers for most of his days, the dharma hat signifies his devotees’ devotion and Buddha dharma Lama has been able to propagate in more than five decades of teaching.

The Ceremony

It was a humble investiture ceremony organised by Lama Wangdi’s disciples at Dragkarpo hermitage on the auspicious day of the Medicinal Buddha, on 4th September 2022. The ceremony was attended by his disciples, relatives and followers.

The Dharma Crown

The dharma crown is Padma Hat, signifying the Nyingma hat worn by the Guru Padmasambhava. The hat is embroidered in Nepal with fine brocade which is interlaced with garments of Bodhisattvas and Rinpoches, and anointed with relics and remains of great masters.

The hat has two layers, symbolizing the Development Stage(Kedrim) and Completion Stage(Dzogrim) of the Vajrayana practice. The hat has three points, symbolizing the Buddha's three bodies. The five colors of the hat symbolize the five colors of spiritual accomplishments. The sun and moon pattern on the hat symbolizes the combination of activity and wisdom. The blue edge symbolizes the eternal vow to practice to benefit sentient being and enlightenment. The crest symbolizes the indestructibility of meditation and attainment of oneness with the Mind. The eagle feather decor symbolizes the supreme Dharma.

Lama’s disciples

Lama Wangdi had been teaching for more than forty years. Many of his disciples are teachers or retreatants in the hermitages across the country, some abroad. Many have completed three year retreats, some two and three cycles, and meditation practices in Longchhen Nyingthig and Tersar teachings. Some of disciples include Khenpos and Tshampas who had been ardent practitioners for decades.


Lama Wangdi, a retreatant(Tshampa), a lay monk, Gomchen, all his life, have begun his life as a monk from Trongsa Rabdey in his childhood. When his father became Yonphula Drungpa, Lama Wangdi left Trongsa for Trashigang. Yongphula Monastery soon after to learn from late Lama Karpo who was one of the foremost disciples of late Dudjom Rinpoche, Jigdrel Yeshi Dorji. 

Lama Wangdi and his siblings are from Trongsa Laushong. Their father then was serving at the Dzong as Gorap. He was famously called Kheng Mitobom of Shingkhar and later had been Drungpa at Wamrong in Trashigang.

Lama Wangdi had been practicing Chod under the tutelage of Lama Karpo, receiving empowerments from His Holiness Dudjom and many luminaries of Nyingma and Kajyud. The stories of his travels to India to receive teaching are extraordinary feat of devotion, determination and courage.


Rising up the ranks as a gomchen under tutelage of Lama Karpo, his primary teacher, Tshampa Wangdi became Umze, a chant leader at the monastery. 

He was known for his rigour and focus as  monk, disciplined at ritual practices. He had been a devoted practitioner who had several years of retreat practices and ritual experiences, learning and meditation. His disciples are are comparably less than his years of practices but are successful practitioners.


Lama Wangdi stayed at Pelri Goenpa in Paro Bongdey as caretaker for several decades. He began teaching and taking devoted followers while at Pelri Goenpa with spiritual aspiration to propagate Buddhism. Today, Lama Wangdi lives near Dragkarpo in a humble makeshift home with his consort, providing teachings to his disciples who are at retreats around Dragkarpo and other hermitages.

Living in Paro for many years, Lama Wangdi is today one of the most sought for ritual performer, healer and teacher in Paro. Over the recent years his devotees in Chod practice have increased many times, including young and the old. Lama Wangdi in his late seventies already is one of the oldest retreat masters, Chod practitioners and ritual performer.


Lama Wangdi is the only surviving younger brother of my father. I

When I saw Aku Tshampa, as we popularly call him, he was a Ngagpa, wearing white silk gown and Khamze scarf, with lock of hair and ivory earring. He resembled Marpa Lotsawa as I saw it in the comic books.

Aku Tshampa has been one of my inspiration and a teacher in my practices in Throma Chod. After I began my preliminary practices since 2003, I was guided and  learnt through his filial advices.

Over the years, I have quietly appreciated Aku Lama’s unforgiving way of discipline ,indefatigable practices; his early rising prayers and consistency at making regular offerings with ardent passion to Buddha Dharma.

Aku Tshampa told me that, our practices must be relentless, reflective and consistent, evolving towards seeking meaning beyond mere ritualistic practices. He has inspired me and guided me more by what he is than what I couldn’t learn formally from him. 

