homework story in nepali

Changing Stories Nepal

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- Reema Chaudhary

Mom of Ramesh Chaudhary

“I'm starting to have big dreams for my son”

“I thought my younger son Ramesh would drop out of school. He always found ways to bunk classes. I used to counsel him to attend school regularly and not skip classes, but he never showed interest. I do not prefer to hit my kids for not going to school, so I let him be. I used to visit his classes whenever he attended school. I always saw him sitting in the corner of the last bench – always silent, almost hiding. His classmates would be writing or doing classwork, but he used to stay idle the whole time. I could help him at home, so I tried to help him with his homework. But he was not interested in doing any homework as well. I started to accept that my son would not be well-educated. My son could not grab knowledge from an early age, so it will be the same for him in higher grades too. 

When the remedial classes of CSNepal started, I was surprised to see him get ready for school before I even asked him to. He would rather skip regular classes but has never missed a single class of the remedial course. He is ever ready to attend RECs. He never cares if it’s as early as 7 am or even on a Saturday. He informs me beforehand about the time of his extra class and is so excited to study. 

These days when I ask him if he has completed his homework, he says he has already finished it. Sometimes, I double-check if he is telling the truth. He does all the work again in a different notebook to show me what he did. My son struggled to do a simple addition before. Now, he can quickly solve multiplication problems. I did not know he would be able to catch up so fast. 

I was curious to know how my son had changed. So, one day once I finished my daily chore, I walked to his school to observe his remedial class. His teacher Anjali was teaching her students with so much love, care, and patience. The students were playing, singing, and interacting with each other. She was trying to give enough attention to all the students, treat everyone equally, and help them during class. I was in awe to see my son asking questions to his teacher. He was actively doing all the classwork that she gave him. After that, I also visited his regular class and saw him sitting on the second bench! This is huge progress for my son. I am very proud of how far he has come in such a short time.

I am delighted that my son got guidance at the right time. His studies will start to improve. Whatever he has learned from this remedial class has built a sound base for him for higher grades. I’m starting to have big dreams for him.”

“I dream of becoming a big person”

“I come from a family where we don’t have that much. If I don’t study well I will have to plow in the field like my parents. And I don’t want that life. I dream of becoming a big person. I need to study well so that when I grow up I can find a good job and support my family. That is why I love going to school and learning new things every day. I try not to miss any classes. I pay attention when I’m in class and I don’t move from my seat without completing my tasks, even if it means staying late to complete it. In the past I used to find math really difficult. I had problems understanding numbers and couldn’t do addition or subtraction either. Since Laxmi madam joined our school, I have learned a lot. She teaches us very nicely and makes us play games to understand math in a simple way. Now, I can easily do addition and subtraction. I can even tell the difference between odd and even numbers. Last time we had an exam and I did really well in it. I solved almost all the problems correctly. My teachers were happy with the results. Later that day I went home and told my parents about it. They were so happy that they went and bought 3 or 4 kilos of mutton and made my favourite curry. We don’t normally eat meat at home but that day was a big deal for my parents!”

- Anup Chaudhary

Changing Stories Nepal Student, Round 4

- Megh Raj Bishwokarma

Basanta’s Dad, Round 7

“I get excited to see what my son has learned daily and what he will share with me”

“It has been almost ten years since I left Nepal to work and earn abroad. I studied till class 8, after which I left school to help my family with work. Before, we could only call back home using international call services. It has become effortless for me to stay in touch with my family in Nepal. I call my family twice a day- once in the morning, then in the evening, and sometimes before sleeping. I always talk with my kids, Basanta, and his elder sister. 

Even though I am far away and cannot see how my kids are doing in their education, I used to ask them questions about simple addition and subtraction while doing homework on video calls. It was pretty disheartening to see my son Basanta not able to answer even simple addition questions. I learned that Basanta was enrolled in a remedial class some months ago. Within a few weeks, I saw a change in my son. During our daily video calls, Basanta started to show me his homework copy and show how many math problems he had solved and what he wrote that day. I get excited to see what my son has learned daily and what he will share with me.

This time, when I came to Nepal for Dashain, I visited a learning exhibition that my son Basanta is a part of. I am so happy to see my son sharing his learning with many people. I know my kid as a shy boy who barely talks to strangers. His studies have also significantly improved. I am happy for my son and thankful he was a part of this tuition class. It is something big for me to see him progressing not just in his studies but being confident to talk to new people.”

“Even during the planting season, when farmers prioritize working as much as possible in the fields, his parents make sure to drop Anil and his sister at school on time in the cycle.”

My student Anil is in Grade 5. During the baseline test, he could neither recognize the Nepali alphabet nor numbers. When the remedial classes began, within the first few weeks, many of my students had started progressing from where they were initially. But Anil understood the lessons slowly and struggled to grasp what I was teaching him. He specifically worked more when he had to learn subtraction. I thought he needed help understanding my teaching method, so I took him for a few days in my co-fellow’s class, but I had no luck. I asked for help from our program assistant, but he still needed help understanding.

This may happen because he could only practice the subtraction problems a few times. Even though there are only 15 students in our remedial class, and the kids get more individual attention than in their regular classes, Anil needed more guidance than I had expected. So, I sought help from his older sister, Srijana, who was also in my class. Srijana had reached the multiplication level. One day, when she was about to leave after classes, I guided her to help her brother solve the problems I gave him as homework every evening. I made several practice questions for Anil to practice. Within a week, I was able to see improvement in him. 

After some days, their father visited our classroom. He stayed and watched how the classes went. I requested him to stay back after classes and shared how Anil struggled. I added their father on Facebook and guided Anil’s father and his sister on some techniques to help Anil with subtraction problems. This went on for some days. In one class, I asked one student to help Anil in subtraction while I was giving revision classwork. To my surprise, Anil had already finished all the subtraction problems, and all of them were correct!

From the beginning of my fellowship, I knew I should give more attention to Anil. I always gave him extra attention. When I see him finally surpassing the challenge of learning subtraction, I feel immense joy, which I cannot put into words. I am also inspired by his parents. Even during the planting season, when farmers prioritize working as much as possible in the fields, his parents make sure to drop Anil and his sister at school on time in the cycle. They have been cooperative and supportive. Even when I cannot pick up my phone, they cycle around my home to ask if class timings have changed during holidays or when school’s regular classes are paused. More than twelve times, Anil’s father has stayed in our class to observe how his kids are learning.

My experience with Anil and seeing his family support him endlessly has made my fellowship even more special.

- Ramesh Jaisi

CSNepal Fellow Round 7, Project Awasar

- Garima Khanal

“i found it tough to navigate my way towards her as well. but with time, i figured out how to help her learn”.

I have a student named Danabi in my class. We start our class by sharing a short story of what we saw every day when we are coming to class. All of my students share their daily short stories, but Danabi never said a word. I tried to persuade her to share her story by letting her know that it would be her turn the next day. She did not even show up in my class the next day. I thought she was not feeling comfortable with me insisting. So, I decided to take help from her friend Junu. I asked Junu to help Danabi tell a daily short story. I told her to help Danabi by making her practice telling stories of any small thing or incidents they see when they go back home from school. After a few days, I was surprised to see Danabi’s hands raised up high when she herself volunteered to share daily story! To my surprise, she shared how she saw a funeral rite happening on her way to school. It was unique to hear that story from her during her first time sharing anything. After that day, she shared what she saw while coming to school every day. Well, it took her 30 days to reach here, but I am proud that she can confidently share her daily story with her friend Junu’s help.

Danabi was pretty tough to handle in class during the first few weeks. She hardly obeyed my instructions. I came to know that she acted the same way in her regular school classes and even in her home. Her elder sisters, who are my age, shared that she never listens to them, and they don’t even try to help her with her studies anymore. Honestly, I found it tough to navigate my way towards her as well. But with time, I figured out how to help her learn. Danabi is the kind of student who performs best when given individual attention. She is motivated when someone praises her for her progress. So I did just that. I gave her individual attention during classes and even for extra time when class was over, and I praised her for her small wins. I eventually was able to help her in a way she liked to be helped. 

I’m happy for her. She was not able to read or write the simple Nepali alphabet before and also couldn’t write numbers properly. Now she is able to read simple Nepali words and solve simple multiplication problems.

“I accepted them for how they are and started a different approach to maintaining discipline inside the classroom”

“I understand that not every person has the abilities when it comes to learning. Even before I joined Changing Stories Nepal, I was aware of the learning disparity that existed inside the classroom. I was assigned 15 students to work with. Most of my students could already recognize Nepali letters and numbers. They were slightly above the basic level. But my major challenge with the fellowship has not just been helping my students build further learning capabilities. The challenge that I faced and struggled with the most was managing students’ behavior inside the classroom. You see, the school where my students study is near the Bus Park area which is prone to distractions. There are several kids, the same age as my students, who are out of school. They play around the school area and are even involved in a number of destructive habits. Being in that environment, my students would not agree to stay inside the classroom at all. Some used to run away from the class while I was teaching. Some used to run away from school when they saw me enter the school premise. Some used to make so much noise and jump around the class which made the entire class chaotic and hard to manage.

The first few weeks were difficult and it really brought my confidence down. I used to wonder why they are doing so or if I was not capable enough to teach them and even wondered if they did not like me at all. But I did not give up. During our bi-monthly support session, I raised my concern in front of my mentor Suraksha didi, and my co-fellows. They listened to me and suggested ideas and shared examples of how they have been managing their classes. 

