Fellowship experience

What prompted you to become a teacher to under- served children as
Teach for Nepal as Fellow?
I never wanted to be a teacher ever and never in my life, till I knew about TFN. There were reasons why,
I chose to be a teacher for two years:-
a) Family values and commitment:- My family struggled a lot in his childhood to get the basics
needs and education . Dad ran away from the home at the age of 13 to earn money and raise
the standard of my family. As he didn’t had the opportunity to have that guidance who would
say, “Son, I will earn, you stay at home and study.” He regretted that for a long period of time ,
he earned by his choice and invested on us and was really committed to give us the best kind of
education we need to have. I had observed that and believed that education is the most and a
means of tool to raise the standard of a family.
b) Opportunity to live up my ideology:- I was a naughty children, most talkative and a learner
who learns by an doing. I got scoldings, got slaps and rubber pipes on my thigh for not doing
homework, for not paying the attention as other, for sleeping in class during lectures. Gradually I
hated and perceived teaching as an easy job and I thought anyone can lecture for 45 minutes
standing in front. After knowing about idea of teacher being a leader in a classroom from TFN
website, my image and the understanding about the teacher changed. Till then, I had been
misjudging the teaching profession.After, going through lot of research about TFN, I convinced
myself to be a teacher that I had always wanted. So, two years was an opportunity for me to
live up the ideology of a teacher that I had dreamed during my school days.
c) Data Realization:- I attended private school and was not aware of the fact that more
than 80% of the children attend public school and even on that- large number of kids
drop out till SLC- and most failed students came from the public school. These
researched data made me to question- What I am doing till now to address this
problem? And, I saw TFN as a noble way to address this issue.
d) Relieving the dream:- I loved doing Math’s during my school. I was the most excited and
most energetic kids when it came to the Math class. Once in my school I thought that I
would be the great Mathematician of all the time. When I went to college I realized that
it was the School Mathematics that I loved the most. And, this opportunity gave me a
chance to make Mathematics a fun subject .

When you think back to the time that you have decided to join TFN,
what were some of your main ideas and perceptive you had about
public education and why all children in Nepal don’t have the
opportunity to receive an excellent education?
a) Lack of student centric methodology:- When I was in school, most of my teachers were
giving what they had and know, but I felt teachers were not researching on what
children know, how they can understand on what they need, and simultaneously
achieving what the curriculum has asked.
b) Lack of skilled teacher:- In my school times, teachers were more focused on the
theoretical approach, mugging approach. Teachers were skilled enough to integrate the
subject matter in an artistic way. So, I generalize the experience with the problem of
public education.
c) Effect by political instability: There were numerous holidays in a year whether it be of
certain public holidays or of uncertain holidays due to strike. Our school building were
bombarded, school buses were burnt and we had to stay at home due to strike holidays
done by the political parties. The conflict between the government and political parties
affected lot in school areas as well. I still remember my sister fearing to go to school
only because the Maoist people took a shelter in our home. I saw this as a national
problem and anticipated that it might also be the barrier between children getting an
excellent education.
d) Lack of motivation: For fresh and skilled young graduates, being teacher is the last
option they have in the carrier list. Most of the teacher that taught us were more aged
and used little energy to attract other students in studies. Most of the students who
were good at studies either came from a elite and educated family or education valued
family who have the motivation to dream bigger and achieve higher. If we were
distracted in our studies, teacher either used to punish us or black mail us by saying, “
Bau aama haru lay temehulai yehi garna yetro paisa kharchan? “ It was not worst
approach to do, but there were not different approach of motivating the kids. Young
and energetic teachers could have connected with the students and know what
generation demands and easily motivate them to study hard by themselves. It might
have changed the perception towards what we study for and why we need to achieve
good at studies. There were not any logical and practical linkage between the study and
the life we live for.

My diary before starting the Fellowship in Simaly :-
Chapter 1
The silence was ripping me off internally while the wind was trying to make a delightful music in
the mid night as I was on the terrace to watch the stars from Kathmandu. “Is the sight alike
from Simle as well?” was an ongoing question as I gazed through the sky. As, I climbed down the
stairs, I consoled from the silence and mumbled to myself, “Don’t worry, you will be
habituated.” As I saw my *North face* trekking bag packed, John Denver with his “Leaving on
jet plane” song tuned spontaneously in my mind and I laid to my bed after shutting the lights
off.
It was 5:45 a.m. when my alarm rang and I wished to snooze it but the day was a new journey
for me and I can’t make a lazy start. I asked my brother to wake up, as he was supposed to go
with me till Chapagaun and asked him to prepare the tea. I assured that, everything was
packed, till 6:30 a.m. and then we leaved the home. We thought of taking a cab till Chapagaun
but it was way expensive than the money I had in my pocket. R.S. 1500 is the money that I could
have come and go Chitwan twice! After taking a public bus from Basundhara Police Station I
stopped by near ATM in Samakoshi- withdraw more money( I think it was 3000!) which I might
need in the journey to Simle- and went to Satobatoo in public bus. After that, I checked my
watch it was already 8:30 a.m. and Nawang (my co-fellow!) already had reached to Chapagaun
when he called me. I felt I was getting late and took a cab till Chapagaun which charged me R.S.
500! And, I arrived in 9 a.m. in Pang Gaun bus station. We asked the ticket counter and he said
the bus will leave at 11 a.m. Then after, my brother waved a farewell to me from there and we
had no option to wait and wait.
Chapter 2
Did I said, where I was heading towards? Probably, not! Simle was my designated place for two
years as a Teach For Nepal Fellow but the endeavor that I had set eliciting the unstructured
beliefs was still hidden and invisible. The stay in a remote area where there is no accessible
roads and with so much less water to utilize for the daily life is itself a burdensome and
frightening journey especially for the people like me whatsoever I never compromised about my
basic needs since childhood. Though we were/are middle class, my parents have always given
priority to fulfill our basic needs-quenched our thirst to modernization-our never ending wishes
to buy fashionable cloths. I would never ever imagine myself here without my parents. Like a
gardener who cautiously water the embodied seed in the earth with immense
love-care-hope-dream alike my parents have watered me with

desire-strength-patience-perception- and perseverance. Collectively, I grow up as a passionate
and a self-obsessed human being. Before Teach for Nepal, I wasn’t sure about where to give a
direction to my passion. Well, landing to TFN first as Program Assistant and then as a Fellow
was just not a job for me but It was a dream that I was fantasizing for so long.
How has your experience with your students, communities or the
teachers evolved you thinking on the issue? What specific example or
experience most changed or shaped your view point?
Lot of problem came from personal experience and without knowing actual ground realities of
public education. Almost all my previous assumption are still true, some ideas have a deeper
roots and connection on why public education is the way it is. My two years of fellowship have
added more points in the list which are as follows:-
a) Lack of positive mindset and accountable teachers: A year before on a visit to Pyutar resource
center as invigilator for DLE exam, there was a line scribbled on the wall which say, संसारमा सबै
भ दा मुि कल काम आफु लाई सुधानु हो भने सबैभ दा सिजलो काम अ को कु रा का नु हो (The difficult
work in the world is to improve yourself and the easiest work is to critics about others.) When
it comes to result time, all happens is a blaming game and the hostage becomes a student. Only
few teachers accept that a student failure is their failure as well. Accepting the mistakes with a
student creates a positive culture in a classroom which will hold a teacher and a student
accountable. And, that’s the mindset that need to be realized be aware of.
b) Lack of aware parents and SMC:- A student achievement is a collective effort of a student,
teacher and a parents. Most of parents are uneducated and are not aware of why education.
“हामीले त कु ल पठाइ दएका छौ, जे गन तपाई नै गनुस” is a generalized response by parents. It’s
good that they are known to send their children’s to school. It’s doesn’t end their responsibility
on that note. They need to take care look for the answers of: - Is my child coming home on time
after school? Is s/he doing his homework regularly? Are teachers coming and teaching regularly?
What is the progress of their children’s achievement? Why he is not good at studies? Am I being
able to maintain an environment where my children can learn more? I never found this kind of
concerns being taken care of by parents and a SMC. And, this need to be given a serious effort
by school administration and teachers to aware the parents.
c) Lack of proper evaluation system: The worst part and failure lies in the proper
monitoring by government officials. Our Resource person visited school once in 2 years,
and School Inspector never came to our school and neither principal stays in school
regularly. With this kind of irresponsible people, lazy teacher becomes lazier and
hardworking teacher lose his motivation and focus and gradually ends up being a lazy