This are little things I write to pay tribute to a hidden Yogi, a man with a steel of devotion to Dharma.

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Monday, September 5, 2022

Published September 05, 2022 by with 0 comment


We are teachers. We still go to school like many other went to school decades ago. Teachers are human, teachers are parent to children of other parents. Teacher are parents to diversity of children, with diversity of aptitudes, attitudes, intelligence, behaviour and backgrounds. Children pose diverse challenges and provide opportunities for teachers to mold them. 

Teacher have their own challenges, but when they are at school, they are absolutely teachers- A treasure house of knowledge, an epitome of discipline, a reliable parents, a faithful friend and wise sage. Even if we are not, we fake it to make the best out of every student. We remain selfless by heart. Our thoughts are about how we can improve learning and student discipline.

See parents; we are teachers, we are trained primarily to teach. We promised to be the best for your sons and daughter. We learnt child psychology and educational psychology, we learnt driglam namzhag, we mastered our subject, but once at school, our service goes beyond classroom teaching. Our role as teachers compels us morally to care and love every students, to be concerned about their future like the future we worry about our own children. We give so much thought and time for the wellbeing of students, and often at the cost of our own health, time and inconvenience, and our own family.

Teaching is our primary profession, we cannot give anything less than what learner must learn. We use every creative ways possible, and employ diverse means in the classroom to make them understand, to remedy mistakes, to improve what they know, how they speak and how they behave. Classroom is not merely for teaching and learning, it is in these classrooms children are guided to transform, to learn traditional etiquette, practice moral values and spark humane virtues through songs and stories, through discourses and drama. There are no limits to what teachers do and say in anticipation for them to transform. We are earn for what role we play as teachers, yet our roles are complex, multifaceted, subtle and profound. A teachers impact on a child can never be measured comprehensibly, and never be compensated in equal measure to any other profession.

When students are on vacation for few weeks to months and return to school, we notice how quickly they become disconnected from what was learnt in school. During the pandemic when schools closed indefinitely, I have heard parents grieving, impatient about a waiting for schools to resume. 'When will schools resume, my child is unable to study? My son is getting addicted to mobile phone? My son have no sleeping and rising discipline? My daughter never eats on time? We don't know how well to guide them here?' These speaks of how some of our parents have begun to value school over their parenting challenges. For many parents, sending children is a huge relief, not because they are going to school for learning because they found themselves challenged at home, because they saw how children are more disciplined at school than home. Who makes them disciplined at school?

Parents must know that, keeping children happy, entertained, engaged in study and abiding to school norms is a daunting task. Every small things teachers speak and do at school are aimed at making student a better graduate, a better citizen. Teaching them textual matter is not a challenge, making them understand and respond in right ways is; inspiring them to love learning is a challenge. Telling them to adhere to school rules is not a challenge, making them into a discipline child, loyal and committed, focussed and farsighted is. These values cannot be taught only through powerful speeches and advices; these must be imbibed into every child by keeping eyes on them all day, by tracking their footsteps day and night, by offering them opportunities to experience value through various activities. 

The beginning of a fabled good student begins at home. Even if the home is broken, if a child receives enough love and care, counsel on custom and discipline, a child becomes a good student. If your children are challenge at home, imagine a home with hundreds of students from diverse family backgrounds in school with diverse experiences, diverse health issues and diverse attitudes. To mould every child to become a successful graduate, every child becomes our own child at school, and every teacher become a parent. 

For children from broken homes, and those living with relatives, they long to be in school.  We have students who would rather stay in school then go home. For these students, school is safer and warmer than their broken and lonely homes. They trust teachers and find love and care, and meaning of their life at school where friends and teachers surround them. Children must realise the important role teachers play and how important school is for their learning and meaningful life. For many children, their freedom is at school when among their friends, when they have access to playgrounds, better meals and choices of books to read. Children grow meaningfully among their social surrounding at school than in isolation at home. At school, teachers are like magicians, this magic is absent in parents. The magic teachers use on students is a magic parents cannot on their own children.

For children who have parents to look after, rely and trust, love and care may be limitless at home. Parent's love is an essential factor to students' mental and moral wellbeing. The presence of parents make them them a better human. The absence of parent on the other cannot be replaced either by relatives or by providing material luxury.  We have found that, even a performing student, good at behaviour and academics, begins to dwindle soon after divorce or separation happens at home. 