After that every time I entered my class,  I started to mentally prepare myself. I reminded myself that my students are just kids. It’s not even their fault that they behave this certain way. How they are behaving is not due to any personal reasons towards me. The way they have been brought up and their external environment is the reason for their behavior. Every individual is different and my students’ attitude and behavior varies too. I accepted them for how they are and started a different approach to maintaining discipline inside the classroom. At the end of the day, I just wanted to help them get better.

I started to engage each student differently and gain their trust. I tried to understand my student’s backgrounds and behavior by communicating with their school teachers, friends, and parents as well. Some students needed more individual attention, some needed to feel challenged with difficult questions and tasks, some needed words of affirmation to feel motivated to study, and some had to be given an opportunity to lead and feel ownership towards their class and studies. 

One of my students Sudip did not want to sit in my class at all, he used to run away from the class every time. At first, I tried to talk to him and convince him to study for his own good, but when that did not work, I visited his home and met his parents. I talked to them and instead of complaining, I requested his parents to send him to class regularly. Maybe because I put effort to build connections with his family, from the very next day Sudip agreed to stay in class. I gave him individual attention and appreciated his small progress. Within a few weeks, he progressed from struggling to solve addition problems to being able to solve multiplication problems. Once he began to progress, he started enjoying the classes and nowadays he even calls me on my phone when he faces any issues doing his homework. Seeing his progress and interest in learning, I started assigning tasks to help his peers and he did that wonderfully! One day he even stood in front of the door and blocked the way for his peers to run away from class. He brought them back to their seats and helped them finish the classwork. The student who used to run away all the time now started to help me manage the class. 

I am glad that I did not give up on my students. Yes, my fellowship journey was a bit rocky in the initial weeks, but I was able to support my students and help them get better at not just their learning but also their classroom behavior.”

- Nisha Malla Thakuri

CSNepal Fellow Round 6

- Samiksha B.K.

CSNepal Fellow Round 5

“I will learn this time. I will be good.”

“One perception that we mostly have is if we show much love to kids, they won’t obey us. If kids are problematic, they need to be scolded to get them back on track. On top of that, for the kids who are behind in studies, not just parents, their friends, their teachers, even their relatives think they need to be scolded. It must be so frustrating for these kids. Wherever they go, nobody respects them. Maybe that is the reason why kids have so much anger in them. Maybe this is the reason why they are not able to do well in their studies. What we need to understand is that kids need love. They want someone to understand them. They want someone who would praise them for however little progress they are making. I learned while working with students that whatever we give them, they reflect it back to us. If we give them respect, they respect us. We give them love, they love us back. As teachers, we must start by showing them what respecting each other actually looks like. Admiring our students as an individual is the first step towards making a great collaborative learning environment in the classroom. 

My students come from a background, where they are habituated by the bad influence of people around them. Their parents have to work all day and they do not have anyone to guide them. There was one kid in my class, Gaurav.  He was also in our ALC of the previous phase. He dropped out last time because of his uncontrollable behavior in the classroom. I knew he gets around with older guys around the bus park and was affected by their bad influence. Gaurav was making a lot of noise during the first week of my classes. The class used to get so much disturbed. One day I asked him to not make noise and do his classwork. I guess someone telling him what to do was a new thing for him. When I stepped in to change his habit, he could not accept it. He got so furious. He threatened me he would get me beaten up. I was taken aback by such a response from an 8-year-old kid. 

At that moment, I didn’t scold him. I said, “That’s okay. You can bring whoever you want. I am ready to deal with them. But right now, you are inside the classroom. Here, please obey me. It’s for your own good. I will also obey you outside the classroom.” 

Then he suddenly calmed down. He said, “No miss. I will obey you. I come to school every day. I will come to your class too and learn.”

After this conversation when Kritika our Program Officer came to observe my class, Gaurav talked with her and said. “Miss last time I had some work so I had to leave this tuition class. I want to come every day to Samiksha Miss’s class. I will learn this time. I will be good.”

“I greeted a teacher!”

“Growing up, I never got a chance to go to school. But I always wondered what it would be like to go to one and to have a teacher. I remember once I had requested my father to send me to school and he just ignored me. My siblings and I were responsible for household chores and we had to tend to crops every day. You see, education was hardly prioritized in those days. In our village, only a handful of families could afford to send their kids to school. We were not one of them. 

Some of my friends went to school. They would always greet Namaskar to their teachers whenever their paths crossed. One day I was tending crops in the field with my friend. We saw her teacher walking towards us. She was waiting for him to pass from our field to greet him. As he was approaching us, I don’t know why but I started getting nervous. I did not know how to greet a teacher. When my friend greeted Namaskar, I copied her tone and gesture. He looked at us, smiled, and greeted us back. I was so happy. I greeted a teacher!

The time has changed now. My children go to school every day. I enjoy seeing them do their homework sitting on the mattress. My daughter Swastika and son Subhash are enrolled in CSNepal classes. Their teacher calls us regularly to share about how they are doing in school. It feels really good to know that my children are making improvements in their studies. She has even visited our home to meet me and my husband. I am happy their teacher is helping them get better.

I am grateful that my children are learning. They are getting better opportunities than I ever did.”

- Anita Chaudhary

Subhash Chaudhary’s mother

- Ramba Shahi

“swastika has taken the responsibility to wake subhash, get him ready for school, and drop him off”.

“Subhash is in grade 3, the youngest one in my class. He used to come regularly when the classes were in the evening. The class had to be shifted to 7 AM in the morning. That was when I noticed Subhash had stopped coming. I was so disheartened to take classes when Subhash was not there. I knew the kind of student I took the responsibility for when I made the decision to join the fellowship. The ones who really need help to catch up in studies, so that they can continue their further schooling. In my class, Subhash is at the beginner level. Who despite being in grade 3, does not recognize letters and numbers. He is so small and naughty. Yet he was trying to learn and was showing progress in the first two weeks. I made sure to give him more attention. When he stopped coming to class, I was so demotivated. I felt as if I failed to support a kid who really needs help. I failed the main motive of joining the fellowship. 

I had met his mom in the parent’s meeting. His mom was really positive to send Subhash to school. His elder sister Swastika was also enrolled in the ALCs last year and was one of the most progressing students. Despite all of these, Subhash did not show up in class. I once met Swastika in school and asked what had happened. So, ever since the classes had shifted to morning, Subhash was scared to walk alone to school early in the morning. It was winter, it used to be dark and foggy. Subhash being just 7 years old, his parents also did not want to send him alone. I understood the reasons were valid. But he really needs to attend class to get better in his studies. So, I requested Swastika if she could help Subhash get to school. She seemed mature and listened to me. She was the one who knew how the extra classes are she had got much better in studies after that. She understood its importance and agreed to help.

One day when I was going to school from Auto, I saw Swastika walking back from school. I felt so happy and felt the rush to reach my class. When I entered the class, I saw Subhash! That day onwards, the entire demotivation that pushed me back was gone. 

When I went to home visit again, I met Subhash’s whole family. His mom said Swastika has taken the responsibility to wake Subhash, get him ready for school, and drop him off. They both wake up at 5 and walk for more than an hour to school. Swastika even helped Subhash to do the homework from our ALCs with her own prior knowledge. His dad shared his concerns about his kids not learning to read and write despite their day and nights of hard work to make it possible for their kids to go to school. He said, ‘It is our responsibility to send our kids to school. Don’t worry, he won’t be absent again. Here he is our kid. After he goes to school, he is your kid too. I trust you to look after him and make him learn.’ It felt really good to see the entire family supporting a kid to get better in learning. 

I see Swastika every time I am on my way to school. She waves whenever she sees me. I get relieved Subhash has reached school when I see her. Subhash still struggles to learn, his progress is slow. But he definitely is progressing from his level. I believe in him that he will improve by the end of the 90 days course.”

“I am much responsible than I ever was before”

“I am the youngest one in my family. I have 6 siblings older than me. I never went out of the house without a guardian, even if it was to the nearest shop to the house. I had never taken any kind of responsibility, and I never knew what independence is. I always used to think that one day, I would have to be on my own. I can’t depend on my Didi and Dada all the time. They were also growing up and having more and more responsibilities. I knew I had to face the struggle on my part too. When I came to Dang with my Dada and Bhauju after completing my 10th grade, things changed. The house was not filled with many elders. I had to go to the shop to buy groceries and take care of house chores. I was not used to this. Whenever anyone gave me any responsibility, I used to doubt myself if I could do the work properly or not. 

When I asked for permission to join fellowship, my parents were positive about it. They permitted me saying it would be a good opportunity for me to learn. I was really looking forward to it even before the training began. The fellowship was the first opportunity for me to get out of my shell. I was going to do something on my own. During the fellowship training, I gave my best. I worked hard every day to learn how to make students learn in a fun way, and how to understand their behaviours. Now in the fellowship, even though I am their teacher, my students call me Didi. I feel like I am a guardian to my students. My students are very different from each other. Some are really obedient, some are naughty, some can grab what I teach very quickly, some need time. I counsel my students to help each other in class. I give extra attention to the ones who take time to learn. Sometimes when students do not behave in class, I talk to them personally to change their behaviour. After my class in the evening, I take a few of my students in the auto with me and drop them home. Some of  my students live very far away from school. So, I call their parents to make sure they have reached home safely. 

From the fellowship, I have learned to understand my student’s psychology on what needs to be said to make them feel they need to be disciplined. My skills to talk to new people has developed. More than anything else, I feel that I am much responsible than I ever was before. I am starting to feel confident that I am capable of fulfilling bigger responsibilities.”