teacher. An election of SMC took place without a Resource person and School Inspector
but in the file it says different. All tricks with paper presentation and data collection but
there is nobody functioning to cross check the authentic facts.
d) Struggle on basics:- I remember Class 9 teaching Addition and Subtraction on my first
week of fellowship. It was tradition to upgrade all students based on the school
attendance. The students struggle in basic the most and it adds a more pressure to
make students achieve in the grade curriculum and master them with basics which end
up being an unsatisfactory result.
e) Lack of Exposure and Motivation:- I remember time when I started to teach the VAT
chapter and in a question it stated that a family earns RS. 5 lakhs yearly. And, all the kids
from Class 9 were staring with the mouth wide open. And, somebody asked , Is it really
possible? This was a question I never anticipated but it came. I defined what family
income is? And, gave lot of examples like Anil shah, Binod Chaudary who earns in lakhs
individually and made them realize that is it possible. My students are far behind the
growing possibilities in the world because they never heard and seen before. Most of
their either work as a labor in and out the country. Some have seen people living a
comparatively standard life than theirs in family who haven’t attended or might have
dropped from school. They haven’t exposed to the people who have read and doing well
in their life and for their country. This lack of exposure acts a demotivating factor for
them to learn and persist relentlessly in their studies.
f) Ineffective role of Local teachers: - There are more local teachers involved in public
school education. Local teachers are not able to prioritize between their family life and
school life. They are more attracted to their personal and family interest rather than
investing/ researching time to and for student’s achievement. There are teachers who
work in fields, get fodder for cattle’s till 9:40 a.m. every day and coming to school at
10:00 or sometimes even late than that. They teach a society should be united at school
but in home they don’t talk with brother for years and years. They teach bad cultures
need to left and new culture should be promoted but in home they never stop drinking
alcohol and fighting with their wives. Local teachers are being played by political parties
which reflect in school. Politics was mean to work together and empowering and
connecting the locals but blind followers are doing the opposite way around. And,
students notice this kind of issue very seriously and cautiously and learn from this. With
these kinds of behaviors students don’t take care and belief on what local teacher say
them to be and ask them to be. Local teachers have not been able to walk on their talk
and even sometimes they talk in such a way that it leaves conflicting imprints between
the TFN Fellows and local teachers.

g) Poverty:- Poverty plays a great deal on what things to prioritize and what not to. A
hungry man will never prioritize education before getting the proper food. In home
some have a farm to plough, collect woods to cook food, look for the babies when no
one is at home, then they don’t prioritize to come to school or prepare for the exams.
This directly links in absenteeism, participation in class, and achievement in school.
Poverty also brings a lot of struggling stories which we can’t be aware of every time and
that play a great barrier to their learning progression.
h) Lack of hostels in public education: There are numerous students who have to walk and
attend school every day. When one spend hours and hours in coming school , you can’t
expect them to do homework’s and invest in the studies much because coming and
attending the school is a much bigger deal to them. Public school need to have a hostel
facilities for such kind of students to have a learning environment in school itself and
going to home in weekends.
What were the key challenges you and your students faced? How that
did shaped your thinking about which broader systemic challenge
must be overcome to ensure they receive the best possible
education?
a) Knowing the culture of public school:- I study in a private education since the
beginning. And, being introduced to the public school and education was new to me. I
never attended nor taught in public school. It took me few months to understand the
system and the role that I was up to. By learning from experienced fellow (Bijay Mani
Poudel), I learnt how to get involved with local teachers and approach to school
administration so that your work and new approach of teaching gets approved and
learnt by others. It took me a while to respond to school administration with emotions
and facts because there are lots of things that I am not satisfied and not okay with. I
learnt that putting a bucket list of problem is not what I was in for, it was the possible
solutions that I have to seek out amidst of all.
b) Adopting the new community culture:- I am very angry in nature. I get aggressive if
someone talks in loud and commanding voice. In Tamang community most act and
speak the way that I really don’t like. Inside I knew they aren’t being mean or have
negative thoughts for me but in response and subconsciously I was becoming angry,

responding with anger and students took a notice of it. On feedback they want me to
improve the habit of not becoming angry. For me the challenge was to change my habit
first before thinking to change the students, or society or world. I took me almost a year
to adopt and accept the Tamang culture. Everything in the community is different than I
grew up.
c) Communication problem:- Nepali is the third language I learnt in my life after Hindi and
English. Most of the children here speak in Tamang language. They speak Nepali with
the teacher who came from outside their community. Learning the terminology in
Nepalese and then executing the lesion in Nepali was difficult initially. I realized how
hard it was for me to explain Maths lesions bit by bit in Nepali. I realized to be a teacher
you have to be a better and effective communicator. So, I started writing the diaries in
Nepali on which Bijay Mani gave feedback and gradually I improved on the given
feedbacks.
My two diaries in Nepali related to Mathematics:-
1) ग णत के हो?
माघ १२, २०७१
सोमवार
मेरो सोचाइको मूल ““ग णत के हो त ो ला ग?“ २०७१ साल माघ १० गतेको बहान खाना खाएप छ कै लाश
हो टेलमा वजयले सकरा मक चुनौतीको पमा खडा गरेको न मेरो ला ग । सु मा ग णत िजवन हो भने ।
यसप छ िजवनमा भएको कथा हो भने । यसप छ संचारको मा यम हो भने । यसप छ सो न स ने कला हो भने ।
न फे र आयो कसर ? उ र गन स क न। प छ भ छु भने ।“
मेरो उ र, ”मानौ स लेको एउटा बालकले एक, दुई, तन भ दै छ । के त य को अथ ? यसले के भ न खो दै छ भनेर
बुझन गा ो छ । य द उसले औला देखाउदै भ दै छ भने अब उसले आफनो औलाको प रमाणलाई संके त गदछ भनेर
बुझन्स क छ । उसलाई न त कु नै मा नसले तेरो औला क त छ भनेर सोधेको टाइएको छ न त कु नै अ
वातावरणनै उलेख गराइएको छ। कन देखायो त औला? यो बुझाँउन मा थको ि थ तले स दैन्।
यो माहोलमा २० वटा बा ा क पना गरौ । अब हामीले उसको औलाको संके त र बा ाको उपि त तको स ब ध
देखन था छौ । के कु रा क पना गन स क छ ? सायद बा ाको गणना गरेको हुनुपछ । कन गरयो त ? मा थको
मागत पढाइ अनुसार यसको उ र प न पाउन गा ो नै छ । मानौ उसको आमा यह अगाडी काम ग ररहेक छन ।
आमाले ग ना लगाएको हुनस छ । अब उ को सु को भनाइको उदे य तुलना मक पमा काश परेको महसुस हु छ
।
उसले एक, दुई नभ नकन बा ा बराबरको काठ वा ढुङा देखाइ प न आमालाई बुझाउन स छ । तर य ह कु रा फोनबाट
स ले बा हरको मा नसलाई बुझाउन गा ो हु छ । धेरै वा थोरै छ भ यो भने प न यसको अथ बुझाउनु पय ।
नबुझन प न स छ । उसले थोरै मानेको कु रा अ य को ला ग धेरै प न हु स छ वा धेरै मानेको थोरै । यसैले जुन
मा यमबाट प न य तो खालको सुचना बा न एउटा णाल को आव यक पय जसले ग णतको अ व कारको महसुस
गय । ग णतले सुचनालाई सामा यकरण बाट व शि टकरण गन था यो ।

