BEd

 B.Ed: The Great Parental Conspiracy

 

If someone had told me that I’d end up pursuing a B.Ed after my post-graduation, I would’ve laughed it off. “Me? A teacher? No way!” After all, I had placement offers pouring in like rain during the monsoon, just not enough to drown in. My mind was set on starting my career. But little did I know, my parents had cooked up a master plan to dash my corporate dreams and thrust me into the world of chalk, lesson plans, and disciplining teenagers.

It started subtly, as these things often do. “Teaching is such a noble profession,” my mom would say casually while handing me a kitchen task. My dad would agree with his expert analysis: “A 9-to-4 job is perfect for work-life balance. And think about all those vacations! What other career gives you so much time off?” Slowly but surely, their little remarks snowballed into full-blown parental pressure tactics.

“But I have job offers!” I argued. “I can start working right away!”
“Job offers are always there, but they don’t have grantee. God knows when the next pandemic will come” my mom countered, “but teaching is a respectable job. Everyone admires teachers. And you’ll have time for yourself!”

Time for myself? Freedom? That’s all I wanted! So, after weeks of lectures and tag-team arguments, I finally gave in. “Okay, fine,” I sighed. “I’ll do B.Ed. But on one condition—I’ll study at a college far away from home. Maybe even out of Kerala!”

Now, here’s the thing: my insistence on studying far away wasn’t just about getting a good education. No, it was about freedom. Sweet, elusive freedom. From my school days to my post-graduation, I had spent my entire life under my parents’ watchful eyes. Every day was the same: wake up, go to school or college, come back home, and report every detail of my day to them. Meanwhile, my friends who lived in hostels would tell me stories of their glorious independence—late-night girly parties, sneaking out for midnight movies, and the thrill of making their own decisions without constant supervision.

I wanted that life. I didn’t care if the hostel food was terrible or if I had to share a tiny room with three other people—I just wanted the freedom to experience life on my own terms. So, when I finally agreed to pursue B.Ed, my dream wasn’t just about becoming a teacher. It was about breaking free, stepping out of my comfort zone, and living a little.

But, oh, how wrong I was. My parents had a plan—a master plan—that they executed with the precision of expert strategists. While I was busy fantasising about independent life and strolling through the campus of a faraway college, and applying there all excited , they quietly got admission to a college just a few kilometres from home.

 When the admission results came in, they broke the news with smug smiles.

“Congratulations! You got into St. Xaviers again,” my mom said, beaming.
“Where ?” I asked, my heart pounding because it is where I have done my degree.
“Oh, it’s nearby—just a ten-minute drive!”

Wait, what? Nearby? Ten minutes? This wasn’t part of the deal! “But I wanted to go far away!” I protested, panic rising in my voice.
“Why go far when the best college is right here?” my dad said as if this was the most logical thing in the world.

And just like that, my dreams of hostel adventures and independence were crushed. Instead of late-night girly nights, I got my mom barging into my room to scold me for some foolishness. Instead of sneaking out for midnight movies, I got my dad asking me to and reminding me to take an umbrella because it might rain. And instead of hostel freedom, I got home-cooked food, unsolicited advice, and a daily reminder that nothing escapes parental control.

Once college began, it felt like my school life had returned. Busy days filled with assignments, seminars, projects, and reports became my new normal. But, surprisingly, I started to enjoy it. The internship days were the real highlight. Hearing children call me “Sreelakshmi Miss” for the first time melted my heart. Their innocent smiles, mischievous questions, and endless energy made every moment worth it. I got to teach, laugh, and create memories that I’ll carry forever.

This B. Ed journey, which began as a parental conspiracy, ended up being one of the most beautiful chapters of my life. It gave me a sense of purpose, countless happy experiences, and a treasure of memories both to cry and laugh. So, can I really blame my parents for tricking me into this? Not entirely. Turns out, they knew me better than I knew myself.

And if there’s one thing I’ve learned, it’s this: Indian parents don’t just make plans. They execute them with military precision, all while making you believe it was your idea in the first place.

 

 

 

Life Goals Through Poetry

 Fostering Emotional Growth and Life Goals Through Poetry

Introduction Poetry is more than just a form of artistic expression—it is a powerful tool that nurtures emotional intelligence, cognitive skills, and self-awareness. The inclusion of poetry in education, particularly in the SCERT Class 9 English Reader, provides students with the opportunity to engage with complex emotions, reflect on personal aspirations, and develop resilience. This article explores how poetry contributes to emotional growth and encourages students to set and achieve meaningful life goals.

Emotional Growth Through Poetry Poetry allows students to explore their emotions safely and expressively. Through vivid imagery and deep themes, poems such as "Nothing Twice" by Wislawa Szymborska, "Success" by Henry Wadsworth Longfellow, and "Sea Fever" by John Masefield provide valuable insights into life’s fleeting moments, the importance of perseverance, and the desire for adventure. Engaging with poetry helps students develop emotional intelligence, self-awareness, and empathy—key traits essential for personal and academic success.

Moreover, poetry serves as a means of stress relief and emotional regulation. When students write or analyze poetry, they process their thoughts and emotions in a structured way, fostering self-reflection and resilience. Encouraging students to compose their own poems as a form of self-expression can greatly enhance their emotional well-being and communication skills.

