seminary in india

My biggest surprise has come from realizing that students want to come to school, as well as seminary and church.  Seminary and church both seem so optional here, yet they all attend and are excited to be learning about the gospel.   I taught seminary five out of six days last week and was surprised to have several—dozens—of students find me in the hallways during the day I didn’t hold class to ask why there was no seminary.  Finally, after the 10^th student asked, I responded with a question in the sweltering heat of the hallway of an afternoon in Chennai, “Well, don’t you usually just do 2-4 times a week?”  This 17-year-old, less than 5-feet-tall, 10^th grader responded, “Yes, but we would like every day, please sister.”  Thinking she was definitely joking, I laughed loudly in her face, but was quickly dismayed to see she had stood completely still, save for a twinge of confusion in her demeanor and facial expression.  I immediately shut my stupid, loud mouth and said, “You are you being serious?”  She said earnestly, “Yes, sister, please.”   Seminary is being taught early in the morning during a study hall period wherein the students could have extra time to work on assignments, study for tests, or enjoy talking to their friends.  The assembly room is filled each morning for seminary; dozens of students come to my seminary classes, eager to learn, with only intrinsic motivation.  Their teachers don’t care if they go to seminary (they’re Hindu or Catholic), the directors are nowhere on sight until at lest 11 o’clock (hours after seminary has ended), and no one reports who went to seminary and who didn’t.  I’ve been completely blown away by the attendance, participation, and determination to attend seminary among these young Indian teens.   I can’t say I’d have the same attitude and behavior were I in their sandals.  Was that funny?

pathway in chennai, tamil nadu, india

http://pathway.org.in/

This time I am in the state called Tamil Nadu in India and have been completing various tasks while I’m here, primarily contributing to the development of a new volunteer program for Pathway School.  I have spent most of my time at Pathway (and the farm), a school serving 200 orphans, which in India means destitute, having a single-parent, or having been abandoned by both parents.  It has been made clear that priority goes to those who are the “poorest of the poor,” or students who would have never had an education or living quarters even slightly resembling what they have at Pathway.  On campus there is also a special school serving 30 students with severe disabilities.  The students there create beautiful crafts and works of art using recycled resources from the farm, while also attend special education classes, vocational classes, and physiotherapy sessions. 

Pathway is a matriculated school, recognized by the government as such, and has highly qualified teachers serving the children, all of which have at least their bachelor’s degrees.  The students at Pathway are following the footsteps of their leaders, making plans to acquire college educations as well, and some are planning to serve missions after college.  They are ambitious, studious people who seem to constantly be looking for ways to help lift burden.

I have had a more difficult time adjusting to the climate and time change here than I did when I lived in Bylakuppe, Karnataka.  It took only one good night’s rest for my body to acclimate to the changes in Bylakuppe, and I was totally able to carry on throughout the day just as I did in America.  Here I have trouble keeping my eyes open, even just at 12 in the afternoon.  The heat and humidity cause gravity to wrestle my eyelids down at the most inopportune times, even while attempting to teach a class.  So far I have taught seminary, English, and teacher trainings, and it seems I will continue to do so for the remainder of my stay.  The children are very receptive, especially those that understand more English than others, but the adults are even more receptive and learning at monumental rates.  The students participate the best they can, though most of them are still shy at this point and testing the waters of my behavior management system (of which I have no real formal system…).   The teachers and administrators sit intently and furiously write notes, similar to the teachers I trained in Bangalore and Bylakuppe.  They ask several questions showing their excitement and genuine interest in the topic, and always thank me and express detailed sentiments regarding the gratitude they have at having learned so much in such a short time.  Intrinsic motivation permeates the learning environments at Pathway.

The volunteer program is still in its early stages of development, but after meeting with the board of directors I feel I’ve seen definite promise.  The program will be a great asset to Pathway and will be a mutual benefactor between Pathway and volunteers.  I’m excited to be a part of the program and make it strong and healthy.

That's it.  I'm tired.

Mentored Research Conference

The Dean of the McKay School of Education

Dr. Gordon Gibb, my thesis Chair 

I presented at BYU's Mentored Research Conference and by some miracle won an award.  There was money attached, which was a lovely surprise, but more than anything I was happy to see that people have interest in my research.   Also, my thesis has been defended, the oral exam passed, and now I'm just anxiously preparing for another trip to India next month.   If I have my way, I'll be at these places in this order:

http://www.pathway-india.com/

http://www.lorven.org/

http://www.karunahome.org/