यसले बताउँन खोिजएको कथा य तो छ, “आमाले घरमा भएको बा ा ग ना लगाउँदा स लेमा एउटा बालकले औला
भा दै एक दुई भनेको रहेछ। अ तयमा २० वटा रहेछ भने कु रा प ा लागेको छ। र २० वटा बा ा रहेछ भनेर स ले
बा हरको मा नसलाई बुझन सिजलो भएको कु रा खुला त भएको छ।“
कथाको ला ग चा हने कु रा प रवेश, के भयो, कसर भयो, कन भयो र अि यममा एउटा श ा। र यो कथा अ लाई
बा दा प टसँग बुझन स नुपछ । जुन एउटा उपयोगी संचारको भु मका हो । ग णत स बन ध कु राह बा दा
मा नसह लाई एउटा तो कएको आव थामा सो न बा य बनाउँ छ । एउटै जानकार बा दा मा नसले आ नो अनुभव
र ान अनुसार सो न था छ । य मा २० वटा बा ा भ दा कसैले कालो, सेतो, बराउन वा कसेलै दुवै रङ म सएको
बा ाह क पना गन स छ । न तोके स म जे प न हुन स छ । यो साम य घटनाबाट ग णत अ ययन नगले खासै
नयाँ सूचना न लन स छन ।
तर ग णत ह को माझ यो धटना सुनायो भने अनेक त या र सुचना आउँन स छ। कसैले भ ला यसमा जोर
संङ याका बा ा रहेछ । कसैले भ ला बा ालाई दुईटा – दुईटा गरेर १० समुहमा बभाजन गदा २० नै हुने रहेछ ।
कोह २ ले १०लाई गुणन गदा २० हु छ भनेर मा णत गलान्। य तै कसैले पाँच चौको, त कसैले चार प चै त कसैले
दश दु ना त कसैले बस एका भ दै मा णत गलान । कसैले भाले र पौथीको तशत नका न । कसैले अनुपातको
भाषामा बोलान । य ता धेरै कु रा व लेषण गना म छ एउटै घटना वा कथालाई ।
ग णतले हामीलाई कु नै प न कु रालाई कोण- कोणबाट हेन र सो ने स ने च र को वकास गराइरहेको हु छ । यसैले
ग णत एउटा सो न स ने कला हो भ न म छ । समाजको अव यकताबाट हु कएको हुनाले हरेको सङले कु नै
ठाउँको कथालाई प टसँग मौ खक वा ल खत वा च को मा यमबाट बाढने भु मका खे लरहेको हु छ । हामीलाई
संचार गन सिजलो बनाएको हु छ ।
उदाहरणः-( का प नक) नेपालमा ५५% व घाथ २०६९ सालको S.L.C. मा फे ल भएका थए । साम यता मा नसलाई
५५% भ दा झ टा साधारण ला छ । ए ४५% त पास भएका रहेछन्भ ने सो छ । अब यह कु रा यसर य गर ।
नेपालमा ३,५०,७८१ व धाथ ले अब २०६९ सालमा उ च मा य मक श ा हा सल गन पाउँदैन । अब के सो छ ?
यथाथमा ५५% भनेको यह हो न । तर एउटै कु रा ग णतले छु टै त रकाले या या गरयो । छु टै त रकाले तुत
गदा हामीले सो ने या प न छु टै हु छ । ५५% भ दा थोरै मा नसले मा यसमा समावेश भएको व धाथ को
भ व यलाई नहा छन्होला । तर ३,५०,७८१ व धाथ ले भ दा यनीह को भ व य त हामीलाई च ता ला छ ।
अझै३,५०,७८१ व धाथ म य ३,००,००० के ट ह रहेछन भनेर तुत गदा हामीलाई के ट ह को भ व यमा थ
व लेषण गछ । सामा यकरणबाट ब शि तकरण गदा हा ो सोच प न फरा कलो बाट खुि चदै जा छ र हा ो
सोचमा उतार चढाव याउँछ । मान हामीसँग तशत, सं या के ह प न छैन्। ग णतनै अ व कार भइको छैन ।
कसर S.L.C. मा फे ल भएका व धाथ ह को सुचना सिजलोसँग अ देशमा भएका नेपाल लाई बा ने ? सबैको नाम
लेखनु बाहेको हामीसँग के ह उपाय छ त? सो नुहोस त ३,५०,७८१जनाको नाम लेखन क त पाना चा ह छ होला?
समयको क पना गनुहोस? कल ना गनुहोस यसमा ला ने प र म र ोत साधानको ? ग णतको सहयोगबाट यह
कु रा एक वा यले हामीलाई जानकार दयो । संचारलाई क त टेवा पु यो । यसैले यो पभावकार संचारको मा य प न
हो । यसमा नेपालमा घटेको अनेक घटना मा य एउटा सानो घटनालाई पेश गरेको छ । ५५% मा भ दा, ३,५०,७८१
मा भ दा यसले खासै अथ ददैन। तर नेपालमा ५५% व घाथ २०६९ सालको S.L.C. मा फे ल भएका थए भ दा
आव य तुलना मक पले रा ोसँग अथ खुलाउँछ होला । यसले दएको जानकार लाई चरफार गरेर हेर । नेपाल यो
व वको एउटा ठाउँ रहेछ । यहाँ २०६९ सालमा S.L.C. भ ने र ा भएको रहेछ । यसमा र ा दएका म य ५५%
चाह फे ल भएका रहेछन्। घटनाले नेपालको सानो कथा बताइरहेको छ।
2) ग णत पा भएर लेखेको चठ
य म ह ,

मेरो नाम ग णत हो । मेरो ज म मा नसको अव यकतासँगै भएको हो । मलाई
ाचीन कालमा जङगल मा नसह ले आ ना जनावर र समुदायका
मा नसह को सं या थाहा पाउन वकास गरे । यसको ला ग मा नसह ले
ल ठ र ढुङा योग गरे । ग ती सङ या यसै बेलादे ख वकास भएको हो ।
प छ जङगल मा नसह ले तु ना मक पमा यवि थत घर बनाउन थाले ।
घर बनाउँदा बनाउँदै उ नह को रा य हुन था यो। जनस खया, आकार, दुर ,
समयको सुचना ा त गन उ नत ग णतको आव कता भयो। मा नसको
अव यकता दन त दन ब दै गयो र य ह सँगै म हु कदै गए ।
बे बलोनीयन-ईिज सीयन- ीक- ा चन चाइन र ा चन ह दू स यतादे ख म
अ हले स लेको चणेशवर मा य मक व यलयमा बाँ चरहेको छु । म िजव
होइन तर म सबै क स मको व ानको आ मा हुँ।
त मह को स ले गाउँ व रेखाले वृत बनाएको ज तो छ । W- डाँडामा यून
कोण भएर त ो गाउँलाई हेर रहेको छु । म भुज भएर त ो घरको छानोमा
त मलाई घाम पानीबाट बाँचाइरहेको छु । तमीले डुगरोबाट आगो फु दा म
बेलना भएर साथ दइरहेको छु । वनमा मुरल बजाउँदा वृतमा वाल भएर
त मलाई धुन नका न साथ दरेहरको छु । सफलताको घुनसँग स मकरण
भएर हसाउँछु त क हले नराशाका धुनले मेरो नधार व रेखा भई चि तत
बनाउँछु । त मले पानी बोके र याउँदा म त ो गागर भ आयतन भएर
तमीसँगै ह डरहेको छु । ह दै गदा तमी हडेको पाइलाई एक, दुई, तन भ दै
ग नरहेको छु । त म हडेको दु र फताले ना दै छु । त ो िजँउ क त ड ीमा
ढलके को छ भनेर टे टरले ना दै छु । तमीले बताएको हरेक पल मेरो
वगमूल घडीले हे ररहेको छ । भा र बो दा म कलो ाम भएर त मलाई थकाई
रहेको छु । सोल आकारको त ो डोको बटमा म वृतको प र घ भएर
धु मरहेको छु । चौतारामा तमीह ब दा म आयत भएर तमीसँगै हु छु ।
गुजरालको पसलमा तमी सामान क ना आउँदा मेलै जोड, घटाउ र गुणान
भएर त ो पैसाको स ह हसाब कताब गदको छु । गोला आकारको फु टबल
खेलदा म तमीह सँग रमाइरहेको हु छु । खे दा खुटामा ढुङा र काठले घोचेको
दे दा सा ै दूख ला छ । क हले म ढुङा र काण भ बसेर तमीलाई गुणान
सकाउँछु । योगफलबाट मलाई मा नसह ले गुणानमा वकास गरेको त य
त ो ग णत श कले बताउनु भयो क न?

म तमीले खे ने फर फरेमा आनादले घु मरहेको छु । दे यो मलाई? कु नै
ब दुको व रप र एक प र मणमा बनेका कोणह को योगफल ३६०o
हु छ
भनेर यह फर फरेमा त य मा णत ग ररहेको छु । स यो त मले?वनमा
फ ने न गालोमा छु । यो नङलोमा म क हले भुज भएर आउँछु । क हले
वग हु छु त क हले आयत त क हले बहुभुजा भएर कट हु छु । तमीले खे ने
काठको गाडीमा म ष मुखा भएर अगा ड ह छु ।
तमीले ग णतय लुडु खे दा म यो भाग गरेर रहेको शेषमा छु । डाइसमा घन
भएर म धो लदै तमीलाई िजवनमा चा हने धेय सकाइरहेको छु । याद गर त
शु यमा परेर फे र शु बाट खे नु परेको समय । रस उ छ। नराश हु छ ।
फे र िज छु भने आशले खेलेको साहस हे रर च कत पछु । िजवनमा के ह गछु
भनेर लागेको मा नसले प न भ नुको परेको कथा प न यह हो । नराशको
कालो बादलमा ह मतले उडाएको रोके ट पो स चा सपना हो । असफल भएको
बेला चा हने धेय म अंकग णतबाट सकाउदै छु । सक् मलाई ।
पेस क ाले नकालेको भ े पा ो म त ो क वता र कथा प ढरहेको छु ।
दनी क ाले सरसफाइको जनचेतना फे लाएको आवाज हुँ । रङले मलाई सु दर
बनाएको छ । हेरर बुझ मलाई ।
२०७१ साल पौष २७ गतेको दन युरेका क ाका भाइ- ब हनीह मेरो अंश
यम त योग गरेर करेसो बार बनाउदै गरेको देखे। मलाई समाते । शु मा म
रेखा ख डको पमा बाँसमा थए। तमीह ले सामु हक पमा काम गरेर मलाई
कोण बनाएयौ । ब तारै म ज मनमा ल ब रेखा भए। ल ब रेखाले बनाएको
बाँसमा थ फे र म त छे दत रेखाह भए । यसप छ म शीष भमुख कोण
भए । दुई औटा रेखाख डह आपसमा का दा बनेका शीष भमुख कोणह
बराबर हु छन्त यलाई मा णत गन स यो क नाई? सरल रेखाको कु नै
एउटा ब दुमा बनेका कोणह को योगफल १८०o
हु छ भनेर म मेरो
योगा मक श ा बढदै छु । म छानोमा छेदक भएको दे यो त? आस न
कोणह - प रपूरक कोणह - एका तर कोणह - भ ी मागत कोणह -
स गत कोणह सबै च यो त? म यो प न हो ।