- The name of the student has been kept anonymous

1st Fellowship

- Yanu Roka

CSNepal Fellow Round 5 & 6 and Program Assistant Round 7

“ I wanted to know more than I already did and help more kids that needed a loving teacher. “

“During my second time joining CSNepal as a fellow, I was placed at Kalakhola Secondary School. The memories of my students’ love towards me, the respect I gained from their parents, the joy of watching them progress with every small step, and the courage I felt to be better for my students remained fresh, even after my fellowship ended. I took Education as my major during high school, too. I have always wanted to be a good teacher for my students. My first fellowship was a considerable learning experience for me. But I knew there was still much more to learn and improve upon. When the fellowship for Round 6 opened up, I did not think twice about becoming a fellow again. I wanted to know more than I already did and help more kids that needed a loving teacher. 

My major highlight for my Round 6 fellowship was the exhibition we organized at the end of 90 days of REC. All of us fellows had visited the learning exhibition at the Sunakhari Mela organized by Tulsipur municipality. Students from only 2 schools participated in this exhibition. Seeing those students sharing their knowledge at the exhibition motivated us to organize a similar arrangement in our placement schools. All of us fellows were encouraged to prepare our students for the exhibition. We searched for educational resources and videos on YouTube and Google to make our exhibition fun and engage the visitors. We made so many engaging and creative learning materials for the classroom. We used them to engage our students inside the classroom first, then oriented our students to use them and explain about them. 

My students were nervous at first and doubted themselves. Many were shy in class and had learned to open up only after joining REC. It was a big challenge for them to share their learning in an exhibition in front of so many other students, teachers, and school authorities. But Suraksha Didi helped each of us fellows to get our students ready and confident. We took almost a week to make students feel comfortable with the learning materials and interact with others. I divided my students into a pair 2, where I paired kids of different learning levels so that each could learn from the other and get their turn to interact during the exhibition. I made my students perform several demo exhibitions within class time too. This week-long preparation was a breath of fresh air for my students and me, which we immensely enjoyed. During that time, I saw my students coming out of their comfort zone, helping each other as a team, and encouraging one another to speak up if one was hesitant. 

On the primary day of the exhibition, I was so proud to see our week-long effort coming to life. My students could explain Maths and Nepali lessons to other students and even clarify their doubts. They could engage people to have a conversation and have fun at their respective tables. Many of my students were surprised that even others needed help understanding simple lessons. They were assured that they were not the only ones who struggled with their studies, and they were so overjoyed to share their learnings with those who wanted to learn. That day, I knew my motive to learn something new from this second fellowship was fulfilled. I learned the joy of teamwork with my students.

Now, I am joining CSNepal as a Program Assistant. I am nervous as well as excited about my new role. I understand that my new role will require me to interact and work with even more people than I did during my fellowship. To be honest, I am nervous that I would make any mistake while communicating with people senior to me in age and experience. But, I am also assured that Suraksha Didi, our Program Officer will support me in this new role just the way she supported me during my fellowships.”

“ I had never thought someone like me who hated going to school would end up enjoying it”

“I used to be afraid of raising my hand in class. I thought that if my answer was wrong, my teacher and friends would laugh at me. So I always just sat in the back and listened to the teacher without saying a word. When the teacher who taught us stopped coming one day, and no one came as a substitute, I completely lost interest in school. I started skipping school and ended up falling behind the others.

One day, my parents were told that there was going to be extra classes running every day after school. The classes were for students who were struggling to keep up in class. My parents were worried about my studies so they wanted me to go to the classes. I wasn’t very excited about going but in the end I decided to go just to make my parents happy.

After I started going to the classes I ended up really enjoying them. The teacher who taught the classes, Barsha ma’am, would come up with interesting games and teach us in fun ways. My favourite game was adding two numbers together using a deck of cards. It is my favourite game because it helped me understand addition and subtraction, and made me realise that learning could be fun. I never knew it could be so easy to understand Math. It’s all because of Barsha ma’am that I can now do addition, subtraction, and division all on my own. I even started reading Nepali storybooks with my classmates at school and every night at home before going to sleep. I had never thought someone like me who hated going to school would end up actually enjoying going to school, studying, and getting good marks in exams. I know I’ve improved a lot and that I couldn’t have done it without Barsha ma’am!”

- Abhiska Chaudhary

CS Nepal student 2019

- Januka Dangi

Changing Stories Nepal Fellow Round 4

"I think I have come a long way both as a teacher and as a friend to my students. I will always cherish the relationship I have with them."

“I was nervous the first day I went to the classroom as a CS Nepal Fellow. Everything was new to me. In the beginning, I didn’t have a good relationship with my students. I used to get frustrated whenever they didn’t understand what I taught. I remember calling Suraksha didi every now and then to complain. She advised me to stay calm and gave me feedback on how to do better. She asked me to spend more time trying to connect with my students. That feedback stuck with me. I realized that if I wanted my students to learn, I was the one who had to change. So I changed my teaching strategies and spent more time getting to know my students. I worked hard on my lesson plans and incorporated fun activities to engage everybody in the class. I figured out that my students really enjoyed reading stories and poems, so I started hanging chart papers on the walls with rhymes and poems written on them. These small changes helped me build a better relationship with my students. The fellowship journey hasn’t been easy for me. It took some time to find my place as a teacher. But the support sessions from CS Nepal have helped me come out of my comfort zone and try different ways of teaching. During support sessions, all of us fellows share ideas that the others can implement in their classrooms. In one of the sessions, I remember how Dipendra sir said that students can never learn under pressure or by force. You can’t force someone to learn. If they don’t feel like studying we should give them space to breathe. So I never force my students. I allow them to stay to the side, and let them join the group when they want to. The best thing about this fellowship is how well I have been able to bond with my students. My students share everything with me. From their personal issues to their dreams of the future. I think I have come a long way both as a teacher and as a friend to my students. I will always cherish the relationship I have with them.”

“I never thought I’d be a teacher”

“I never thought I’d be a teacher. During my own school days, I was always a shy and obedient student. I sat in the middle of the classroom so I wouldn’t attract attention from my teachers. I was good at math and science, but not English. But luckily I had a teacher who believed in me. She understood that kids learn in different ways. Looking back, I am grateful for having a teacher who inspired me and helped me do better. I distinctly remember the first class I ever taught myself after I became a CS Nepal fellow. I asked my students if they knew the Nepali alphabet. With the exception of 2-3 students, everyone raised their hands. That night, I tried to come up with a lesson plan to help the students who didn’t raise their hands. I decided to teach those students separately, and in doing so, I came to realize that they each learned differently. While one student was able to pick it up quickly, the other two were only able to remember when they were asked to write everything down. One thing I learned from this experience like my old teacher always understood, is that every student has their own way of learning. I have been trying my best to give my own students an environment where they can do just that.”

- Shudarshan Khatri

Changing Stories Nepal Fellow 

- Binay Chaudhary

Student of Round 4

"Which is why I have never missed a single one of his classes!”

“Reading is the best thing about school. I enjoy going through long texts that have pictures, too. Playing football with my friends comes close to my passion for reading. I used to spend a lot of time playing with my friends from the neighborhood. But nowadays I am most devoted to studying. I try to complete my school work before playing. There is a teacher in our school who has helped me become a better student. I love going to school because of him. Sudarshan sir appreciates hardworking students and teaches us well. The students who study nicely receive a ring made of colorful papers prepared by sir himself. And the student who gets multiple rings earns a gift hamper from the teacher. I have already received 4 rings for being obedient, honest, having good manners, and completing my homework on time. I have all 4 rings at home that I keep in a very safe place. Other than the gift the class itself is very fun, which is why I have never missed a single one of his classes!”

"I’ll do everything in my power to pay for my boys’ education; even if it means selling our house, our farm, and our animals!".

“I was born and raised by farmers. My family’s daily routine involved getting up early in the morning to go to the fields and spend hours tending to crops. Even though I always wanted to study, going to school was never an option for me given my family’s economic circumstances. I often talk with my husband about the lack of choices we had growing up. My husband had his own struggles as a kid. He would walk for hours to get to his school only to find out that the teachers weren’t there. In the end, he stopped going. We both agree that things would have been different had we been educated. In all these years I haven’t changed very much myself. I still work in the fields to raise crops and livestock. I am happy with my family. I have two sons who are enrolled in a school nearby. I know an educated person gets more opportunities in life compared to those who don’t receive any formal education. So now we are trying to make sure our kids have more choices in life than we did. Because I don’t want my sons to share this life. I want them to dream bigger and have all the opportunities in life they need to live a better life. I believe that education is extremely important and plays a crucial role in one’s life, which is why I’ll do everything in my power to pay for my boys’ education; even if it means selling our house, our farm, and our animals!”. 

- Somati Chaudhary

Mother of Binay Chaudhary, our student of Round 4

- Radhika Chand

Changing Stories Nepal Fellow

"I saw him grow from a shy kid who hesitated to talk to a determined and confident learner"

“The happiest moment during my fellowship was when Bishan, one of my students, asked me for more math problems to solve, so he could get better. When I first joined the fellowship, Bishan was a shy student. He would never answer when I asked him questions. He was also very weak in Nepali and Math. He had trouble reading and writing Nepali words, and didn’t know how to add or subtract. As I started teaching my classes, I was amazed to see him show interest in his studies. He is one of those students who caught up really fast. In the classroom, I often found him writing notes to help him remember later. At home, he practiced math on his own. He would get excited to recite Nepali poems in class. Even though he struggled to read that never stopped him from trying and giving his best. His determination motivated me and I gave him Nepali books so he could practice at home. He would read a book at home and come to school the next day and ask me questions about it. He would ask the same question again and again and again until he fully understood it. As a teacher, I was proud of his untiring effort. He improved a lot and was considered one of the best students in his class. He did very well on his exams, too; getting good marks. I saw him grow from a shy kid who hesitated to talk to a determined and confident learner. He has come a long way, and it was his determination and positive attitude that helped him get there.”

