teacher essay in nepali

यो एउटा नेपाली निबन्ध, जीवनी लेखन ब्लग हो। यहाँ तपाईँले बिभिन्न शिर्षकमा निबन्ध, जीवनी लेखेको पाउन सक्नुहुनेछ।

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Thursday, March 23, 2023

मेरो मनपर्ने शिक्षक मा निबन्ध (essay on my favorite teacher in nepali language),  मेरो मनपर्ने शिक्षक मा निबन्ध.

मैले मेरो शैक्षिक यात्रालाई प्रतिबिम्बित गर्दा, त्यहाँ एक व्यक्ति मेरो मनमा मेरो मनपर्ने शिक्षकको रूपमा उभिएको छ। श्री मनोज सार्की मेरो हाईस्कूल अङ्ग्रेजी शिक्षक हुनुहुन्थ्यो, र उहाँले मेरो जीवनमा महत्त्वपूर्ण प्रभाव पार्नुभयो।

श्री सार्की, मैले पहिले कहिल्यै पाएका कुनै पनि शिक्षक भन्दा भिन्न थिए। उहाँ साहित्यप्रति भावुक हुनुहुन्थ्यो, र उहाँको उत्साह संक्रामक थियो। उहाँसँग सबैभन्दा चुनौतीपूर्ण पाठहरूलाई पनि जीवन्त बनाउने तरिका थियो, र उहाँले हामीलाई हामीले पढ्ने साहित्यको प्रत्येक टुक्रामा विषयवस्तु र सन्देशहरूको बारेमा आलोचनात्मक रूपमा सोच्न प्रोत्साहन दिनुभयो।

मैले श्री सार्कीको सबैभन्दा धेरै प्रशंसा गरेको कुरा भनेको उहाँका विद्यार्थीहरूका लागि माथि र बाहिर जान इच्छुक हुनु थियो। यदि हामी कुनै विशेष असाइनमेन्टको लागि संघर्ष गरिरहेका थियौं भने, उहाँले हामीलाई एक-अर्कासँग भेट्न र थप मद्दत प्रदान गर्न समय निकाल्नुहुन्छ। उहाँले आफ्ना प्रत्येक विद्यार्थीलाई व्यक्तिगत स्तरमा चिन्ने प्रयास पनि गर्नुभयो, र उहाँले हाम्रो सफलताको साँच्चै ख्याल गर्नुभयो।

श्री सार्कीको मेरो सबैभन्दा मनमोहक सम्झना थियो जब उहाँले हाम्रो कक्षाको लागि कविता स्ल्याम आयोजना गर्नुभयो। हामी प्रत्येकलाई कक्षाको अगाडि एउटा मौलिक कविता लेख्ने र प्रदर्शन गर्ने जिम्मेवारी दिइएको थियो, र म यसमा चिन्तित थिएँ। जे होस्, श्री सार्कीले हामीलाई सफल हुन आवश्यक पर्ने उपकरण र समर्थन प्रदान गर्नुभयो, र कविता स्ल्याम मेरो हाई स्कूलको अनुभवको हाइलाइटहरू मध्ये एक भयो।

श्री सार्कीसँगको मेरो समयलाई फर्केर हेर्दा, यस्तो समर्पित र प्रेरणादायी शिक्षक पाउँदा म कति भाग्यमानी थिएँ भन्ने महसुस गर्छु। उहाँले मलाई साहित्यको बारेमा मात्र होइन कडा परिश्रम, दृढता र दयाको महत्त्व पनि सिकाउनुभयो। उहाँले मेरो जीवनमा परेको प्रभावको लागि म सधैं आभारी छु।

अन्तमा, एक महान शिक्षकले विद्यार्थीको जीवनमा सबै परिवर्तन ल्याउन सक्छ, र श्री मनोज सार्की मेरो लागि शिक्षक थिए। उहाँ आफ्ना विद्यार्थीहरूलाई प्रेरणा र समर्थन गर्न माथि र बाहिर गए, र साहित्यको लागि उहाँको जोश संक्रामक थियो। म उहाँलाई मेरो मनपर्ने शिक्षक र मेरो शैक्षिक यात्रामा महत्त्वपूर्ण प्रभाव पार्ने व्यक्तिको रूपमा सधैं सम्झिरहनेछु।

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 मेरो मनपर्ने शिक्षक मा निबन्ध मैले मेरो शैक्षिक यात्रालाई प्रतिबिम्बित गर्दा, त्यहाँ एक व्यक्ति मेरो मनमा मेरो मनपर्ने शिक्षकको रूपमा उभिएक...