म यो हुँ । म यो हुँ । म यता छु । यता छु । य त सव छु । म त ो
आगा ड छु । हेरा मलाई । म त ो पछा ड छु । फरके र अ यन गरा मलाई । म
त ो हा के लामा छु । औलामा छु । त ो हातमा क हले कोण भएर आउँछु ।
युन कोण । समकोण । अ धकोण । सरलकोण । बृहतकोण । शीष भमुख
कोण । प रपूरक कोण । स मपूरक कोण । बनाउँन आउँछ त? यह हातमा
क हले रेखा स बि ध धारणा बुझाउछु । याद छ सामा तर रेखाह ?
त छे दत रेखाह ? ल ब रेखा?
के ब दुमा क पास राखेर पूरा वृत बनए ज तै ब ान नामक का पा नक
क पासले मलाई के ब दु बनाएर अ हलेको वक सत समाजलाई पुरा गरेको
छ। म सबै क स को व ानको जननी हो । म एउटा च तन गन कला हु । म
व ानको भाषा हु । म त ो िजवनको अङ हु । खोजा मलाई । म त ो
सहया ी हु, साथ देउ मलाई । म भूत होइन नडराउ । मलाई बुझन अस भव
छैन । धेयको धारणा लएर चरा मलाई, म न । मलाई बुझन गा ो मा छन
भनेर मा नसह ले मेरो आ नै संके तह , पदावल ह बनाएका छन्। यान
गर । अ ययन गर । म हराएको छु । खोज मलाई । म भा दै छु । छोपा मलाई
। म श दमा छु । बुझने ग र य त गरा मलाई । म खेल हुँ । खेल मलाई ।
म दन रात तमीह को प र ध भ हु छु । तमी हाँ दा म ह षत हु छु । मलाई
बुझन गाह छ सि दन्भ दा म उदास हु छु । मेरो अमु य आसुँ झछ त मले
हेला गदा। यो बेला मेरो मनले स ले छोडेर जा भ छ। छोडेर जाँदाको ि थ त
क पना गछु । म ढुङै युगमा त मह लाई पाउँछु । ढुङाले आगो बालेको। बेलुका
खानाको ला ग दनभ र जनावर मारेको। क नलाई पसल छैन। आकासको
छानो तला घाँसको ब तरा लगाएको। कपडाको नाममा पात भएको। पातले
गु ता अङ मा छोपेको। फे र मेरो मनले भ छ,” होइन त य तो पापी हुन्
स दैनस। तेरो स लमा खाँचो छ। त गइस भने यनीह ले कसर आ नो
सपना पुरा गछन? कसर म र व ान बना डा टर र ईि ज नर ब छन?”
ग त शल समाजमा म त मह लाई पछा ड परेको देखन सि दन्।
मेरो एउटा अनुरोध छ। त म खेतमा काम गदा होस वा गोठालो जाँदा होस वा
खोलामा पौ ड खे दा होस वा भार बो दा होस मलाई व रप र खो ने यास
गर। म ए लो छु । साथ देउ। नराश छु । आशा देउ। नदाएको छु । उठाउ मलाई।
आ यरोमा छु । काशमा लेउ। सबैले देखने र बुझने ग र। य द तमीले मलाई

कतै दे यो भने आ नो साथीलाई प न देखाउ। त ो कु लमा टच फोर
नेपालबाट आएको मेरो म ने साथी शव्कँ डेल छ । उस माफत मलाई चठ
ले दा प न हु छ। त ो चठ पढन पाए भने म खुसी हु छु ।
त ो चठ प न पाउँछु भने आशा छ । म अ हले यो आयतकार कागजबाट
ओझेल पछु ।
ध यवाद!
त ो साथी,
ग णत
(These diaries were for me to learn about Mathematics terminologies and explaining
that I know in Nepali. I didn’t share with students as I felt they need to learn more e to
understand this writing. After that I worked on simplification of my language and tried
to communicate in a simple and under stable way. Later I forget this approach of
teaching which I regret now. It could have been more improvised and philosophical way
of teaching if I had remembered that. Ideas come and go to make it a sustainable for is
another challenge. )
One letter that I wrote and shared within the letter board being a Mathematic person in
much simpler form than before:-
य म ह ,
म आज वतमानको आ माबाट ग णत भएर न के को छु । मलाई च छौ न? प कै प न ग णत भ दा साथ त मले क ामा
भएको आ नो ग णत कताबलाई स झयौ होला। तर मेरो प रचय यसमा खुलेको छैन। मानव जा तका बु ुगह ले मेरो
वकासको ग त देखे र आ नो वथ ला ग मलाई कताबमा थु न दए। फे र न थुनेको भए प न कसर तमीह ले मलाई चि थयो
होला? र आज म यो प जडामा थुनेको सुगा ज तै भएको छु । ज तो कताबमा मलाई लेखे मैले तमीह लाई य ह भाषा
सुनाए। स खाको भाषा। तर मेरो वा त वक संसार यो होइन।
कताबले बनाएको त ो र मेरो बचको पखाल, के ह म हना दे ख म फु टा ने को सस गद छु । आज म मेरो कथा सुनाउँन
गइरहेको छु । मेरो प न दुख र सुखका कथाह छन्। संघषाका यथाह छन। मलाई वकास गनुमा धेरै मा नसह को समयको
याग छ। म मा नसह ले भोक तखा छोडेर गरेको वष को म हनेत हुँ। कागजको नोटले मेरो मु य तो न स दैन। म मु यवान
छु ।
मेरो ज म मा नसको अव यकतासँगै भएको हो। मलाई ाचीन कालमा जङगल मा नसह ले आ ना जनावर र समुदायका
मा नसह को सं या थाहा पाउन वकास गरे । यसको ला ग मा नसह ले ल ठ र ढुङा योग गरे । एक जनाउनलाई ल ठ ले वा
ढुङाले भुईमा एकचोट कोन, दुई जनाउनलाई दुई चोट कोन गद ग ती सङ याको वकास भएको हो । प छ जङगल
मा नसह ले तु ना मक पमा यवि थत घर बनाउन थाले । घर बनाउँदा बनाउँदै उ नह को रा य हुन था यो। जनस खया,

आकार, दुर , समयको सुचना ा त गन ग णतको उ न त झनै आव कता भयो। मा नसको अव यकता दन त दन ब दै
गयो र य ह सँगै म हु कदै गए।र मलाई समूह, अं कग णत, े म त, बीजग णत, य म त, कोण म त, त या कशा र
स भा यता े ह मा वभाजन ग रयो।
मलाई वकास गन पाइथागोरस, इयुकि लड, लेटो, अक म डज, एपोलो नअस, टोलोमी, पेपस, डाइफे टस, डसकाटस, को टर,
युटन, गससले नकै मह वपूण योगदान पु याएका छन्। थाहा छ यनीह को बारेमा? म ए सयामा पन द ण
मेसापोटा मयाको बे बलोनीय स यतामा दे ख उतर अफ रकाको ईिज सीयन स यताबाट युरोपको ीक स यता हुँदै ए सयाको
चाइनीज स यतामा पुगेर ए सयाको पुरानो ह दु तानी शहर महे जो दारोका भ नाबेसबाट ल लतपुरको स लेमा पन ी
चणे वर मा य मक वघालयमा आएको छु ।
मेरो एउटा अनुरोध छ। तमी खेतमा काम गदा होस वा गोठालो जाँदा होस वा खोलामा पौ ड खे दा होस वा भार बो दा होस
मलाई व रप र खो ने यास गर। म ए लो छु । साथ देउ । नराश छु । आशा देउ । नदाएको छु । उठाउ मलाई। आ यरोमा छु ।
काशमा लेऊ । सबैले देखने र बुझने ग र। य द तमीले मलाई कतै दे यो भने आ नो साथीलाई प न देखाउ। त ो कु लमा
टच फोर नेपालबाट आएको मेरो म ने साथी शब्कँ डेल छ। उस माफत मलाई चठ ले दा प न हु छ। त ो चठ पढन पाए
भने म खुसी हु छु । ले छौ होला न?
त ो चठ प न पाउँछु भने आशा छ । म अ हले यो आयतकार कागजबाट ओझेल पछु ।
ध यवाद!
त ो साथी,
वतमान
Another reflection which I wrote after by understanding Math in Simlay:-.
म तः२०७१/१०/०४
आइतबार
( च २)
( च १)
स लेले बुझाएको ग णत !
प हलो च मा भएको वृतले पृ वीलाई जनाउँछ । यो पृ वीमा व भ न क स का मा नसह छन्। यो पृथवीमा म ज तै
मा नसह छन्। मेरो सोच नै मेरो इ धन हो । ज तो सोचछु य तै गर आ नो कायलाई अगा ड बढाउँछ । मेरो दमागमा दुई
क स मको सोचले बास गरेको छ । क हले म अ ले रा ो देखेको कु रामा नरा ो कु रा कै लाउँछौ । त क हले नरा ो दे खएको
कु रामा रा ो कु रा खो ने आशामा म ह छु । आ नो च, ई छा र वाथ अनुसार भएको कामह लाई मैले रा ो कु रा भनेर
बुझेको छु । य को वप रत भएको ख डमा मैले नरा ो भनेर बु छु ।
हरेक मा नसको समयसँगै सोचमा उतार चढाव हुने गछ । कालो रङले आफु लाई नरा ो लागेको कु रालाई संके त गछ । सेतो रङले
आफु लाई रा ो लागेको कु रालाई संके त गछ । मा नसले सध रा ो मा ै र सध नरा ो मा ै कु रा प न सो न स दैन । क हले म
संधषको कालो संसारमा उ यलो सेतो काश खो छ। त क हले सुःखी स पना उ यलो संसारमा नराशाको कालो बादले द का