"I need to study well so that when I grow up I can find a good job and support my family"

Enrolled in our accelerated learning course at Shree Laxmipur School

- Sauni Chaudhary

Mother to Basanta, one of the students enrolled in our learning courses

"My children will never have to go through any embarrassment in life just because they came from a poor family and couldn’t afford a good education”

“Every day after sending our kids to school we leave for our farm nearby. We mostly grow maize, mustard and green leafy vegetables. We depend on the produce for our daily meals and take the rest of it to the market to sell. I have been living in this village for as long as I can remember. Nothing much has changed. It is still a small village and the people here don’t have much. The saddest thing is the lack of schools. The nearest school is 50 minutes walk from here. It is difficult for us parents to send our children to school when the school is that far away. Especially if they are young. My husband and I have to go to the field early in the morning, and we can’t afford to miss work to drop our children to school. But that doesn’t stop them from going. They wake up every day at 4 in the morning, get dressed, and go to school all on their own. The sad part about life in this village is that children rarely pursue further education. They don’t have big dreams. Children from wealthier families go to Kathmandu or other big cities inside or outside of Nepal to study. But we are not people of money or power, which is why our children don’t get that many opportunities and often face troubles in life. One day, on our visit to the market, we saw an educated man make fun of a person for not being able to read the letters written on a signboard. You see people make fun of uneducated people like that. My hope is that my children will never have to go through any embarrassment in life just because they came from a poor family and couldn’t afford a good education.”

"She congratulated me and told me that she was proud of me"

“I have two older sisters and a younger brother. We are a big family. For a long time, my father didn’t have a job and used to come home drunk and fight with my mother for no reason. He would get violent and beat my mother. When we tried to stop him, he would beat us as well. My mother couldn’t stop him. But she thought of a trick to save us from our father’s beating. She would send us to school early in the morning and have us come home late at night. That way we didn’t have to deal with our father. That routine continued for a long time. In the first few days, I got really bored spending so much time at school. But then I slowly started enjoying it. I would read books and poems that we learned about in the extra classes. I asked my mother to buy me copies to write down Nepali poems and stories my teacher shared in class. Whenever I had a problem with spelling a word I asked for my sister’s help. When she couldn’t help me, I would wait until I could ask my teacher to help me. My parent’s fighting used to disturb me a lot, but now I have started to focus on my school work instead. Once my father found a new job things started getting better at home. He doesn’t come home drunk anymore. Now, I go to school and get back home on my own time. But I still love spending time at school reading Nepali books. I wake up at 4 in the morning, get dressed, and rush to school. I still go to the extra classes and do my homework. One day, there was a competition to read the poem “Na Tipnu Hera Kopila” in front of the entire school. The teacher asked if anyone would like to read it out loud. There was silence. No one raised their hand. Without thinking I went up on the stage and read the whole poem as ma’am had taught us during our extra classes. After the poem ended I heard people clapping for me. The teacher congratulated me and gave me 50 rupees as a prize. I had never won anything, and it felt really good. As I stood there in my school I thought about my mother. I went home and told her. She congratulated me and told me that she was proud of me. I tried to give her the prize money but she gave it back to me. A few weeks ago I bought two copies and a pencil with that money!”

Which language do you want to learn?

Nepali Stories to Learn Nepali

Introduction to Nepali Stories

Nepali, the official language of Nepal, is spoken by over 17 million people. Learning Nepali can be a rewarding experience, especially through the medium of stories. Stories provide context, cultural insights, and make language learning more engaging and enjoyable. This article delves into various Nepali stories that can help learners master the language while gaining an understanding of Nepalese culture, traditions, and values.

Benefits of Learning Nepali Through Stories

Learning Nepali through stories offers multiple advantages:

Contextual Learning: Stories provide context, making it easier to understand how words and phrases are used in real-life situations.

Cultural Insights: Nepali stories often reflect the culture, traditions, and values of Nepal, providing learners with a deeper understanding of the country.

Enhanced Vocabulary: Reading stories introduces learners to new vocabulary and idiomatic expressions, which can significantly enhance language proficiency.

Improved Retention: Stories are memorable, making it easier to remember new words and grammatical structures.

Popular Nepali Folktales

Folktales are a great resource for language learners. Here are some popular Nepali folktales that can aid in learning Nepali.

The Story of “Munamadan”

Overview: “Munamadan” is a classic Nepali story written by Laxmi Prasad Devkota. It is a narrative poem that tells the story of Madan, who leaves his wife Muna to seek fortune in Lhasa, Tibet.

Language Learning: This story is rich in poetic expressions and traditional Nepali language. It introduces learners to archaic words and phrases, providing a deeper understanding of the language’s evolution.

Cultural Insights: The story reflects the struggles and sacrifices made by individuals in pursuit of better livelihoods, a common theme in Nepalese history.

The Legend of “Swayambhunath”

Overview: The legend of Swayambhunath, also known as the Monkey Temple, is one of the most famous stories in Nepal. It tells the tale of the self-emergence of the Swayambhu Stupa from a lotus flower in a primordial lake.

Language Learning: This legend is filled with descriptive language and religious terminology, offering learners an opportunity to expand their vocabulary related to religion and mythology.

Cultural Insights: The story provides insights into the religious significance of Swayambhunath and its importance in Nepalese Buddhism.

The Tale of “Bhedi Gothalo”

Overview: “Bhedi Gothalo” is a popular children’s story in Nepal about a shepherd who loses his sheep and learns a valuable lesson about responsibility.

Language Learning: This story uses simple language and repetitive phrases, making it ideal for beginners. It helps learners understand basic sentence structures and common vocabulary.

Cultural Insights: The story highlights the importance of responsibility and diligence, values that are deeply ingrained in Nepalese society.

Nepali Short Stories for Intermediate Learners

Intermediate learners can benefit from reading short stories that offer more complex language and deeper cultural insights.

“Parijat’s “Shirish Ko Phool”

Overview: “Shirish Ko Phool” (The Blue Mimosa) is a famous Nepali novel by Parijat. It explores the themes of love, loss, and existentialism through the story of Suyogbir and Sakambari.

Language Learning: The novel uses sophisticated language and literary devices, making it suitable for intermediate learners. It introduces readers to complex sentence structures and advanced vocabulary.

Cultural Insights: The story provides a glimpse into the social and cultural dynamics of post-Rana Nepal, offering valuable historical context.

Ramesh Vikal’s “Aaita Bari Lai”

Overview: “Aaita Bari Lai” is a short story by Ramesh Vikal that depicts the struggles of a poor farmer named Aaita Bari.

Language Learning: This story uses colloquial language and regional dialects, providing learners with exposure to different forms of Nepali.

Cultural Insights: The story sheds light on the hardships faced by farmers in rural Nepal, offering a realistic portrayal of rural life.

Advanced Nepali Stories

Advanced learners can tackle more challenging texts that require a higher level of language proficiency.

Indra Bahadur Rai’s “Aaja Ramita Cha”

Overview: “Aaja Ramita Cha” is a collection of short stories by Indra Bahadur Rai. The stories explore various aspects of human nature and society.

Language Learning: The stories use advanced language and literary techniques, making them suitable for advanced learners. They introduce readers to nuanced expressions and idiomatic language.

Cultural Insights: The stories offer a deep exploration of Nepalese society, culture, and human psychology.

B.P. Koirala’s “Doshi Chasma”

Overview: “Doshi Chasma” (Faulty Glasses) is a short story by B.P. Koirala, one of Nepal’s most prominent writers and political figures. The story delves into themes of perception and reality.

Language Learning: The story uses sophisticated language and explores complex themes, making it ideal for advanced learners.

Cultural Insights: The story provides insights into Nepalese politics and society during Koirala’s time, offering valuable historical context.

Online Resources for Nepali Stories

In the digital age, numerous online resources can aid in learning Nepali through stories.

Online Libraries

Overview: Many online libraries offer a vast collection of Nepali stories, both classic and contemporary.

Language Learning: These libraries provide access to a wide range of texts, allowing learners to choose stories that match their proficiency level.

Cultural Insights: Online libraries often include annotations and explanations, helping learners understand cultural references and nuances.

Language Learning Apps

Overview: Various language learning apps offer stories and interactive exercises for learning Nepali.

Language Learning: These apps provide a structured approach to language learning, with stories graded by difficulty level.

Cultural Insights: Many apps include cultural notes and explanations, enhancing learners’ understanding of Nepalese culture.

Audio and Video Resources

Overview: Audio and video resources, such as podcasts and YouTube channels, offer an auditory and visual approach to learning Nepali through stories.

Language Learning: Listening to stories in Nepali helps improve pronunciation, listening skills, and comprehension.

Cultural Insights: Audio and video resources often include visual and auditory cultural cues, providing a richer learning experience.

Tips for Learning Nepali Through Stories

Here are some tips to make the most of learning Nepali through stories:

Start with Simple Texts: Begin with children’s stories or folktales that use simple language and gradually move on to more complex texts.

Use a Dictionary: Keep a Nepali-English dictionary handy to look up unfamiliar words and phrases.