Dear parents, accept teacher as a parent, after all, they stay with us longer than with you all. You gave birth and looked after them for six years, we look after them for more than dozen years. For some students, teachers are their only parents to rely for change and growth, and school their only good home. We cannot see them as your children, we see them as our own, as our responsibility.

For me, every child is a potential adult, a becoming parent, neighbour and a leader. A leader who must be a productive citizen, a respectable parents, a loyal servant, and a good human being. This vision compels me to go beyond hundred pages of Education Blueprint, beyond civil service statutes, to transform every student to become invaluable national asset. This vision is what guides me and my school to do everything possible in every small ways 'to nurture nationally rooted and globally competent citizen.' We may be impoverished to make ends meet in life, but we are repertoire of hope and path for those we care.

Namgyal Tshering, Dechentsemo CS, Thinleygang.

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Friday, August 5, 2022

Published August 05, 2022 by with 0 comment


When I learn about intellectuals who bad mouth about me behind my backs and about other people’s matters, I feel pity how their graduation academic certificates failed to make them great minds. 

How much do you know about my life from childhood to schools to colleges to marriage to career to habits and experiences I have lived through to believe in your talk about me? You only know what you heard and thought you saw!

Eleanor Roosevelt, an American diplomat and social activist said in one of her inspiring speech that-

“Great minds discuss ideas; average minds discuss events; small minds discuss people.”

You don’t realise your talk about people and events, even ideas will relate to your own experience in life. No matter how factual and convincing you can be, that is your perspective, a sad perspective you waste time on. 

If you talk about someone’s life and work, attitude and behaviour, to your friends and family, it’s talking about other people. What do we get and how do we contribute towards their life’s wellbeing by talking about others? 

We should know that there are greater things to think; about policies and politics, laws and limitations, ideologies and philosophy, than bicker about others. It is a sign of wiser person to know that small remarks and conclusions we make about other peoples’ life in a group or to someone can have detrimental effect on them. 

Jeff Haden, a motivational speaker and professor at of Madison University write that ‘Emotionally intelligent people keep their feelings in check and embrace or at least put aside the discomfort..’ they would create for themselves or others by not learning beyond ignorance. The reason we talk others is because we get moved by emotions of other people. We do not know the history and experiences, the why and how beyond about the circumstance yet we become emotionally reactive.

It is a natural instinct for human being to socialize and gossip, and gossip to be mostly about other people. Our Stone Age ancestors indulged in similar plain talks. They had lesser capacity like thinkers to delve into profound thoughts. Some of us are intellectuals and academicians, doctors and teachers, leaders and parents, yet our mental behaviour is close to our hairy an ancestors.

When we become carriers of messages of other people, talking about other people, we lose sight of greater ideas and events to discuss for greater good. The small talks can disrupt other peoples’ homes, heart  and life. 

If we cannot stand as prove of evidence, if we cannot be clairvoyant, if we cannot rest others intent, past life and life today, we may only be becoming a hypocrite who makes assumptions. As intellectuals we must know that what we hear, read, see and become part of, even if hundreds tells, is part of the whole world of other persons.

I would read a good book or rather keep silent than to bicker about people.

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Published August 05, 2022 by with 0 comment


The quality of thoughts we nurture and gnaw persistently can have power to infuse happiness or to cause terminal ailments like cancer. You can’t blame anyone but your thoughts.

When your perspective about others changes, and begin to hate everything about them for reasons of your own, we cannot appreciate whatever good they do and tend to talk and write to demonstrate our hatred. 

Does that bring us inner spiritual well-being?

This hatred hurts our mental and physical wellbeing, not theirs. The cortical hormones and adrenaline pour sugar into our bloodstream, and the feeling of hatred harms the health of our kidney and liver, our skin and heart. The more we speak, write and think of the hateful experience, deeper it cuts within ourselves. It’s like a fish pulling against the hook; it only cuts deeper and traps it to death!

Hatred weakens our health, not theirs. We may think of them with enmity, but they would be drinking beer and rejoicing, singing at a karaoke and at some engaging gossip. If love our body, if we know our health is more important than to let it be harmed, we would compromise, forgive, calm and let go.

We yell at them, we write about them, we talk about them; and every time we do, our biology is disrupted. We live an abnormal state, we breath faster and shorter, and fatigue our body from the need of enough oxygen. Lesser oxygen our body gets, more lethargic we become, and more susceptible to illnesses, germs and senility.