भई भौता र छु । दुखःमा सुख खोजछु तर सु ख चा हँ हुनुहु न। सुखी हुनु भनेको स तोष गनु हो। स तोष भयो भने म स य
हु दन। स य भएन, काम ग रन भने मेलै कसर स नु ?
ोसो च मा एउटा भुजलाई मा हेरौ । भुजको एउटा भुजा मेरो ला ग संघाषको उकालो हो। ह दै जाँदा एउटा ब दुमा म
सफलताको अनुभु त गछु । यसप छको औरालो देखेर म तुल तमक पमा खुसी हु छु ।
मानौ शु को ब दुमा युटार पछ । उकालो च दा शा ररक पले नकै था क छ । अझ मेरो भुडीले गदा चाड थकाई ला छ ।
द क ला छ। पछाडी फरके र जाम ज तो ला छ। यो समयमा मेरो इ छा अनुसार के ह प न हुदैन । यह प न म ह छु न।
कन? मसँग यो ब दुमा पु ने ल य छ । म यो कालो रङमा आशाको सेतो भाग खो छु । यसले मलाई सकरा मक बनाउँछ ।
यहाँ पुगेर चौतारोमा आराम गरेप छ म आफु लाई एक छन भए प न सफल मा छु । अब, यहाँ बसेर मा मेरो काम छ त? छैन
न। अब म फे र कोठा म पु न औरालो ला नु पछ। अब त हेदा मेरो बाटो सिजलो ला छ/छ प न। सिजलो छ भ दैमा म लपरवाह
गरेर ह नु ठक हो त? खुटा कामेर लडे भने त मेरो िजवन स कने स भावना छ न? छैन?
अब म सेतो रङमा म कालो रङ खो छु । मछु क भनेर नकार मक सोचलाई आ मासत गछु । फे र अगा डको औरालो बाटो सबै
रा ो छ भनेर सो नु प न त मूखता हो न? के थाहा लपरवाह गरेर ह दा कता भरबाट चपलेर लडछु क त? यसर नै मेरो दन
रात च लर नछ। त लो भुजाले चा हँ समय एउटै ग तमा च लरह छ भनेर जनाउँछ। रेखा ज तै अ ात छ। यो रेखा य तनै
ति क छ जहाँ स म हा म त काउन स छौ र देखाउन स छौ।मेरो िजवनको समय प न य त लि ब छ ज त म भ
औि सजन र हरह छ र म सास फन स छु । रेखा भ अनेकौ ना न म ने रेखाख डह भए ज तै मेरो िजवनमा प न महसुस
गन स ने, देखन स ने, देखाउन म न, सुनाउँन स ने धेरै कथाह छन। एउटा भुजले मेरो िजवनको एउटा कथा सुनाइरहेको
छ ज तै ला छ।
ग णत िजवनको एउटा भाषा हो । एउटा कथा हो । स चारको एउटा मा यम हो । ग णत यो एउटा महासागर हो जसमा डुबे
आ नद आउँछ। महासागरको आयतनको पानी लएर कै य अंश बा चरहेका छन्।
गोला आकारको पृ वीमा अि ग ती समाज र स यताह छन्। यो समाजको आ शयकता पुरा गन ग णत न कौ । समाज
कसले बनायो त भनेर खो न व ानको टुसा उ मयो । व ानले न ताएको व त र रोगलाई बुझन जनसङखाको तथा
वातावरण श ाको आव यकता भयो । यो सबै कु रा य त गन भाषाले ग त लयो। अङरेजी र नेपाल भाषाका मा यम हुन्। यो
सबैको इ तहास लाई ब घक बनाउँन सामािजक श ाको खाँचो पय । समाजको ग तसँग ह न व भ न टे नोलोजीको
अ व कार हुन्था यो। मा नसलाई यो टे नोलोजी बुझन मपुटर श ा लाए। टे नोलोजीले न ताएको तसपधाले
मा नसलाई पैसाको खाँचो हुन्था यो। बक खु न थाले। एकाउनट र अथत श ा यतैबाट अब वकास हुन्था यो ।
d) Proceeding the curriculum:- Not knowing the basics from Class 3 and teaching a
curriculum of Class 9 is really challenging when you are first at teaching. First year of
teaching was all about learning the techniques and knowing the role of a teacher. With
all these things in front, amateur teacher, low achieving students and a certain time
frame to take curriculum ahead was the key challenge for me on the first and second
year.
e) Localizing the subject matter: In nation average, Maths is the most challenging subject
to teach. The content in the book is hard for them to self study, connect and relate to
their life. To make a Maths fun and most practical subject was very proving challenging
for me as my teacher had never approached in that way. Training had given some
techniques but they were enough and never will it be. I used lot of philosophical,
carpentry, student lead approach to teach Maths.

One reflection about my approach
Localizing Mathematics!
After Summer vacation, I came to school and started to teach Algebra in Class 8. As I was going through I
realized that students haven’t understood the knowledge on rearranging like and unlike terms. First day,
I just gave them, what my teacher did. On that day, I found that most of the girls and few boys were
shifting the numbers to their respective like terms but they were leaving the signs which were in front of
those terms.
For instance, to solve this expression 2a+3b-a-2b. First, we need to arrange the like terms by
2a-a+3b-2b and lastly it gives a+b. Instead, they were doing 2a+a-3b-2b which give the wrong answer
of 3a-5b.
I reinforced them that whenever you are moving the terms to its respective like term they have to always
move with sign which is essential and important concept to get the right solution. But, still the problem
was there. Low-achieving children’s were not progressing at all except the few high –performing
children. I was seeking a diverse perspective to guide the misconception of rearranging the Like and
unlike terms which needed to be resolved as soon as possible. Otherwise, they might be struggling as I
move forward toward the curriculum.
“How am I going to relate or make a connection with their daily life?” was the question left and
unanswered after School. Nothing was enlightened and new method was just not popping out of my
head. I was self-obsessed with that question and checked my reference book. With lot of time spending
to find a response to my query -frustration was flowing parallel to my blood in my vessel and I was upset
at the same.
Next day, before entering class I felt the gnawing nervousness –also- I failed to parse my trepidation into
patterned hope. I paused and inhaled fresh Oxygen which was incarnated with steady wind deep down
from the diaphragm and exhaled worries with Carbon-dioxide. In the moment, I was at ease and my
Dopamine hormone suppressed the Cortisol hormone and I swallowed hard and mumbled myself,” This
shall pass away.” I strengthen myself with positive energy and refilled my nerves with hope.
Then, I entered the classroom with welcoming greet and I acknowledged saying, “Thank you!” With a
frown expression I pushed my head back to an overwhelming excitement display which gave me the
indication that they were expecting some bustle. “Height of disappointment “I murmured with chuckle
face and blinking eyes. Then, out of the blues an image of kids carrying water just flashed voluntarily
and departed unexpectedly. Surprisingly, I detected a correspondence between the misconception and
their everyday life.
I wrote an expression on the board and then questioned,” Don’t the numbers look like human beings or
us standing in a queue? Or imagine you are standing in a line to fetch the water in your vessel?”
And, one student said ,” Sir, there is no water source in front of that expression to align my saying .”