Take Notes: Write down new vocabulary, expressions, and grammatical structures to reinforce learning.

Practice Regularly: Consistent practice is key to language learning. Set aside time each day to read and review stories.

Engage with Native Speakers: Discussing stories with native speakers can provide valuable insights and improve language skills.

Learning Nepali through stories is an effective and enjoyable way to master the language. Stories provide context, cultural insights, and a rich source of vocabulary and expressions. Whether you’re a beginner or an advanced learner, there’s a Nepali story out there that can help you on your language learning journey. So, dive into the world of Nepali stories and immerse yourself in the language and culture of Nepal.

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Everything about Nepal

Nepali movie – homework.

About ‘Homework’

New Nepali Movie ‘Homework’ is a movie featuring the best actors in the Nepali movie industry Aryan Sigdel and Namrata Shrestha. The movie produced by Gopi Krishan Movies Production is a presentation of Uddhab Poudel and directed by his son, Nirak Poudel. The producers of the movie are Nikita Poudel, Niraj Poudel, and Nirak Poudel.

Cinematography by Prushotam Pradhan, music by Tara Prakash Limbu, the playback singers are Tara Prakash Limbu, and Prabisha Aadhikari, lyrics by Dr. Kishana Hari Baral, choreographer is Renisha Rai and the background score by Alish Karki. The script is written by Shibham Adhikari, editing by Surendra Poudel, VFX by Anupam Shah.

Watch ‘Homework’ full movie

Credit – OSR Digital

Star Cast of ‘Homework’

Biography of Aryan Sigdel and the list of movies featuring Aryan :

Poster of ‘Homework’

3 thoughts on “ Nepali Movie – Homework ”

very good and must watched movie

movie ma characters ko damnai dekhidaina. lose taalko 6an. ani jhur nabhaye k hunchha ta?

very Good Movie

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Nepali Katha Collection – 20 Famous Nepali Story Collection For Children

Nepali Katha (नेपाली कथा) or Nepali Story are important pieces of literature to help children learn about Nepali history, traditions,…

• Author Pragyan Subedi
• Published July 25, 2022
• 0 comments Join the Conversation

Nepali Katha (नेपाली कथा) or Nepali Story are important pieces of literature to help children learn about Nepali history, traditions, morals, culture, and values. In this article, we’ve curated a collection of such 20 Famous Nepali Katha/ Nepali Short Story.

1. Cunning Merchant and Ghee Seller – Nepali Katha/Nepali Short Story

The Cunning Merchant and Ghee seller is a Nepali Katha/Nepali Short Story between two main characters who live in a village.

2. Chatur Bhai – Nepali Katha/Nepali Short Story

Chatur Bhai is a Nepali Katha/Nepali Short Story of how 3 brothers resurrect a lion.

3. Thambelinaa – Nepali Katha/Nepali Short Story

Thambelinaa is a Nepali Katha/Nepali Short Story of a thumb-size fairy who falls in love with a flower-fairy prince just her size.

4. Bahadur Challa – Nepali Katha/Nepali Short Story

Bahadur Challa is a Nepali Katha/Nepali Short Story of a smart hen.

5. Hansel and Gretel in Nepali – Nepali Katha/Nepali Short Story

Hansel and Gretel is a Nepali Katha/Nepali Short Story of a witch and two children.

6. The Fairy and The Treasure – Nepali Katha/Nepali Short Story

The Fairy and The Treasure is a Nepali Katha/Nepali Short Story of a peasant and a fairy.

7. The Snow Queen – Nepali Katha/Nepali Short Story

The Snow Queen is a Nepali Katha/Nepali Short Story of a snow queen.

8. The Ant and the Grasshopper – Nepali Katha/Nepali Short Story

The Ant and the Grasshopper is a Nepali Katha/Nepali Short Story of ants and a grasshoper.

9. Three Little Pigs – Nepali Katha/Nepali Short Story

Three Little Pigs is a Nepali Katha/Nepali Short Story of three pigs and a big bad wolf.

10. Little Red Hen – Nepali Katha/Nepali Short Story

Little Red Hen is a Nepali Katha/Nepali Short Story of a little hen.

11. Chai wala – Nepali Katha/Nepali Short Story

Chai wala is a Nepali Katha/Nepali Short Story of a tea seller.

12. Snow White and Seven Dwarfs in Nepali – Nepali Katha/Nepali Short Story

Snow White and Seven Dwarfs is a Nepali Katha/Nepali Short Story of a princess and her dwarf friends.

13. The Story Of Baby Jesus – Nepali Katha/Nepali Short Story

The Story Of Baby Jesus is a Nepali Katha/Nepali Short Story.

14. Brave Will and Genie – Nepali Katha/Nepali Short Story

Brave Will and Genie is a Nepali Katha/Nepali Short Story of a boy and a genie.

15. Goldilocks and the Three Bears in Nepali – Nepali Katha/Nepali Short Story

Goldilocks and the Three Bears is a Nepali Katha/Nepali Short Story.

16. The Little Mermaid in Nepali – Nepali Katha/Nepali Short Story

The Little Mermaid is a Nepali Katha/Nepali Short Story.

17. Cinderella in Nepali – Nepali Katha/Nepali Short Story

Cinderella is a Nepali Katha/Nepali Short Story of a common girl and a prince.

18. Santa Claus Christmas – Nepali Katha/Nepali Short Story

Santa Claus Christmas is a Nepali Katha/Nepali Short Story.

19. Rapunzel in Nepali – Nepali Katha/Nepali Short Story

Rapunzel is a Nepali Katha/Nepali Short Story of a long-haired princess.

20. Sunaulo Sahar – Nepali Katha/Nepali Short Story

Sunaulo Sahar is a Nepali Katha/Nepali Short Story of a golden city.

The Bull Exercise: Best Questions Answers and Summary For Class 12 English

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Looking for short stories by Nepalis to read

I am not much of a writer but I like to read and I wanted to know if there are any short stories by Nepali writers that are available to read on the internet. Please recommend some stories in English. My Nepali is not very good but I can read...it just takes me a long time.

Nepali Movie Homework Trailer Released

Uddhab Poudel presents Nepali movie ‘ Homework ‘ starring Aryan Sigdel, Namrata Shrestha, Gauri Malla etc. The movie is releasing under the banner of Gopi Krishna Movies Production . We can see actor Aryan Sigdel in dual charterers in the movie as a father and his modern son who feels guilty of his father being uneducated. After too much saying by his son and others the father then joins school to study where he finds himself too old among other children.

Produced by Nikita Poudel, Niraj Poudel and Nirak Poudel Nepali movie Homework is directed by Nirak Poudel. The official trailer of the movie was recently released by OSR Digital. While talking about the crews of the movie, Renisha Rai has done the choreography, background music by Alish Karki, edit by Surendra Poudel and VFX by Anupam Shah.

The movie Homework is scheduled to release on 7th Jestha 2073 and one of the music video Ke Sachchai Timi from the movie which was released recently is getting popular among Nepali music lovers. Enjoy watching the official trailer of Nepali movie Homework as released by OSR Digital with the double role by actor Aryan Sigdel.

Bir Bikram 2 Official Trailer is Out

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स्याल र अंगुर - नेपाली बाल कथा - The Fox and the Sour Grapes Storm

from Yala Kids Channel

Story for kids. fox and the grapes in nepali

Class 10 Nepali Guide Book (2080)- Get All Chapter Solution

In this page, you’ll find Class 10 Nepali Guide Book . We have compilled this guide to help class 10 students do their homework.

This guide is based on Janak Publication Nepali book , and include new syllabus provided by Nepal Government in 2080 BS . We’ve listed all the chapter of this Class 10 Nepali Guide book and if you click on chapter you’ll get all the excercise with answer .

We’ve created this list in such a way that it becomes easy to find all the chapter solution in one place. So, we request to you to book mark this page and share it with your friends.

Class 10 Nepali Guide Book (2080): Chapter Wise Excercise Solution

Here’s the list of all chapter of Class 10 Nepali Guide Book 2080:

• Chapter 1: Ujyaalo Yatra
• Chapter 2: Ghar Jhagada
• Chapter 3 : Chikitsa vigyan ra ayurved chikitsa
• Chapter 4: Yesto kahile nahos
• Chapter 5: Laxmi Prasad Devkota
• Chapter 6 : Adhikar Thulo ki Kartabya
• Chapter 7 : Satru
• Chapter 8: Nepali Hamro Shram ra Sip
• Chapter 9: Mero Deshko Shiksha
• Chapter 10 : Vyavasayik Chithi
• Chapter 11: Kartabya
• Chapter 12:. Pablo Picaso
• Chapter 13 : Pakhnos
• Chapter 14 :  Gharko Maya
• Chapter 15: Gaunmathi Yeuta Kavita
• Chapter 16: Aayam

From left, Durga Jaisi, 12, Prakash Jaisi, 18, Rajendra Ghodasaini, 6, and Bhawana Jaisi, 11, stand for a portrait on their family land in Thakurbaba municipality.

Yam Kumari Kandel, GPJ Nepal

He’s a Teen With Homework, but in Nepal He’s Also Head of His Household

Children left to fend for themselves when their parents seek work abroad often suffer emotional struggles and educational setbacks. Now, psychologists are raising alarms about the quiet but building crisis.

Read this story in

Editorial Team

GPJ ACCURATE

Publication Date

July 24, 2023.