When we allow circumstances to disrupt our feelings, we think about that circumstances through our perspectives, relating to example and experiences from the past. We begin to compare ourselves to others, we tend to compare our experiences with others’ experiences. 

What makes the feeling painful and emotionally overwhelming is a result of allowing thoughts to grow, to cling and to exaggerate. Thought is the king of nuisance on circumstance we can’t control. Our feeling become calmer and forgiving unless we allow thoughts to subside, calm and let go. 

The more we think of the situation and people who hurt us, who undermined and misunderstand us, betray and ridicule us, the more we begin to lose focus and reason, morality and humanity. It is the beginning of madness with which we fail to accept any logical reasons on the circumstance. 

It is like an encounter with a snake on our path. The next time we walk through that path, fear comes to us because we allow thoughts to brood and assume. We can’t change the path, we can’t ask snake to be away, perhaps we can avoid the path, but if we do not allow confidence to walk with forgiveness and courage, fear and hatred, insecurity and insomnia will slowly kill us. Our hatred have a life long affect on our health. Older we grow more severely our forgotten negative thoughts keep causing irreparable injury within us. We cannot live happier life not solve differences by berating to the world. The healing happens only when we let go and allow ourselves to calm.

This writing helps me to go through an experience with courage and wisdom.

Namgyal Tshering(Kardro Petsher)

Principal, Dechentsemo

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Tuesday, July 12, 2022

Published July 12, 2022 by with 0 comment

KNOW YOUR TEACHER-A magic moment

This is about a special event every teacher attend with some hesitance to begin with and only to end with a sense of healing, fulfillment and hope like never before. This is what happened…

I suppressed my tears as my teacher wept, I smiled when my store Incharge declared her dream with pride, I shed a tear when my laboratory assistant became tearful to a feeling of hopelessness, I commended the moral strength of my teacher who fought to become an inspiring person and he praised my kindness and care I gave to everyone, I laughed with my teacher to a life of tragedy when she made fun of her tribulations, and I saw dreams in my librarians’ hopes for better future.

We believe that, it is important for teachers to know the backstory of every student, and that knowing their story inspires learning and change in behavior. If it vital for teachers to know his students, it is even more indispensable for principal to listen to teachers and support staff’s deepest stories. Then, we can call ourselves a family, can reach out in times of pain and joy with impartiality and genuineness.


This is a time when teachers, even support staff sit for a deeper conversation with their principal. It is a time where principal and his colleague find strength and hope together, like a father and a son on an adventure that will define the future of their children. We sit facing each other, as equals, as a friend, as someone who want to listen and who want to speak without hesitance, telling their forgotten stories and reliving their memories.

Sometimes there were tears and an awakening moments, sometimes realization of a forgotten strengths, often a relief from stories hidden until the day, always a healing and a hope to perform better, and to live and work together more productively.


Would it not make school life a happier space if principal knew his teacher more than as his work colleague? Would a happier teacher and an acquainted principal not make classroom livelier learning space and school a meaningful home?

That is where Know Your Teacher programme (KYTp) comes as an answer for Dechentsemo Central School. This was envisioned by principal, intended to deepen connection with colleagues and understanding to nurture students in novel ways. This is one of the platforms for Principal to talk to teachers beyond the professional mandate, to enhance   professional intimacy, humane connection and rapport as a working colleague. The program is aimed at understanding the teachers’ history and his life, his highest virtues and deepest hopes, his dreams and difficulties, to enable deeper understanding of teachers. The sitting creates avenues to explore emotional panaroma in strengthening relationship and reverence between the leader and the led..

 The core objectives of KYTp are to-

1.        Build good rapport between teachers and Principal

2.      Know the needs and interests of the Teacher

3.      Know the strength and weaknesses of the Teacher

4.      Build sense of family and fraternity

I will always cherish this hour of sitting as a venture that connects visions and aspirations of the principal with his colleagues. This knowing, this profound connection, lifts the respect and value in our uniqueness of experiences and personalities, brining understanding about life everyone waged through, and enables compassionate leadership and filial harmony in the work place.   


For Dechentsemo CS, this is a magic moment when teacher and support staff can sit with principal to re-live the past and find strength, to live the moment and connect, and live the future by chartering visions and dreams for school together. This magic moment helped me identify special skills, talents and aptitudes, to touch the emotional chord of their life’s experiences and know the weakness and strengths of the teachers. This is Know Your Teacher programme.