“OK, let me make it real.” I retorted with a friendly smile.
Then I rushed to the board and drew a water tap in front of the expression.
“Does it make any sense?” With an intention to make the class more curious with involvement, I again
enquired.
Immediately, Shanti Jimba with an attempt to poke fun reacted, “Sir, if the numbers are us then those
signs looks like our Gagri(गा ी).” Along with her all class giggled and I realized she forwarded an
outstandingly localized concept which would help me in coming days to teach algebra in coming days.
Additionally, I asked ,”If you are willing to come one step ahead of the queue to fetch the water quickly
than others, would you take your Gagri with you or you will leave it behind.”
“We will take our Gagri.”A familiar response was resonated in the room.
“Exactly!” I exclaimed.
Subsequently, I urged to connect that expression in board with people in queue and solved it naming the
sign as Gagri! Afterwards, I gave them the question to assess their learning and every single child had
mastered that concept. I was over the moon after the class ended and every step was cherishing my
achievement. I got a new insight towards algebra.
This particular way of relating algebra with their daily life proved to be a more convenient way to teach
algebra in lower grades. Now we don’t call positive sign or negative sign instead we say positive Gagri or
negative Gagri.
Natalie Goldberg proverb -Creativity exists in the present moment. You can’t find it anywhere else- prod
me on the way to my residential room and prolonged after school.
f) Accepting the innovation:- Students were not used to Mathematical games . Mostly
girls were shy and didn’t interact with me well. So, for girls to accept my innovative
games and involved with them was being a barrier for me to move ahead in Fellowship.
Gradually gaining the trust and opening myself with them worked for me.
Some of the Mathematical game that I innovated and some which were there first but
related them in Mathematical way
a) बाघचालको नयमः-
1) यो खेलमा ४ वटा बाघ र २० वटा बा ा हु छन्।
2) सु मा ४ वटा बाघ ठु लो च ुरभुजको चारवटा कु नामा हु छन्।
3) ज मा च ने ठाउँ २५ वटा ब दु हु छन्।
4) अि तममा एउटा ब दु मा खाल हु छ ।
5) हरेक चोट एउटा मा बा ा च न पाउँछ ।

6) समकोण भुजह ३२ वटा हु छ । समकोणह मा पाइथागोरस सा य लागु हु छ ।
7) बाघले बा ालाई ना यो भने बाघले बा ा खा छ य द बाघलाई च ने ठाऊ भएन भने बा ाले िज छ। र
बा ाले बाघलाई थुन सके न भने बाघले िज छ ।
8) यहाँ धेरै त छे दत, समाना तर र ल ब रेखाह छन्।
9) यहाँ धेरै युनकोण, समकोण, अ धककोण, सरलकोणह छन्।
b) बजीय दौड
1) क ाका वघाथ ह लाई दुई समूहमा १,२ वा क,ख वा a, b भनेर बाँ ने।
2) फे र हरेक समुहको वघाथ ह लाई त पधा गन जोडी मलाउने। यसलाई १,१ वा २,२ भ दै गन
स क छ।
3) हरेक तशपदा गन वघाथ ह ले सु को (Start point) बाट दुईटा गोट ट नेछन र अ तय(End Point)
बाट एउटा ट ने।
4) सु को गोट टपेर सजा तय पद मलाउने र अ तयबाट तनीह लाई योगफल ट ने।
उदाहरणः-
सु को बाट 2a र 3a टपे भने अ यमा बाट 5a ट नु पनछ।
5) जसले छटो सह उ र बुझाउँछ यो ने वजेता हु छ। र उसको समूहले १ अंक पाउँछ।
6) एक जनाको पालो सके प छ गोट ह लाई उनीह को ठाउँमा लगेर रा ु पन छ।
7) जुन समुहको धेरै अकं आउँछ यो समूह वजय हु छ।
c) बजीय तास
कसर खे नेः-
1) क ाका वघाथ ह लाई दुई समूहमा १,२ वा क,ख वा a, b भनेर बा ने।
2) फे र हरेक समुहको वघाथ ह लाई त पदा गन जोडी मलाउने। यसलाई १,१ वा २,२ भ दै गन
स क छ।
3) त पधा गनह बाहेक अ सबै जना वृत आकारमा ब नु पन हु छ।
4) त पधा गनह लाई गुणनको न सो ने। जसले छटो भ छ यसलाई का न दने ।
5) हरेकलाई वजोर सङ यको तास दने । त पध लाई तास हेन न दने ।
6) दुवैलाई तास नदारमा राखन लगाउँने । त पध ले एक अक तास हेन छन्।
7) अ सहभागीले यो दुईटा तासको गुणनफल भनेछन्।
8) छटो तास च ने त पध ले एक अङक पाउने छ ।
9) यसर सबैको पालो आए प छ सु दे ख या दोहोराउने ।
10) वाटर फाइनल, सेमी फाइनल गद खेललाई फाइनल स म लैजाने । अ यस म नहानलाई
वजेता घो षत गन ।
11) यो खेल ३ जना भए प न खे न स क छ ।
कन ?
- बजग णतको गुणन ।
- बजग णतको भाग ।
- दमागलाई छटो हसाब गन ।
- सु ने मता बढाउने ।
- रमाइलो गरेर ग णत पढने ।
कसर बनाउँने?

आयत वा वग आकार भएको मोटो कागज वा सामान क दा आउने काटुनमा व भ न बिजय पदह लेखने । 4 वटा
चल हुने गर ज मा ५२ वटा प हुनुपछ । हरेक चलको १३ वटा प ी हुनुपछ । ज तै 1a दे ख 13a; 1b दे ख 13b ; 1x
दे ख 13x दे ख 1y 13y । ४ वटा चल च न सिजलो होस भनेर ४ वटा छु टै रङह ले लेखने । रङले तासलाई रा ो प न
देखाउँछ ।
d) ग णतीय या सनो
कसर ?
1) ह रयो रङले लेखेको सङ यालाई घना मक सङ या भनेर च ने । रातोलाई ऋणा मक सङ याले च ने ।
2) क ाका वघाथ ह लाई दुई समूहमा १,२ वा क,ख वा a, b भनेर बा ने।
3) फे र हरेक समुहको वघाथ ह लाई त पदा गन जोडी मलाउने। यसलाई १,१ वा २,२ भ दै गन स क छ।
4) अ न आ नो पालोमा एक चोट मजाले घुमाउने ।
5) घुमेर रो कएफ छ के सनोको सुचक हेन । के सनोलाई नहलाउने ।
6) सुचकले देखाएको पूणा कह लाई जोड वा गुणन गन ।
7) ठु लो योगफल वा गुणानफल आउँने त पध ले िज छ ।
8) यसर सबैको पालो आए प छ सु दे ख या दोहोराउने ।
9) वाटर फाइनल, सेमी फाइनल गद खेललाई फाइनलस म लैजान स क छ । अ यस म नहानलाई
वजेता घो सत गन ।
10) यो खेल २ जना भए प न खे न स क छ ।
कन?
- पूणा कह को जोड।
- पूणा कह को गुणन ।
- रेखा सङ याको योग ।
- ग णतको आधारभूत कु रा ।
- ग णतलाई कला मक पले प न स क छ ।
- खे दै स ने ।
कसर बनाउँने?
काठमा क पासले वृत बनाउने । यसलाई स- मलमा वृत आकारमा चराउँन लगाउँने । यसप छ वृतको
के ब दुमा ोटे टर राखेर हरेक १००
मा च ह लगाउने । ोटे टरको प र धमा पेि सलले कोरेर सानो वृत
बनाउँने । हरेक रेखाख डमा दुईवटा ब दुलाई च ह लगाउने। च हे लगाएको ब दुमा सानो का ट ढो ने । प छ
यसमा थ धागोले कला मक पले बा दै जाने ।
के ब दुमा वोल पान । ष मुखा आकारको काठमा आयत आकारको खा डो बनाउँने । प छ के ब दुको
वालबाट छराएको काठको टु ा ष मुखाको खो प टोमा आडाउने।
What success did you and your student have? What are your most
proud moments as a Teacher and Why?
a) Opportunity for exposure: 4 students participated in International Math Fair and TFN
induction event and we're explain the local games that were practiced in schools. The
students who were shy and introvert were now participating in an event with people
from diverse sector and experience. On the fair Prof. Daniel Clark Orey, one of the
renowned Mathematician of the world proudly said the presentation was the best of all
and gave me visiting card to be in touch with. This was time I felt most proud teacher.

b) Additional time demand:- I remember Norsang Jimba interrupting my class lesion and
said ,” सर तपाईको ग णत क ाको समय थ नु पय । ४५ मनेट गएको थाहा नै हुँदैन । हामीलाई
धेरै सकाउँनु न । Students demanded that they want to study more and the whole class
decided to come at early 5 a.m. to read till 7 a.m. during DLE exams. This made me
realize that they have now accepted me and are enjoying learning Maths. Initially I used
to force them to come and study; now they were convincing me to come and teach.
May be they had realized the sense of responsibility.