BARDIYA, NEPAL — It was the Nepali New Year and the sun was bright and strong. The fields appeared desolate, except the luxuriantly growing green corn. After fetching water from a nearby hand pump, Prakash Jaisi, 18, walked back to the home he shares with his three siblings in Bardiya district’s Banbir area, more than 500 kilometers (over 300 miles) from Kathmandu, the capital of Nepal. As it was a public holiday in the country, all his friends had gone out to have fun. “I’d like to spend time with my friends, but I don’t have the time,” he says. Instead, Jaisi did the dishes and completed all the pending housework. Even though his exams are approaching, he has not been able to prepare. There is no time.

Jaisi’s parents left for India in December 2021, intending to work in the neighboring country to repay their house loan of 800,000 Nepali rupees (6,089 United States dollars). As they left, the responsibility of the house and his siblings was handed over to Jaisi, who is the oldest.

Just like Jaisi’s parents, 2.2 million people belonging to 1.5 million Nepali households are absent and living abroad. Of these, over 80% are men, according to the 2021 census on population and housing. The reasons for migration include the desire for a better future and financial status.

Prakash Jaisi, 18, prepares meals for his brother, Rajendra Ghodasaini, 6, at their family home in Thakurbaba municipality.

Most of these Nepali migrant workers leave without their families, creating a large group of children — like Jaisi and his siblings — who are left behind, says Ganesh Gurung, a sociologist and labor migration expert. According to the 2021 census , 77.9% of the country’s 9.9 million children live with both parents and 17.1% live with their mothers only. The census also found that 1% of households, more than 75,000, are headed by someone age 19 or younger. More than 7,300 households are led by a child between the age of 10 and 14.

While there are no official statistics on the number of children who are left behind because of migration, psychologists in the country have started to identify patterns of behavior among the wards of migrant families, which points to a simmering mental health crisis in the country. Kathmandu-based child psychologist Ganga Pathak says she can clearly see a future in which the country will be grappling with the “mental health challenges of all these children who will be adults” in a few years.

In his house, Jaisi cooks, washes clothes, cleans the house and purchases food. His younger sisters, Durga Jaisi, 12, and Bhawana Jaisi, 11, take turns, putting their buffalo out to graze and cutting the grass. Together, they all take care of the youngest, 6-year-old Rajendra Ghodasaini.

Jaisi says that household responsibilities and his parents’ absence keep him awake almost every night. “My mind doesn’t work; all I feel is anger,” he says.

Nepal is a major labor-exporting country and has a heavily remittance-dependent economy. Migrant remittances have not only contributed to increasing household income and the national gross domestic product, according to a 2020 International Monetary Fund study , but have also played a big role in reducing poverty.

A typical day in the life of the siblings involves taking care of the buffalo, working in the fields, and finding time at the end of the day to finish their homework.

The positive impact of people going abroad is well documented in the context of Nepal’s economy, but only recently has the conversation begun on its other possible repercussions, particularly with respect to family dynamics.

A 2019 report by the Centre for Mental Health and Counselling-Nepal found that children who are left behind were more vulnerable to psychological problems. Out of 137 children and adolescents whose parents had migrated abroad, 48.2% had anxiety, 18.3% lived with depression and 8% had suicidal thoughts, according to the report.

In a 2022 study, the National Human Rights Commission also referred to the negative impact of separation from primary parents on children’s cognitive development.

Jaisi, Bhawana and Durga all talk about the stress and worry that they live with every day. Their parents send 30,000 rupees (228 dollars) from India every month to pay off the loan and cover household expenses. The siblings use 5,000 rupees (38 dollars) for food and other expenses, and mostly consume lentils and rice that they grow themselves. For the last three months, their parents couldn’t send money and lenders seeking repayment have already started visiting their home daily.

Looking at her parents’ photograph on her mobile phone, Durga says, “If they were at home, we would all be together. They only left because of the debt.” Bhawana says she feels sad because she is unable to sleep with her mother and eat food prepared by her.

Child psychologist Ganga Pathak poses for a portrait in her office in New Baneshwor.

Children who are separated from their parents become angry and irritable, and perform poorly at school, says Indira Pradhan, a psychologist and clinical coordinator at the Transcultural Psychosocial Organization Nepal.

To lessen mental health issues among teenagers, TPO Nepal conducts a sports game program in the Madhuwan municipality of Bardiya district. Children learn how to set life goals, recognize and solve problems, understand and manage emotions, handle failure, and avoid harmful behavior by participating in weekly football, martial arts and dance activities. TPO Nepal was established in 2005 to promote the psychosocial well-being and mental health of children and families in conflict and other vulnerable communities.

Not far away from the Jaisis lives 8-year-old Malika Chaudhary with her two siblings, Aviskar Chaudhary, 12, and Dhiraj Chaudhary, 18, and their grandmother, Lakshmi Devi Chaudhary. Both their parents work abroad. The grandmother says the children quarrel with each other frequently, making it difficult for her to take care of them. They cry all the time and ask whether their mother really loves them at all, she adds.

“Children can’t express what’s on their minds,” Pathak says, “and when what’s on their minds is suppressed, it all gets stuck as a knot.”

The observations of psychologists such as Pathak and Pradhan are corroborated by those working with children in schools, who say that they see a visible change in the educational and psychosocial level of children in the absence of parents.

From left, Prakash Jaisi, 18, Rajendra Ghodasaini, 6, Bhawana Jaisi, 11, and Durga Jaisi, 12, walk through their family’s property in Thakurbaba municipality.

Hari Prasad Gauli, vice principal of Kisan Secondary School in Bankatti, a Bardiya locality, says children who arrive at school with their parents appear happy and arrive on time, whereas those without their parents often arrive late and are gloomy. He says these children do not do their homework, do not bring books and notebooks to school, become irritated, and remain isolated from other children in the classroom. Research on this subject has also identified these behavioral patterns.

Samir Kumari Adhikari, joint spokesperson at the Ministry of Health and Population, says that the ministry is aware of issues relating to the mental health of children whose parents are abroad. He says the government doesn’t have any specific program to address the problem, but has organized general mental health programs nationwide. “If any of the kids need mental health treatment service, then they can get those services from the government.”

There is an eerie quiet inside Jaisi’s small, tin-roofed house. The mention of his mother makes him tear up. “We could study better if our mother was at home. We could get to school on time. Other friends arrive on time for school. We are always late,” he says.

Pathak believes that this unnoticed crisis is so worrying that a law should be enacted to prevent parents of very young children from leaving them behind. If children’s mental health is to be improved, she says, the community should be made aware of the importance of child psychology.

“If a child cries a lot, he or she is labeled as a crybaby, but people do not know that it is a sign.”

Yam Kumari Kandel is a Global Press Journal reporter based in Nepal.

TRANSLATION NOTE

Sunil Pokhrel , GPJ,  translated  this article from Nepali.

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Dhruba madhikarmi – jam ma (nepali laghu katha).

ध्रुव मधिकर्मी – जाममा (Source: मधुपर्क साउन, २०६७)

ऊ त्यहाँ पुग्दा जाम शुरु भइसकेको थियो । बाटोभरि बस, मिनीबस, टेम्पो, ट्याक्सी, साइकलहरूको ठेलमठेल थियो । न बढ्नलाई बाटो थियो, न र्फकने ठाउँ नै । अब अस्पताल पुग्न घण्टौ लाग्ने भयो । यसैबेला उसको मोबाइल बज्यो ।

हेलो, म डेभिड बर्नर ।

उसले चिन्यो डा. डेभिड बर्नरलाई । विदेशमा सँगै डाक्टरी पढेको अत्यन्त मिल्ने साथी । तिनीहरूले उत्कृष्ट अङ्क ल्याएर डाक्टरी पास गरेका थिए । ऊ आपनो मुलुक सम्झेर फक्र्यो ।

हेलो, मि. बर्नर के छ हालखबर । अहिले के गर्दैछौ ?

यार काममा धेरै जोतियो । कमाइयो पनि । अब यसो अन्तरीक्षतिर घुम्न जाउँ कि भनेर सोच्दैछु । सोच्दैछु के म त तयारी पनि

गर्दैछु । मित्र, तिमीले पनि यहीँ बसेर काम गरेको भए आज हामीसँगै अन्तरीक्षमा घुम्न जान हुन्थ्यो ।अनि भन तिमी के गदैछौ ? के छ तिम्रो योजना ?