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Nepali Educate - Educational Resources for Class 11 & 12 Students

Essay on: teacher's day.

TEACHER'S DAY

O ne day every year, we celebrate Teachers' Day in honor of the teachers who spend so much time teaching us so many things. This year, Teachers' Day began with a school assembly in the hall where the headmaster delivered a speech. After that we adjourned to our classes, not to have lessons, but to enjoy ourselves.

My classmates gave a small party for the teachers who taught us. Each of us contributed a small sum of money to buy cakes, drinks and other titbits. On that day we arranged the chairs and desks so that they surrounded an empty space in the middle of the classroom.

So began a round of eating, drinking and playing games with the teachers. Most of the teachers were very sporting and we thoroughly enjoyed ourselves. It was so different from having lessons.

The other classes gave parties too. So, the teachers had to move from class to class and participate in the fun. I would think that this was quite tiring on the part of the teachers but they managed it. After all it was their day to enjoy and have fun.

One class even gave a short play for their teachers. I did not get to watch it as I was busy tidying up the classroom after the party.

All in all, it was a great day. The whole school was immersed in an atmosphere of gaiety. So when the school bell rang for dismissal I felt a little sad that it should end, but end it must. The day was over and we went home tired but happy. 

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शिक्षाको महत्व निबन्ध | Importance of Education Essay in Nepali |

शिक्षाको महत्व.

‘शिक्षा’ भन्ने बित्तिकै स्कूल, क्याम्पस आदिमा र घरमै पनि नियमित रूपले अध्ययन गर्ने-गराउने वा पढेको बन्दोबस्त मिलाउने काम भन्ने बुझिन्छ। सिकेर, पढेर, सुनेर वा अन्य कुनै पनि प्रकारले ग्रहण गरिने सैधान्तिक तथा व्यवहारिक विषयको बोध वा ज्ञान पनि शिक्षा नै हो। ‘शिक्षाको महत्त्व’ भनेको कुनै विषयमा सिकेर पोख्त हुने इच्क्षा वा चाहनाको महत्त्व हो। शिक्षा मानव जातिको तेस्रो चम्किलो आँखा भएकोले आजको युगमा यसको निकै ठूलो महत्त्व रहेको छ। शिक्षा विना मानिस ज्ञानले अन्धो नै हुन्छ। शिक्षा आजका मान्छेको एक महत्त्वपूर्ण गहन नै भएकोले यसको महत्त्व निकै ठूलो छ।

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Teacher’s day in nepal, guru purnima.

On July 9, 2017 Guru Purnima festival (Teacher’s Day) is being celebrated in Nepal to honour all teachers. The festival falls on the full-moon day of Ashadh month of Nepali calendar (June-July). Traditionally, Guru is the person who first teaches a child to learn the scared gayatri mantra during bratabandha (sacred thread) ceremony. That was considered the start of the reading and writing for the child.

In Sanskrit, “Guru” means a person who removes darkness of ignorance and gives the light of knowledge to a person. (“Gu” = Darkness and “ru” = light) On Guru Purnima festival, schools, colleges and other organizations celebrate by organizing programs to pay respect to the teachers.

The day is also Byas Jayanti – the birth anniversary of the sage Ved Byas. Ved Byas is believed to have written the 18 puranas and 18 upapuranas that explain the four vedas.

Students often organize fanfares in schools to appreciate the hard work done by their teachers. This is taken as a great opportunity to consolidate the bond of teacher-student relationships.

Teacher’s Day in other countries

It is not only in Nepal, Teacher’s day are being observed in almost all countries in the world. The Day however fall in different days of the year.

In Canada – World Teachers’ Day is celebrated every year on October 5 . More than 100 countries around the world celebrate the Teacher’s Day on that day.

In the USA : The National Teacher Day is on Tuesday during Teacher Appreciation Week, which takes place in the first full week of May .

In Australia the Teacher’s Day is celebrated on the last Friday in October .

In UK – People celebrate Teacher’s Day in UK on May 9th.

Happy Teacher’s Day to all the teachers in Nepal.