One of the reflections before morning classes:-
One hour diary…
My mobile ranged for an alarm. It was 5’0 clock. I was cozy and warm inside the blanket. I snoozed the
alarm. It again ranged for the second time after 5 minutes. “Why is it ringing? “ I murmur lazily. After a
while, I became conscious and woke up. It was shivering cold outside. It was dark .Wind was steady. I
was shaking, although I was on my thermo coat wear.
I rushed to my room quickly to put warm clothes on. I was still half asleep. Switched on the light outside.
The forest went whitish in display. Glimpse of horror movie came in my head resembling with Wrong
Turn series. My heart was cold. I approached to take pee. How matchless experience it is to take a leak
from Simle staring at Pyutar? Was I supposed to take a pride of it or should I be regretting for showing
the uncivilized behavior? Whatever, it is, I was taking mindful moment in the early morning alone. I was
warming myself with the joy of being a juvenile.
But deep down, I was seeking for a hope despite of the laziness overloaded inside me. I was looking for
an invisible push or kick which would refill my energy back. I was trying to share my misery with the
flawless wind. I thought it was receptive but it tricked me. I trusted but it betrayed me. I thought it was
time to say hello but it waved me with goodbye. I gazed at the sky fiercely; l manifested a look to the
moon. While it was still giving a light persistently on the dark earth, I gathered optimism.
Why I was looking for Utopia? Perfectionists are rarely seen. How can I build a happy life with an illusion?
I can’t start a day with a false hope.
As I reflected back, I was looking for perfect time to be enthusiastic. Sitting idle for a magic to turnaround
was my gaffe. I was expecting something which would change my manner of being idle. I was letting my
time to flow haphazardly. I was seeking patience but a fire was set. I was trying my best to react in
accordance with emotions but thinking was leading. What do I want to learn? Will I be? Would I succeed
to get an answer for a quality education? Well, it demands more of Karma rather than an absolute
answer.
I went inside the room to make a tea for myself. I desperately wanted to the warm myself with hot
liquor. I played Buddhist chants from my laptop. A deep intensified voice from heart with peacefulness in
mind, that’s how I describe the singer who sung them. I allowed the music to flow in my veins. Gradually,
I could feel the positive vibes inside me.
I locked my thoughts with the room and leaved to start the day with remedial classes for grade 8
students. I was in Class exact on 6’o clock as if the world could have been upside down if I was a minute
late. But, I was sent as a changemaker, right?

A day in a Fellowship
November 20, 2014
Thursday
It was 4:50 a.m. Ashok and his friends were making noise outside and were trying to wake me. I woke
up, gave them the key of Class 8 and asked them to play chess there. Chess has been the center of
attraction for Surveer. He is coming to Remedial class regularly since two days. Most of the students
wake too early in the morning. Among them Ashok is the quickest of all. He said he woke at 11:30 p.m.
only to come to school. On the way to school from home he goes to his friend’s home and brings them to
school.
I reached school at 6:05 a.m. yesterday was a challenging day in terms of teaching so I was bit confused
on whether I should continue yesterday lesion or I should begin a new portion of it. As there were
majority of students who understood so, I choose the construction of angles for today. I found few of
them have a good knowledge of it, so I asked them to help other friends to teach. And, it was more like
facilitating the class. Everyone was participating. Kiran called me and showed me the copy where he had
made the angles of different degrees. He had actually found the basics of construction by himself. I was
happy to see him trying. And, I announced that Kiran will be teaching us in daytime to make angles of
15. Everyone was excited so was Kiran.
As usually I brought the milk, did dishes and read a book “ सदाथ”. After having lunch I went to school at
9:30 a.m. Dudhraj sir was having a meeting with School Management Committee. I pretended to read
the book on the staff room making my ears alert to listen to the talk. It was audible but not clear.
Today was World Toilet day, International Men day and International Children day. After assembly I went
to Class 9. Miraj had made a decision maker wheel with dynamo motor attached to it. I had asked him to
make a one for the class to learn probability. If he gets an opportunity then he will be a very good
engineer in coming days.
I divided the class into three groups and asked them to discus about the possible action that can be
initiated in order to have toilets in every home. During my stay I want to make it possible.
In class 8 Kiran lead the class with constructions. In class 6 I taught them the subtraction of like terms. In
Class 7 , I asked Bijay to lead the algebraic card game. Ho won the finals on Magshir 2nd
.
After school everyone discussed about the upcoming school picnic and I was given responsible to handle
the cooking. After that I came to room.
c) Self initiated investment:- When the SLC preparation classes started, I frequently took a
mock test of 3 hours once in a week possibly. It was the first test, gave exam sheets to
everyone. Sunil Jimba who scored 52 that time, wrote +30 with his blue ink. It was the
goal that he set for himself. After that he was practicing so much Mathematics in his
home and submitting exams regularly. He set a timer for himself, solved one of the sets
and submitted me for the 5 times, which was a appreciable effort. The day when I used
Mathematics analysis as a motivation about their effectiveness between attempted

question and write answers, he changed a lot and self initiated his practice style. I never
thought that Sunil will be the most laborious guy after that. It inspired me and also his
classmates and they also begin to do same as Sunil did.
d) Improved Homework copies:- When I started as a Mathematics teacher, I found
students were not taking caring of their copies and were randomly writing Maths
homework in some other copies. Also, I had moments when I was frustrated while
checking the copies. Relatively most students have improved their copies somehow. Still
there was lot to teach other students. Given that, I can also proudly say that Class 8 had
put lot of effort in maintaining their homework copies and they were the best among
all. They were also the ones who submitted the homework regularly.
e) Do small things but do it regularly:- It is an exhausting effort for my students to believe
that continuous effort brings good result one day. Class 8 was doing homework’s
regularly, their handwriting and copies were neat and tidy but class 9 are struggling with
that understanding. When they knew a boy from class scored 89.5 in an exam, class 8
improving in handwriting which I related with small things but do regularly theme. And,
they promised me to do better next year. I felt a kind of pride when I read their deep
and insightful reflection after that which made me believe yes they will improve next
year, yes they will shine next year! Yes they will prove me right that they deserved
everything that other people can achieve.
f) Class Bank:- To learn about profit and loss, class 8 ran a business by which they raised
R.S. 750 as their class money. They decided to initiate the Class Bank to help their
friends who are in need taking 2% interest while giving back. They also decided to
initiate to save R.S. 5 per month in that bank.
g) Answering Effectiveness:- For Class 10 I used percentage method to analyze their
effectiveness in exams by a formula,
Effectiveness = (Scored number/ Attempted number ) * 100 %
And improvement was seen slowly with the low achievers as well. Laxmi Jimba who
never scored more than 25, scored 45.5 after this evaluation sharing. And, I was feeling
the proud teacher while counting her numbers. I checked and rechecked make sure that
was actually in real.

h) Open Maths Book :- Most students are shy to ask question to a teacher. It hard for me
to know where students are struggling where they need a help. Some are so introvert
that they didn’t even approach to ask help with their friends. So, I introduced a concept
of Open Maths Book which had a theme DO AND SHARE. In open Maths book, there will
be a list of questions where students have to submit the answer voluntarily. And, those
answer will be guideline for those to look and understand the answer of a questions
which are unsolved by others. One need to be desperate to discover something new and
I feel proud to have introduced with students.
i) Understanding Money: I was teaching Arithmetic to grade 8 and at one time I got a
question, “Do my student know what money is?” It was more on focus on the discussion
and seek answers from their parents and teacher on “ What money is?” Seeing students
asking question to other teacher and debating felt me proud that time.
j) Effort Appreciation:- I took a leave for 5 days to attend my sister’s marriage and
promised to be at 11:00 a.m. on the sixth day and resume the classes after that. I
travelled at 5th
from Chitwan at night and travelled early in morning to be a Simlay at
any cost to take classes. I was 1o minutes late, and one local teacher Mim Bhandur
Tamang said, सर तपाई सध एकदम समयमा आउँनुहु छ । it was the first time any local
teacher who realized and said it to me. I felt really good and was proud of my effort
everyday to be a time and work on time. This was certainly the small but very proud
moment.
k) Administration Assistance:- I never learnt Nepali typing before fellowship. On the first
year I learnt and on the second year I helped our Head teacher in preparing the
documents related to school which also includes the improvisation of SIP in 2072. On
the first year Bijay was there to help him, and after completing his fellowship on my
second year, there was lack of skilled human resource to continue Bijay legacy. Head
teacher always appreciated my work and every time I used to feel proud of this.
l) Localizing Mathematics with life: Every time while I entering in a class, I always had a
question how can I relate the subject I am teaching can be related to their life. Every
time I try to seek the connection. One day a Miraj Jimba, said, “सर तपाई जे कु रा प न
ग णतमा लगेर जो नुहु छ?” This day I felt students are somehow seeing the connection
between the subjects I taught with their life. I am proud of my effort and time that I
invested on my fellowship as a Maths teacher.
m) Library:- We setup the library on the first year but were failing to run it regularly. After
Earthquake, i discussed with Class 9 and 10 to run the library in Half Tiffin in a rotational