म….., ऊ अक्मकियो ।

अन्तरीक्षमा घुम्न जान लागेको साथीलाई के भन्ने । यार म त यहाँ घण्र्टौदेखि जाममा फसिरहेछु भन्ने । म त बन्दको मारमा छु भन्ने । अथवा म त यसरी नै वर्षौदेखि द्वन्द्वले पिल्सिरहेको छु भन्ने ।

मेरो शुभकामना छ, तिम्रो यात्रा सुखद् होस्, मित्र बर्नर । उसले यति भनेर मोबाइलको स्विच थिच्यो र जाम कतिखेर खुल्ला भन्दै सोच्दै आˆनो सेकेण्ड हृयाण्ड गाडीको स्टियरिङ्गमा हात राखेर पर्खन थाल्यो ।

Sushma Manandhar – Saathi (Nepali Laghu Katha)

सुषमा मानन्धर – साथी (Source: मधुपर्क साउन, २०६७)

हतार हतार हिँडिरहेको उसले अत्यास लागेर एकपव्ट फेरि माथि हेर्यो । ऊ , … त्यो पहाडको टुप्पो । टुप्पोमा रहेको त्यो मन्दिर । ऊ त्यही पुग्नलाई हिँडेको छ । ठाडो उकालो र साँघुरो ढुङ्गे बाटोले गर्दा त्यहाँसम्म पुग्न विकट नै छ भन्ने जान्दाजान्दै पनि त्यहाँ साक्षात् ईश्वर बस्छन् र त्यहाँ पुगेपछि आफ्नो कुनै पनि कामना पूरा हुन्छ भन्ने आस्था र प्रचलित विश्वासका कारण उसले मन्दिरमा पुग्नुलाई आफ्नो गन्तव्य बनाएको छ ।

यात्रा थाल्दा ऊसँग सहयात्रीहरूका रूपमा एउटा निकै ठूलो जमात थियो । कस्तै गाह्रो परे पनि उनीहरूको साथ आफ्नो कठिन र लामो यात्रा सजिलै छिचोल्न सकिन्छ भन्ने आशामा ऊ हिँडिरहेछ । तर यात्रा नसकिँदै थाकेर, अल्मलिएको र गाह्रो भएर धेरैजनाले यात्राबाट बीचैमा उसको साथ छोडिसकेका छन् । निकै ठूलो भीडको रूपमा रहेका आफ्ना सहयात्रीहरू घटेर दुईतीन जना मात्र बाँकी हुन थालेकाले ऊ आत्तिन थालेको छ ।

लामो र उदेकलाग्दो बाटो । उसमाथि कहिले डढाउने घाम, कहिले झरी । आफ्नो अनवरत यात्रामा धरमराउँदै हिँडिरहेको बखत उसले देख्यो कि ऊभन्दा केही पर अलि दुब्लो देखिने एक व्यक्ति पनि ऊसँगसँगै हिँडिरहेको छ । डुब्न लागेकोलाई त्यान्द्रोको सहारा भनेझैँ उसमा थोरै भए पनि साहस पलायो । हुँदाहुँदा अन्तमा उसको साथ नछाड्नेमा त्यही दुब्लोव्यक्ति मात्र बाँकी रहन गयो । उसलाई छाडेर जाने साथीभाइहरूका के कुरा, ऊ आफैंले पनि यात्राको किचलो र कठिनाइसँग आजित भएर निकैपल्ट यात्रा छोड्न खोजेको थियो ।

‘यहाँसम्म त पुगिनैसक्यौ, फेरि किन हरेश खान्छौ ? हेर, कसैले साथ नदिँदा पनि म छु तिम्रो साथमा ।’ निराश भै फर्किन खोज्दा साथमा आउने दुब्लो साथीले बारम्बार सम्झाउँथ्यो । साथीको भरोसामा ऊ बढ्यो, बढ्दै गयो ।

धेरै दुःखकष्ट आए, त्यो साथीले उसको साथ छोडेन र अन्तमा साथीकै हौसलाले टुप्पोमा भएको मन्दिरमा पुगिछाड्यो । अथाह शान्ति थियो त्यहाँ र ऊ त्यतिबेलासम्ममा कामनारहित भैसकेको थियो । उसले पछाडि फर्केर आफ्नो उत्साह बढाउने साथीसँग उसको परिचय माग्यो । ‘अझै चिनेनौ मलाई ? म हुँ तिम्रो आडभरोसा, तिम्रो आफ्नै आत्मविश्वास ।’ साथीले उसको काँध थप्थपाउँदै हाँस्दै जवाफ दियो ।

The Story of a Nepali Girl | My Life In Rural Nepal | 20 Years

Table of Contents

The Story of a Nepali Girl

The Story of a Nepali Girl 

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School life in Nepal: A Day at SMD

March 21, 2017

School life in Nepal varies across the country but at SMD School, we follow the Nepali government curriculum complemented by the teachings of the Buddha. A typical day starts early for everyone: our kids wake up at 5 a.m. (6 a.m. in the winter), wash their faces, brush their teeth and dress in play clothes. Breakfast is at 7 a.m., after which the kids have free time until classes start at 9 a.m.. Most of the kids use this time for homework which we call ‘self-study’ and to change into their school dress. Classes run six days a week from Sunday to Friday with Saturdays off. The first and third Sunday of each month is also off.

We hold assembly on Monday mornings with all the girls, boys, monks, nuns and teachers present—all in all that makes a group of about 600! Morning prayers are said and everyone sings the Nepali national anthem. Students make announcements in English, Tibetan or Nepali in front of the entire assembly as we encourage everyone to learn public speaking.

Classes run from 9 a.m. until 3:30 p.m. (2:30 for the little ones). Depending on the year, political situation, weather, volunteers and budgets, we run cultural, art and sports activities after classes. We also offer early-morning and late-afternoon tutoring for those kids who need extra help. The most difficult subjects for them are usually Math, Nepali, and Tibetan (depending on the child’s mother tongue). After dinner, everyone must do their homework, prayers and meditation, and then it’s off to bed around 8 or 9 p.m. depending on age.

Peeking into our classrooms or dorms, you’d be surprised to see how crowded we are! Depending on the class, we’ll have 25 to 35 students per classroom and many of our dormitories have beds triple stacked.

The hostels are divided into girls’ and boys’ dormitories. Same gender relatives get to stay together, which eases the strangeness of moving from a mountain village into the big city. When a younger relative arrives, older siblings and the other kids from the same village flock around to help, each acting as a guide or a mom or dad. Everyone helps everyone else. Each room is ‘captained’ by an older kid. A sense of family permeates SMD School because we teach the children that we are all part of Thrangu Rinpoche’s family, and our Hostel teachers are a dedicated lot—they put in long (nine to 12 hour) days.

• Join the Family

Nelha Sangmo is an SMD alumna who came to us from a mountain village called Lhi in Nubri, a very remote part of the Himalayan region of Nepal. It takes a week or sometimes more to reach her village from the capital city, Kathmandu. She was only six years old when she left her family and village. There was no electricity, no running water, no sanitation, no telecommunications, no health care, and no education in Lhi. Nelha’s uncle, who is a monk, was able to find her a place at SMD. She feels she was one of the few lucky ones…. “Many of my brothers and sisters in the village died at a young age because of common childhood diseases, diarrhea or malnutrition.”

During the 22 years since she first came to SMD, Nelha learned many leadership and life skills: she served as school captain, room captain, class captain, and health club captain. She also volunteered at the SMD clinic for four years. Since a young age, Nelha has been passionate about healthcare. After graduating from grade 10 at SMD, she gave service to the school for six months before she went on to take her Health Assistants training, while also finishing grades 11 and 12 elsewhere.  She then took a post in Bhi village in Gorkha District and provided essential medical care to the villagers for a year—she was the first Health Assistant in Bhi. Today, Nelha works at the SMD School clinic halftime, which allows her to continue her own education. She has finished an undergraduate degree in Public Health and is working on a MPH.

Nelha says “It is the wish of our founder, Thrangu Rinpoche, to use education as the tool to help our own villages, and it is my wish to fulfill his dream and repay his generosity. I think I can succeed with applying my skills and passion for helping my people through health care as the need is truly great. And for SMD School as a whole, I wish that the dream of a bigger, safer school campus will come true one day soon so that many more Himalayan children will receive the benefits that I and my fellow sisters and brothers have received.”

In addition to her medical duties, Nelha Sangmo also serves as the Hostel Head and she serves as the expediter for Global Dental  Relief who do several free dental camps at SMD every year.

Tsewang Topgyal joined Thrangu Monastery in 2001 and spent his first year at the monastery, learning Tibetan reading and writing. Then he joined Shree Mangal Dvip in2002, he was placed in Grade 6. He finished the government’s board exam – SLC (school leaving certificate) in 2007 and went to SMD Branch School for young monks to serve as a teacher for the next two years.

Later, Tsewang continued Buddhist Studies at Thrangu Rinpoche’s shedra (Tibetan – college of Advanced Buddhist Philosophy) at Vajra Vidya Institute in Sarnath, India. He completed his acharya degree (Sanskrit – Master’s) in 2017 and was assigned as a teacher at SMD. He says, ” I feel very happy to be back, and to help the students as much as he can. ”

Shirley Blair has given service to SMD School for 24 years. Together with the School’s Principal, she oversees all aspects of school operations in her role as Director.

Years ago, Rinpoche gave the following instruction to her…to “make the school as good a school as you can.” Shirley’s primary responsibility as such is the direction of the school—children, staff and physical campus. She sources funds, materials and training; recruits volunteers; and oversees ongoing education for ‘senior’ students who have graduated from grade 10.

Daily tasks include community, donor and partner relations, writing for the website, Facebook and print media, producing slide shows, formulating proposals, making presentations, and public speaking. She also travels to arrange scholarships and to fundraise, as all of SMD’s funding comes from overseas, from 26 different countries. Other tasks include legal work, writing the management plan, job descriptions and contracts. Counselling and mental health fall under the purview of the Director as well, but hygiene, nutrition and health care are now well managed by the school clinic.

Shirley also manages the Senior Programme—ongoing education for students past grade 10. Whether students stay in Nepal or go overseas, they need counselling. Their families can’t help and teachers do not see it within their role to prepare students to go overseas. Assistance with writing scholarship applications and applying for visas is an essential part of the job.

Lama Karma Sangpo was born into a Sherpa family in the Dolakha District of Nepal in 1979. As the youngest of 10 children, he was guided by family tradition to become a monk and took his novice ordination at Thrangu Tashi Choling Monastery in 1994. He first learned to read and write Tibetan from his uncle who was a Lama in his village, and then continued his education at TTC monastery in Boudha. Later, Karma Sangpo completed the Acharya Degree (M.A.) in Buddhist Philosophy and studied Sanskrit at Sampurnanand Sanskrit University in Varanasi. He also speaks Sherpa (his mother tongue), Nepali, Tibetan, Hindi and English. Karma Sangpo has some familiarity with SMD, having served on the teaching staff from 2007 to 2009.