Poetry as a Pathway to Life Goals Beyond emotional growth, poetry also plays a crucial role in shaping students’ ambitions and values. "Success" by Longfellow emphasizes perseverance and resilience as the foundation for achievement. "Sea Fever" captures the human desire for exploration and the courage to pursue one's dreams. "Nothing Twice" highlights the transient nature of life, inspiring students to appreciate the present and make meaningful choices.

By engaging with these poems, students learn the importance of setting personal and academic goals. Teachers can use poetry as a tool for self-reflection, encouraging students to articulate their dreams and aspirations through creative writing exercises. Such activities promote long-term motivation and help students develop a sense of direction in life.

Integrating Poetry into Classroom Learning To maximize poetry’s impact in education, teachers should incorporate dynamic and interactive methods rather than relying solely on rote memorization and textual analysis. Effective strategies include:

1. Reflective Writing and Journaling – Encouraging students to write about how a poem’s themes resonate with their own experiences.

2. Group Discussions and Debates – Engaging students in discussions about the themes, interpretations, and personal relevance of poems.

3. Creative Expression Through Art and Performance – Allowing students to illustrate or dramatize poetry to enhance comprehension and engagement.

4. Comparative Analysis of Poems – Encouraging students to draw connections between different poems to understand diverse perspectives on success, growth, and aspirations.

5. Poetry Therapy – Using poetry as a therapeutic tool to help students process emotions, build self-confidence, and develop coping strategies.

The Role of Poetry in Cognitive and Emotional Development Poetry aligns closely with Bloom’s Taxonomy, addressing both cognitive and affective domains. On a cognitive level, students analyze poetic devices, interpret meanings, and critically evaluate a poet’s message. On an emotional level, poetry stimulates feelings, encourages self-reflection, and nurtures empathy. By integrating poetry into the learning experience, educators can create a balanced curriculum that fosters both intellectual and emotional growth.

Furthermore, poetry enhances experiential learning by immersing students in the emotions and themes of a poem. Teachers can facilitate discussions and activities that encourage students to personally connect with the text, making poetry a transformative educational tool.

Poetry’s Relevance in Today’s Society In a world increasingly dominated by technology and fast-paced communication, poetry serves as a grounding force, reminding students of the value of introspection and human connection. Poetry aligns with Social and Emotional Learning (SEL) frameworks, which emphasize self-awareness, emotional regulation, and interpersonal skills. Engaging with poetry allows students to develop resilience, empathy, and a deeper understanding of themselves and others.

Additionally, poetry fosters cross-cultural awareness by exposing students to diverse perspectives and experiences. Reading and analyzing poetry from different periods and cultures cultivates appreciation for global narratives, enhancing students’ ability to empathize with people from different backgrounds.

Conclusion Poetry is not just an artistic discipline—it is a means of personal transformation. By integrating poetry into the curriculum, educators can help students develop emotional intelligence, self-awareness, and a sense of purpose. Through poetry, students do not merely learn about literature; they learn about life itself. Encouraging students to engage with poetry fosters resilience, creativity, and the ability to navigate life’s challenges with confidence.

Incorporating poetry into classroom learning ensures that students develop critical thinking, emotional depth, and meaningful life aspirations. As an educational tool, poetry has the power to inspire and shape individuals, making it an essential component of holistic education.

 ENGLISH practical

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MY GRANDMOTHER'S HOUSE

KAMALA SURAIYYA
Madhavikutty

LETS READ THE POEM

There is a house now far away once

I received love... That woman died,

The house withdrew into silence, snakes moved

Among books, I was then too young

To read, and my blood turned cold like the moon.

How often I think of going

There, to peer through blind eyes of windows or

Just listen to the frozen air,

Or in wild despair pick an armful of

Darkness to bring it here to lie

Behind my bedroom door like a brooding

Dog... you cannot believe, darling

Can you, that I lived in such a house and

Was proud and loved... I who have lost

My way and beg now at strangers’ doors to receive love,

at least in small change?

“My Grandmother's House” Summary

    The speaker begins by remembering a long-lost house in which she felt loved. The speaker's grandmother (who lived there) died, and after her death, the house fell silent. Snakes slithered between the books. At this time, the speaker was still a child and couldn't read yet. When her grandmother died, the speaker felt as if her blood had turned as cold as the moon. The speaker often dreams of going back to the house and squinting through its empty windows or listening to the cold, lifeless air. She imagines that, in a moment of deep anguish, she might scoop up some of the house's gloom in her arms and take it home to keep in her bedroom, where it would lie around like a moping dog. Addressing a loved one she calls her "darling," the speaker says they couldn't possibly believe she once lived in a house where she was happy, proud, and cared for. She says she has wandered off course now; she spends her time trying to gather crumbs of love from strangers.

Answer the following

1.  “My Grandmother's House” has been composed by .................

2. The speaker of "My Grandmother's House" is proud of ...............

3. When did the speaker of  "My Grandmother's House" live with her grandmother?

4. She noticed a ………. behind the door of the bedroom

5. "My Grandmother’s House" is an …..….. poem by Kamala Das.

6. The house went into silence due to the death of the ..................

Write True or False

The women of the house is alive.

The snakes were seen in the house.

The speaker read the book with great interest.

The speaker wishes to peep through the window.

ANSWERS

Answer the following

Kamala Suraiyya

Her grandmother’s house

During her childhood

Dog 

Auto biographical poem

Grandmother 

Write True or False

False

True

False

True