डुङ्गा

एउटइ डुङ्गा मा सयर गर्ने हाम्रो लक्ष्य कहिले पुरा हुन सकेन
फगत , निमेष भर्को त्यो यात्रा मा
तिम्रो आँसु ले डुङ्गा भरियो
न तिमी तैरिन सक्योउ
न म नै ।

Staple Me!

Every moment I stand in front of the mirror,

I see a marvelous you

Standing

Smiling with unbolted heart.

 

In the tranquility of the ocean

I see you amidst

Waving

Avowing the purity of you.

 

The dream so far to come true

I see a magnificent you

Whispering

To my heart through the ears

 

And with the extremities of the sky

To the end of the horizon,

The incessant admiration you see,

Novia!!!

 

April, 29 2016

Sanothimi!

Does Gender matter to be an English Teacher!

We must raise both the ceiling and the floor.

-Sheryl Sandberg

Krishna Prasad Khatiwada

Kathmandu University, Nepal

Introduction

Gender issue is the least focused area in English as a Foreign Language (EFL) setting around the globe. The teachers are not quite aware about the effects of their gender on students’ learning while teaching English.  Dee (2006) states that the gender of the teachers has the detrimental effects to the learners’ learning. To explore the perspectives of Nepalese students towards gender role of the teachers, I carried out a mini-research project by incorporating the perspectives of 20 students of school and college level in Chitwan and Kathmandu. The students were interviewed and tape recorded for the exploration of their thought.

The notion of Sex vs. Gender

To be very specific ‘Sex’ refers to the biological and physiological characteristics that define men and women. ‘Gender’ refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women. I presume, the differences in the chromosomes don’t make any differences in the general behavior and to be an English teacher in specific. The complex links between the genes and behavior is being researched; it is impossible to say that how differences in chromosomes make the differences in the behavior of male and female McCubbin and Dahl (2005). In my view, it is the society which creates the differences in the roles, even in regards to be teachers.

Findings

The data was analyzed in terms of the students’ views towards male teachers, female teachers and the mixed perspectives. 

Perspectives on Male English Teacher

The study revealed that nearly 55 % of participants viewed male English teachers are the strict teachers having fatherly figure in the classroom. This resulted the increment of hesitations to ask questions to the teachers; mostly the girls.  Similarly, they (70%) opined that male teachers are better to teach in higher grades than in junior grades due to the fact that they do not understand the psychology of the children and their hoarse sound make the detrimental effects on their psychology. Hence, they prefer female teachers in the junior classes. However, in the disciplinary matter they preferred male teachers than the female one. 

Perspective on female English teachers

Nearly half of the participants liked to have female teachers than the males because of the soft and audible voice. Similarly, in matter of relationship between teachers and students, nearly 90% felt that female teachers are close to the students than the male teachers which resulted in better teaching with better understanding of students’ psychology and emotions. Almost all the female participants preferred to have female English teachers as they can openly communicate with them and explore the matter in context however; they seemed to be reserved on the matter of ill-discipline management.

A mixed view

This perspective is more culturally guided. The participants wanted that the teachers’ gender role should not affect detrimentally to learning. They revealed that teachers are the gurus; they are just like our parents. I sense the guiding principle of oriental philosophy as cultural construct engraved in them consciously or unconsciously. Similarly, teachers as the role model should facilitate learning than the authority. Nearly, 95% felt that teachers need to play the role of facilitator whereas 5% participants felt that they need to be authoritative to control the class and to maintain the discipline in the classroom no matter the teacher is male or female.

Conclusion

Since the study conducted by different scholars have the similar findings in this case of gender issues to be an English teacher. The study seems to align with the preference of female teachers in lower levels however; we cannot be extra judgmental to follow the middle approach.

Since, the role of the teachers in Nepal is culturally engraved, the teachers should act like the social role models of father, mother, sister, brother and friend. As a teacher if we internalize and assign ourselves to the role we perform in the classroom in relation with the students’ learning needs, interest and aspirations, the dichotomous of male and female teachers seem to be fallacious. However, we need to see the concrete lane to overcome the detrimental effect of gender dissimilarities where we try to raise both the ceiling and the floor so they remain parallel in the long horizon of students’ lives.

References

Dee, T.S. 2006. How a teacher’s gender affects boys and girls chromosomes retrieved from educaitonnext.com on November 12, 2013

McCubbin, H. & Dahl, B.B. 2005. Gender roles in Peter S.G, New Direction: reading, writing and critical thinking. Cambridge: New Delhi

krishk.2007@gmail.com

Published: NELTA Conference Proceedings 2015: Routledge

Reflection on ‘Behind Academic Publishing-Why, How & What’

http://neltachoutari.wordpress.com/2014/07/01/reflection-on-behind-academic-publishing-why-how-what/

…are so apart

We played hide and go-seek

In the bosom o f KU Garden

Yet we could not find each other.

We remained so close,

Yet we were far apart.

We stumbled with each other,

Yet we forgot to shake hands,

We smiled at each other,

Yet we forgot to talk,

Our eyes met in the corridor,

Yet we pretended we don’t know each other.

We knew many things

Yet we did not share anything.

We  have so many in common

Yet pretended we are different

Our home, our parents, our gurus are the same,

Yet we assumed we are separate,

The boundary now is to be collapsed

Together we clap, together we grow,

Together we talk, together we share

Our vision, our goal, and our personalities,

For which,

We gather,

To extend our hands and hearts,

Whole heartedly

To welcome you to be in our bosom

And, we to be in yours.

Because, we remain so close

Yet we are so apart.

-         Krishna Khatiwada

Kathmandu University

Recited in the Welcome program to MPhil First Semester

Tribute to my Mom

Tribute to my mom,

Who cried but never let me.

Tribute to her,

Who remained hungry, but never let me.

Thanks to my dearest mom

Who didn't bye for,

But bought for me,

The clothes, always so new for me,

The fragrance, always the admirable for me,

My childhood, and the yearly DASHAIN,

With full of happiness so it remained,

The joys, I shared with her,

The moments, I spent with her,

Always so pure, always so true,

Can't be compared, salute with its value,

For the fulfillment of all,

The daily pills and the pressure,

Preparing over here,

Missing you a lot,

As the day to go home,

On its verge,

I love you Mom.

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