Additionally, he has been a Member Secretary and Executive Vice-Chairman of Lumbini Development Trust, part of the Gautam Buddha International Peace Award Committee and a Selection Committee Member, all of which are appointed by the Government of Nepal. He spent several years as a Founder Treasurer, General Secretary and Spokesperson for the Nepal Buddhist Federation and was the National Monastic Education Sub Committee Coordinator. He has also given talks and written books and articles for various national and international conferences and seminars.

In 2016 Karma Sangpo entered the 4 year retreat at Thrangu Sekar Retreat Center and now, as a Lama, he will assume the position of Principal at Shree Mangal Dvip Boarding School. Lama Karma Sangpo has been spending this last month at SMD shadowing Wangchuk Tenzin and preparing to take over the reins. He sees taking this position as akin to other social work he has been involved with and would like to contribute to the longevity of SMD.

Lama Karma Sangpo also expressed gratitude for our sponsors saying, “Through compassionate activity we have become a family; we are not just looking for donations but for others to be connected with the Thrangu Rinpoche family.” He then quoted a Buddhist teaching: “What you give away is really yours and what you keep is not yours.” Meaning the goodness of a gift is inexhaustible.

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Ambir Tamang was born in a peasant family in Illam. He joined the SMD family as a lower secondary English teacher. Despite their poor economic status, his parents encouraged his education, and he feels lucky and blessed to be their son. In 1996, Ambir completed a Bachelor of Commerce from Tribhuvan University. He also studied in the Bachelor of Education in Administration and Supervision program for a year. This course is specially designed to train professional teachers. He acquired the teaching license from the Teachers Service Commission, Nepal. From his early years, he was very passionate about teaching, especially in English subjects. He used to read a lot of articles, novels, cartoons and graphics books. Before joining SMD, he taught in two other schools for 16 years. In 2006, Ambir was hired by SMD. In addition to classroom duties, he initiated a ‘Literary Club’ at SMD to improve the English language of the students. In 2013, he was chosen as an Academic Head of school and he worked forfive years in that post. Within that time, he attended teacher training by the Rato Bangla Foundation and workshops by Dr. Pushpa Prasad Sharma, Senior Consultant Psychiatrist on ‘Children’s Mental Health’. Currently, he is working as school secretary and secondary level teacher. As School Secretary, he is responsible for liaising with education authorities and managing the official paperwork, including verifying our students’ birth date and registering them for National Board Exams. Ambir shares, “After coming here, I learned to become a parent, guardian, caretaker and mentor, and at the same time, a professional teacher. I am extremely happy to be around the Himalayan kids because they treat me as if I am their own family. Everyone in the community gets surprised by the facilities, care, and scholarship provided by SMD to its students and the success of our students.”

Our nurse, Balkumari Gurung, is from Archalbot, Lamjung District. She studied at a government school there until she graduated from Class 10. Afterwards, she took a gap year in order to earn money to further her education. During her gap year, she taught primary level math in a government school.

The following year, she used the money she had earned to study in the medical field. After 15 months’ study, she became a Community Medical Auxiliary (CMA). She interned as Archalbot’s medic for six months, and then returned to the government school where she had taught earlier so she could continue to earn a living.

The cvil war had been raging across Nepal for several years and much of the country had fallen under the control of the insurgents. Balkumari taught for four months, but then the Maoists refused to let her teach. They were trying to force her to join the insurgency. (Imagine how useful a paramedic would have been). For six months, she had no work and no income, but then she found a position at Lamjung Community Hospital where she worked for two years.

Balkumari joined SMD School in 2000 and continues to work here. She loves SMD’s unique culture and its aims. She feels very fortunate to be serving at Thrangu Rinpoche’s school.

In 1999, at the age of 14, Palden Tashi joined the monkhood with the help of Lama Jorden who is also one of the monks of Thrangu Monastery. Within four years he learned all the prayers and prayer instruments. He was then sent to Namo Buddha Monastery for the six-month foundation practices retreat (Ngondro). In 2004, he joined Thrangu Rinpoche’s Shedra (monastic university of Buddhist Studies, Vajra Vidya Institute (VVI), in Sarnath, India) and finished eight years of Higher Buddhist Studies.

Graduating in 2012, he gave service at Shedra as the discipline master, then he served as “Nyerpa” (manager) for three years. As Nyerpa, the first five months were very hard. There are always two Nyerpas at VVI, one who works in the monastery office, and one who has to rush here and there for provisions. Palden Tashi was a new driver at the time, and traffic in India is chaotic….

During his time at VVI, the cook was often away, too. So Palden Tashi had to cook for 70 monks! When big occasions were held at Vajra Vidya Institute and many extra people came, it was very difficult for him to manage, but the job became easier and he realized that he gained lots of experience and respect as well.

In June 2017, he was sent to SMD School by Rinpoche and he is very happy to work here as a Nyerpa. “As it’s a new experience working as a Nyerpa at SMD School, I will work hard, as much as I can and try to fulfill all the needs and desires from students and staff positively. I am feeling very happy to get an opportunity to work according to our Rinpoche’s aims.”

Munu Rana, who joined SMD School as a primary level teacher in 2003, was brought up in Kathmandu. She always wanted to become an independent and educated woman as her parents’ dream was the same. Her parents were very supportive and caring. The only thing that her parents asked was that Munu do her best.

In 1999, Munu completed her Bachelor of Commerce degree at Tribhuvan University. She then continued her master’s degree in commerce. Due to health issues, she was not able to complete the final year but hopes to do so in the future.

Before coming to SMD, she had six years of teaching experience at another school, where she used to teach almost all the subjects up to grade 8. At SMD, she started at the primary level as well as giving classes at the secondary level.

Munu has taken full advantage of in-service training frequently offered by SMD, including Teach for Nepal, Hope Alliance Teacher Training, Rato Bangla Foundation, and ICSZ (International Community School, Zurich) teacher training. In addition, she also attended a workshop on ‘Child Mental Health’, led by Dr. Pushpa Prasad Sharma, Senior Consultant Psychiatrist. Munu believes that this training has benefitted her a lot and that it has shaped her into a more professional teacher.

After serving for 13 years, Munu became the Primary Supervisor at SMD in 2016, supervising the overall performance of teachers and students of grade 4 and below. It is one of the hardest job descriptions at SMD. The SMD administration was impressed with her dedication and hard work as Primary Supervisor. As such, Munu was appointed as a Deputy Academic Head in 2017 and as Academic Head in 2018. She is responsible for handling the teachers and students during academic hours. Munu says, “SMD has helped me a lot, and I will never forget SMD. I am willing to support the school in whatever way I can.”

From her experience, Munu shares, “SMD is one of the best schools in Nepal. SMD School provides a modern education as well as Dharma education to Himalayan kids in order to preserve their culture, language and Buddhist way of life. SMD gives education to hundreds of kids and employment for many staff. If we had schools like SMD in different parts of Nepal, then Nepal would be a better home for the next generation.”

Tashi Gyatso became a monk when he was 15. He began his life as a monk at Thrangu Monastery, in the time-honoured way, memorizing prayers and playing ritual instruments.

After a Kunrig retreat, Rinpoche sent him to Namo Buddha Monastery for two years, where he helped to build the lhakang (shrine hall) and then, for one year afterwards, he worked as the nyerpa for Namo Buddha Monastery. His work was satisfactory, so he was sent to Thrangu Tashi Choling Monastery and after a year and a half there, he was sent back to Namo Buddha as nyerpa.

In 2006, Rinpoche moved him to SMD to be nyerpa so he could learn and grow further. It was difficult at first, but slowly it became easier, especially when he saw that SMD is a home for Himalayan kids, and that the support staff (amalas and palas i.e. mothers and fathers) do the things parents do, laundry, cooking, cleaning, and serving food. He notes that there is love here and that SMD kids here are more kind and compassionate.

Tashi Gyatso feels blessed to have been at SMD for the past 11 years and wishes that the school can keep running so Himalayan children can have a good future.

Niraj joined the SMD family in the summer of 2005. As Registrar, he is one of the three Senior Administrators. He handles all the accounting for SMD, including salaries and Nepal government annual tax audits.

He came to us through his elder brother Rajesh, Thrangu Rinpoche’s statue maker. The Chitrakars are a Newar family. The Newars were the first inhabitants of the Kathmandu Valley and are famed as statue makers, carvers and thangka painters. Most Newars are Buddhist, and in the olden days, they sustained a lively trade with Tibet. It was the Newars who began the tradition of painting thangkas (religious scrolls).

An accomplished musician himself, Niraj enjoys organizing debates and talent shows at SMD. He started ‘SMD Idol’ where SMDers have to compete in all three languages: Tibetan, Nepali and English. Niraj was an integral part of ‘sPlat’, a musical put on at SMD under the aegis of Jodi Tweed and her NGO, Hope Alliance, which was the beginning of the Hope Alliance and SMD partnership. Hope Alliance funded Niraj’s trip to Australia, where Niraj gained some management training. He serves on the Nepal board of Hope Alliance (Rewa Alliance in Nepal) and has helped to start Hope Alliance teacher training at SMD.

“It’s a privilege to work in Rinpoche’s School. It has given me an opportunity to add a few drops of Dharma in my daily work. Lastly I’d like to say if you want to do anything, then do it from your heart. If you can’t, then take a break.”

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