manner. Though it couldn’t became a success as students have to go to eat at their
household after Mid Day Meal program ended in our school. But, I am proud that
students did their best to run that library. After Proxy Class Management got introduced
in school another teacher took the children to the library in leisure time.
Challenges Why Opportunities
Passive community members - Alcohol abuse
and heredity by
nature
Agriculture entrepreneurs
Lack of capable leaders - Most of youths
and active people
either go to
Chapagaun or
abroad
Empowering students for future
leadership from school level
Isolated from other ethnic group - Solely Tamang
community from
several years
Expose to different ethnic
background in BBBS or by video
sharing or letter exchanging
Early Marriage - Drop out or weak
students get
married by
eloping at a very
early age.
Can use ECA activity to raise
awareness about this and design
for change
No toilets and personal hygiene - Lack of health
awareness
- Water problem in
village
Reinforce students about health
awareness , check uniform,
clean their classroom, and
documentary screening related
the issue ( Sugandapur)
Topography - No access to
roads
Can set a home stay concept
and trek route construction
Language barrier - Most people are
Tamang and
most people
Communicate in Nepali
language with community
members and teach them basics

don’t know
Nepali language
Techniques Status Why
Carpentry Mathematics Ongoing To attract kinesthetic learners
Remedial Classes Ongoing To proceed curriculum and
focus on more practice.
Understanding Money Ongoing To teach the value that comes
with money
Learning Business Ongoing To teach them financial
independency , learn profit
and loss by doing business
Class Bank Ongoing To teach the value of saving
Representation of attendance
via number operations in
blackboard
Stopped To show that numbers
represents something.
Total students- or√121 11
121
or anything you want them
teach.
Mock exams Ongoing To make effective exam
achiever
Kailash Reflection(we) Partially To reflect and have a
meaningful discussion among
Fellows
Shramdhan activities(we) Stopped To contribute in school
progress and expose kids with
other communities.
Movie screening(we) Stopped To aware the community
member and educate them
through videos.
Visiting families with cards on
festivials(we)
Stopped To share the happiness with
community members
Field trip(we) Ongoing for Science Helping a co-fellow to met his
objective
Football tournament(we) Ongoing To built a relationship with
students and teach values
through sports.
Proxy Class Management Ongoing To replace the absent
teacher.
Home Chess Stopped To teach construction and
enhance creativity.
Word Wall Ongoing on the area I stayed(
Ajay and Shyam Maya)
To learn English vocabulary
and write a diary in English.

Taught to see the dictionary Ongoing on the area I stayed(
Ajay and Shyam Maya)
To help them to know difficult
words.
Mathematical story Partially, it depends To make Mathematics an
interesting subject.
Mathematical song Partially, it depends To teach angles in 6 class
Mathematical dance Partially, it depends To teach angles in 6 class
Teach a Tamang word a day Stopped ( May Tamang word
Wall can be created in class)
To learn a new language
Question box Partially, it depends To make an environment
where introvert students can
put their concern.
Students preparing the
teaching resources
Ongoing To involve students in art and
creative work.
Homework tracker Stopped(system that I made
was way too complex)
To implement Continuous
Assessment system
Integration of Math and
Science in numerical problem
Ongoing To assist the Science Fellow
Survey to learn statistics Ongoing To teach them the process of
research and presenting it.
Tole name with
Mathematician
Stopped( Earthquake ruined
and couldn’t focus )
To involve students in
community centric
Mathematical activities
Analyzing the exam
effectiveness
Ongoing To motivate the kids and
manipulating the truth.
Daily quote in blackboard as a
class teacher which relates
with Mathematics
Ongoing Starter with a motivation
Make own question Partially going To give them the skill to make
create a question
Example:-
( Shiv)2
-( Kandel)2
=
(Shiv+Kandel) ( Shiv- Kandel)
Simlay Housing Ongoing To teach Menstruation for
Class 9
Photo history Ongoing To bring community stories in
school
Personal Feedback after
checking homework
Ongoing To show the area of
improvement in their
homework copies.
Written Feedback for
students
Ongoing To know own area of
improvement
Carom board Mathematics Ongoing To teach them numbers to
Class 1 and simplification to
Class 7..

What are expectations from the successors to do?
a) Reinforce on the theme of “Small things but don’t regularly” and push them to do
homework every single day. Focus on the homework and exam copies.
b) Teach them with love not with anger.
c) Continue the Class Bank concept.
d) Work at the best level and trying every possible way that can be done.
e) Work on Remedial classes.
f) Teach Mathematics using philosophical and artistic approach.
g) Take a class test, unit test, regularly.
How are you going to support your successor to build your legacy?
a) Talk on the phone and checking the updates.
b) Share this documentation with Ratan Darshan.
c) Forwarding the online resources and sending it to Facebook messenger which is
relevant to teach Mathematics ‘
d) Visit school if possible once in six months.
What did you learn about in terms of?
a) Skills
- Nepali reading, writing and typing.
- Preeti font (amateur) and Romanized font.
- Photographic story .
- Analysis data via SIP.
- Administration paper presentation.
- Pitching the idea to an authority.
- Documentation via audio and writing.
b) Mindset
- Being a teacher doesn’t mean you know every single thing. It like being a student once
again in life to guide more learners. And, learning never stops.
- If you don’t like something about a person, then take time with the person to talk and
give constructive feedback.
- I have limitations for the change that I can and I can’t.
- Know what you are ignoring first, before rejecting!

- One needs to prioritize what we want in life and what we don’t!
- Efforts are recognized by people if you are giving of 100 percent time and dedication.
- Listen and process your thoughts before responding.
- Analyze and take feedbacks that any person give to you.
- If you are asking your students to give feedbacks for yourself then take time to give
them feedback either verbally or written.
- Learning takes place out of your comfort zone.
- Work hard yourself if you want your followers to do it accordingly. Followers learn by
seeing your behaviors.
- Integrate motivations and values in every lesion you execute.
-
c) Education System
- Public schools need more self motivated teachers.
- Not every old technique to teach is useless.
- To change the Education system TFN needs to interrupt in politics and policy maker’s
position.
-
d) Principal and school system
- Principal and school system will use every method and power to influence to continue
their older system, one need to focused and stick on the values.
- We need empower the principal and local teachers to bring a significant impact in our
community.
- We need to understand what they had sacrificed and contributed to bring education a
factor to change the society.
e) Life
- Life is a travel and traveling with purpose has a meaning in life.
- Every person you met in life has something to teach to you and that learning is
patterned for uncertainties.
- In village life is slow, also change happens slowly but in cities life is fast also the change
is rapidly.
- Life is a summation of experiences. The experience that we are exposed to which is
different and yet challenging remains in heart forever.
f) Students
- Having a student is like carrying a mirror every day. They do and learn from your
behavior.
- Students love to be appreciated for their work. The more you appreciate, the more it is
easier for a teacher to grab his attention towards a study.

- Students love Extra Curriculum Activities more than regular studies.
- Being a student means one has a treasure full of creativity.
g) Mathematics
- Mathematics can be taught with integration to philosophy. A philosophical approach
also acts as an intrinsic motivation if you know how to execute it.
- Mathematics can be fun if you introduce Math games to your students.
- Mathematics can be a researched based subject while teaching statistics.
- Focus on algebra, equation, factorization, L.C.M. and H.C.F. if your students are weak
with basics.
- Discuss with a Science Fellow and ask where s/he can support in numerical solving.
- To teach Arithmetic one need to have the knowledge of Economics as well.
- World is beautiful and structured because Mathematics is involved everywhere from
numbers to the shapes.
- One you start seeing and connecting the real application of Mathematics, you mind will
find angles, lines, shapes, number everywhere.
h) Knowledge
- A bit on how education policies are executed and played.
- Started to learn about the history of a country.
- Country politics.
- Nepali literature.
- Tamang culture.
- A good motivator is a better communicator. Giving motivation and inspiration is need
based execution of words and emotion.
i) Attitude
- Resilient
- Perseverance
- Observing and responding by processing.
- Ask help on the basis of what you need. Know your need!
j) Teacher
- Teacher has all the profession in it.
- If you want to know you then be a teacher once in a lifetime.
- Teacher has multi dimensional responsibility to follow.
- Teacher can be leaders if they choose not to be a blind follower.
- Teachers need lot of information from a society till world to gave student a better
education.

- Teacher is someone who can teach lifelong values and impact a student for a whole life.
I wish I had known this…
a) About Tamang language more.
b) About integrating Maths with drama and economics.
c) About community centric Mathematical activities.

Fellowship experience

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