If someone truly wants to be with you, breathe with you, they will do anything in their power to be with you. There will be no games. There will be no words with hidden meanings. No endless nights, where you just see the messages and letters again and again to join your thought process for a positive bent. You won’t have to figure all this out as their words and actions would convey their behaviour and love for you.
You fight, you cry and you hope for the person to be with you because you loved this person to the moon and back. But, if the person truly loves you, s/he will ignore the worldly statements, try not to say, try not to hurt you everytime with mixed feelings, emotions and other things. S/he would stick only to the soul – filled with pure love and nothing else.
We should never let go a person with whom you counted your life together as ‘us’. You should never ever leave his/her hand; Afterall, it’s all love and deep compassion with which you connected. If someone wants to be with you, truly with all 💓, madly and emotionally, they will be with you.
All beautiful relationships do not exactly depend on how well we know each other, but it depends on how well we manage the misunderstanding and unite again. Preserve and don’t let go your loved ones. Life is short.
Children have represented the future prolongation of
our societies and therefore have been taught to replicate the material and
intellectual conditions that are considered to survival. How we think and
understand children matters inordinately because our views and theories affect
how societies engage with children in day to day practice.
Yet, what is childhood?
The dictionary definition of Webster continues by
“the early period in development of something”. It can be argued that childhood
is that stage in life that is accessed by adults retrospectively, a beautiful
experience that can be tapped through memory which is then – conceptualized by
several layers viz. parents, social groups, kin-groups…
Several sociologists of childhood have affirmed that
childhood is a structural category alongside with others, may be social class,
ethnic origin, gender etc. To what extent have we considered the interaction of
those different variables and their influence on how childhood is represented
in different cultures and contexts?
Multiple childhood on other hand refers to different
kind of childhood seen through various parameters as:
Differently able children
Economically backward children
Survival of child abuse
Also, research into child poverty have provided a
change in our understandings as we begin to listen more to the views of
children. The research has been more quantitative giving us figures (based on
analysis of statistics). For instance, we have been concerned with the number
of children living below poverty lines. So acknowledging diverse childhood is
Even the definition of “who” is a “child” can produce major differences of opinions or perceptions. Some of the problems that arise as methodological or psychological turn around the puzzle of children’s subjectivity. Multiple childhood is still indeterminate for teachers and educators. More and more practical and conceptualized approach for better understanding has to be lifted up. Further, the various cultural and intellectual perspectives on the nature of childhood need to be addressed as well, in order to engage with the questions: “what” is childhood, “who” is a child?
Today was my first day at “Apna school – PS Manjud, Chamba, T.G” (My school as we call it i.e. The Primary School, PS) and as usual the experience was very good. Today was something different, as past two days I was asked by the Head Teacher of PS Manjud, Chamba to teach children, but today I sat down with a copy and pen just to learn how the teachers are teaching and learn the basic environment of children and their mind-set towards mine.
I somehow observed the playful environment of children and tried to understand their basic psychology towards everything.
Basic psychology of children
Understanding the basic psychology is very difficult while I got
nearly 10% of it and will learn the rest while I progress more on the school
visits. It’s quite interesting at the same time to understand what a child goes
through of what s/he sees.
For instance, some children were looking at me when I was penning
down the activities and some were hanging on my hands as a playful activity.
So, it’s quite interesting as in: some children were happy, some were a bit
serious seeing me and my observation as since two days I was playing with them,
so it was a bit strange – for them!
Session with the children: A poem recitation
Post lunch, I sat with the children and asked them to recite any
poem or any story whatever they liked. Kaajal
– a 4th standard student told “hare and the tortoise”. Everyone
supported with some actions in telling the story and we also enjoyed a lot.
I too recalled a poem “Johny
Johny” and recited it with some of the actions – as far as, I could act.
They knew what actions should follow the poem so I was interrupted in between
by saying – “Nikhil Sir, you are doing the action wrong i.e. for eating sugar,
you should bring a sugar plate” that was a quick laugh as I could recall and I
laughed till the end.
I also recalled “Machli jal ki rani hai” (Fish: The queen of water) and somehow succeeded in remembering the latter lines of the poem and did the actions without any problem. The children laughed a little but later they also formed a group next to me and said Sir once again and one another poem. So, what I did next was took their book and recited another story and thought to be a storyteller for some time with actions and drama – a little bit for all I could act.
It was actually a fun seeing all the children enjoying with me and
sitting next to me like a panchayat in a village. It felt very good. For some
time, I thought am I reciting/telling anything wrong? But no, I wasn’t correct!
I was telling them the stories with that eager that something might happen
next, so that was the zeal amongst all the children.
The teachers also witnessed how the children got engaged and encircled me like a parent. They told me – that’s a good idea to be with the children and getting them engaged.
As soon as the alarm bell rang at around 4.30 am – I got a quick shiver that I had to rush to school with my colleague. I did all my morning stuffs and got ready and it was already 5.10 am in the morning.
I had a feeling that I could be a bit late. But, I
had the positive hope that I will reach on time – but had a fear that “whether
I could get any bus to Tehri from Chamba or not?” – this morning.
Yes, it was my fear which turned into reality. I left my place around 5.50 am in the morning and waited for a cab/bus anything which could drive me to the destination place. I saw some sumo’s in the queue but No, they weren’t waiting for me! They were waiting for other passengers to fill in and they would then start. What a good experience that was!
I sat in a sumo and it was nearly filled but who knew that the driver says – “bhaiya aap kisi aur sumo mein beth jao, yahan book ha sawari court ki!! “ ( Brother, you please sit in some other cab, we are already full for some other destination)
I was all irritated. Now I sat in the bus – a direct bus to Baurari (a quiet place near Tehri). There were only 3 passengers in the bus excluding me and I was assured that the bus would leave on time, i.e. after some minutes – but that was a good lie. It took some 30 minutes to fill up and then the bus would leave for Baurari. What a travel it was!
I met my fellow colleagues in Baurari and we all left for Tipri Village in some other bus. The bus journey to Tipri Village was a bit tiring as I wasn’t able to fit my legs in the back seat due to non-availability of seats – a heavily crowded bus.
We reached Tipri Gaon in near about 30 minutes and now we had a one kilometer walk to reach our school. We reached The Primary School. Like I said earlier, this school also greeted us with open hands and the teachers here were again welcoming.
Interaction with children:
Children’s here were very active. They greeted us with the window saying Good Morning Sir! They were happy to see us but at the same time they were in the dilemma that what would they teach? Or what What would they do with us? – As I could figure that out.
I began interacting with them and also asked their
names they were only few in number i.e. 8.
I started with names and also asked what is the difference between sugar and namkeen (salty snacks)?! I literally heard many differences. They said sugar is sweet and namkeen (salty snacks) is salty. But again my question was why sweet is not salty and why salt is not sweet? They said because sweet is only sweet and salt is only salt – which is a concluded answer out of no clue. One child replied by saying sweets are only in sweet shop and namkeen’s are only in Haldirams (a famous shop for Salty Snacks). So, that was an another answer to the question asked by them.