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Sunday, July 10, 2022

Published July 10, 2022 by with 1 comment


The topmost beliefs I adhere to as a principal are what will make my leadership more meaningful to the nation. 

1. NOT only about academic excellence

While strategizing for academic excellence is important, the responsibility of transforming students’ values and behaviour by motivating and directing towards becoming a better human being is of transcendental importance. It’s better, for a long term and holistic wellbeing, to nurture a disciplined graduate than a academic wizard without humane values.

2. NOT only about great speeches

Leadership is not about only giving inspiring speeches but making deeper connection with colleagues and students, knowing everyone from their deepest sadnesses to the highest successes, from their crudest manners to their magnificent character, from their farthest visions to their innermost values. It’s important as leaders to ‘not lose the common touch’ that Kipling advises in his famour poem ‘If-‘

3. NOT power and a mistaken pride

I have neither rejoiced nor taken arrogant pride in the power that comes with title we are honoured. Leadership is rather a Responsibility to lead, guide and care and an Accountability to manage, transform and perform, while also ensuring safety and serenity of everyone. It’s position from where values are exemplified and actions are displayed for students and colleagues to imbibe.

4. NOT a position for autocracy

Leadership is a position of authority from where we define and direct, counsel and correct, to fulfill the vision of the agency. It’s a position from where we manage people and resources, discipline and situations as a team than as an individual. Leadership position is neither an opportunity to be an autocratic nor a luxury to live an aristocratic leisure of life. 

5. NOT an a place of threat and fear

A good leader must refrain from yelling and threatening his subordinate whether in office or outside. A good leader does not command his subordinate by fear or oppression, or by embarrassing or ridiculing in private or public. In my leadership tradition, I always try seek calmer and more diplomatic ways of expressing differences or dissatisfaction, keeping in mind that my subordinates are as human as I am. My office is an open door to walk in without so much of a hassle outside the door. 

6. NOT blind to small things 

I believe in ‘small things matter, and what matters is not small for anyone.’ I believe every individual staff I serve, from sweeper the vice principal, from the seniormost to the most recent recruit, everyone arrives as a result of our karmic fruition, and everyone is a vault of diverse knowledge and talents, everyone with different experiences. Every small things about them are asset to a school. And whether it is small things people say or small things people do, it is important leader honour and appreciate their time and effort. A leader cannot have blindsight on what every individuals are.

7. NOT a leader lost on the chair 

If a leader does not become part of every workplaces, every part of his kingship, every part of every events happening, there with be disconnection from the soul amd spirit of the workplace. As a principal, to the extent I attend every students and staff programmes, even attending needs of my staff to every fortune and amd misfortunes. I walk the campus and the offices, from kitchen to staffroom, laboratories to library, basketball court to football pitch, hostels to houses of my staff from time to time. I never miss where tears are shed, I always there where laughter is sounded, where meals are served to drinks are poured. My office is spent on the heels more than on the leather chair. That is what leader should be, I believe.

8. NOT less than a oratory maestro 

A leader, particularly principal, cannot be anything less than the best in his leadership speeches. How a principal delivers from the podium, during gatherings and meetings, to individuals and masses, can either impede quality performance or make a resounding impact to evoking change in thought and behaviour. It is important that leaders are storehouse of knowledge, with clarity of purpose, able to verbalize and translate the subtlest thoughts and emotions and an inspiration by every word he speaks. Great leaders have have always been great speakers.

9. NOT only a speaker but a doer too

Great leaders are those who are able to inspire culture changes in a system, and these leaders live the change they ideate for others. If a leader aspire to make veganism a practice for the organisation, the leader must be a vegan, even if it is for that day. To make reading culture a vibrant activity, the leader must be a reader; to make artistic skill a learning skill for students, it helps to be an artist; and for a teacher, principal is an example teacher to listen to. 

Leadership excellence is defined by what a leader exemplifies. While leader cannot be maestro of everything, he can be an inspiration by advocating and supporting for greater good of the organisation.

This is for my own reflection than to prove that these are what leaders should be. I could be wrong but every leader must live his leadership life knowing what leader he is.

Namgyal Tshering

Principal, Executive Specialist

Dechentsemo CS, Punakha Dzongkhag

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