UPDATE (this update is obtained from Wikipedia)

Teachers’ Day in different countries:

• Afghanistan – the Teachers’ Day falls on 3 Saur (3 Ordibehesht). That is the 3rd day of the local month that falls in April and May. The schools don’t have a holiday on that day as the students and teachers gather in schools to celebrate with traditional food, cookies and music. Students give presents to the teachers.
• Albania – 7 March – This is the day to celebrates the opening of the first school where lessons were taught in the Albanian language, on 7 March 1887.
• Algeria – 28 February (Details not available)
• Argentina – 11 September –
• Armenia – 5 October – Previously Armenia used to celebrate Teacher’s Day on the first Sunday of October. The Republic of Armenia changed the day to 5 October, which coincides with World Teachers’ Day (est. 1994 by UNESCO).
• Australia – Last Friday in October – Australian celebrate of World Teachers’ Day. World Teachers’ Day was started by UNESCO and is celebrated in more than 100 countries around the world each year. Azerbaijan – 5 October – It used to be the first Sunday of October from 1965 and 1994. In 1994, 5 October is celebrated as the World Teachers’ Day. That was after UNESCO decided to celebrate the day on 5 October.
• Bangladesh – 5 October
• Belarus – 14 August
• Brunei – 23 September – To commemorate the birth date of the 28th ruler of Brunei, Sultan Omar Ali Saifuddien III, also known as the ‘Architect of Modern Brunei’, who amongst other things emphasized the importance of education to his subjects by introducing a policy of ‘free’ education whereby the citizens are charged very nominal fees for attending schools. This policy has been continued and extended by the current (29th) ruler.
• Bhutan – 2 May – Established and marked on the birth anniversary of the third King of Bhutan, Jigme Dorji Wangchuck, who introduced modern education to the country.
• Bolivia – 6 June
• Brazil – 15 October – Established by a decree regulating elementary schools in Brazil. The celebration gained popularity throughout the country, and October 15 was officially designated Teachers’ Day in 1963.
• Bulgaria – 5 October- On 29 September 2006, the date of 5 October was recognized as Teacher’s Day by the government.
• Cameroon – 5 October – Teachers in Cameroon on Tuesday, 5 October 2010 joined their peers worldwide to celebrate the 17th World Teachers Day.
• Canada – 5 October – On 5 October, along with other 100 countries around the world, the Canadian Teachers’ Federation and its member organizations across the country celebrate World Teachers’ Day through a public awareness campaign that highlights the contributions of the teaching profession.
• Chile – 16 October – In 1967, 11 September was selected as “Día del Maestro” (“Teacher’s Day”). The date was moved to December 10 in 1975, because on that day in 1945, the Chilean poet Gabriela Mistral received the Nobel Prize. In 1977, the date was renamed to “Día del Profesor” (also “Teacher’s Day”) and was moved again, to 16 October, to honour the founding of the Colegio de Profesores de Chile (Teachers’ Association of Chile).
• China – 10 September – In the People’s Republic of China, there are some activities for students to show their appreciation to teachers, such as presenting gifts, including cards and flowers. In addition, many former students go back to their old primary schools, middle schools and high schools to give presents to their old teachers. The government first proclaimed Teachers’ Day in 1985, but has never clearly explained why it should fall on 10 September. Some believe it is due to the similar pronunciation between the word “teacher” (教师 jiao shi) and the two digits 9 (九jiu), 10 (十shi) in the date. Some people believe it was an arbitrary choice and have proposed to change it to 28 September, believed to be the birthdate of Confucius. On 5 September 2013, the State Council announced a legislative draft endorsing the change. If adopted, it would effectively make mainland China and Taiwan share the same Teachers’ Day beginning in 2014. Taiwan has observed 28 September as Teachers’ Day since the 1950s.
• Colombia – 15 May – This day marks the appointment of San Juan Bautista de la Salle as the patron of teachers. In 1950, Pope Pius XII granted his approval of La Salle as patron of teachers for championing the causes of modern education. The holy founder understood the education of children as the obligation of all. Usually the schools of his time (1651–1719) only accepted young people studying towards politics or diplomacy. Juan Bautista outlined the principles of free and universal education. That same year in Colombia, the President of the Republic declared that date as Teachers’ Day.
• Costa Rica – 22 November – To commemorate the birth date of Mauro Fernández Acuña (11/22/1843). one of the greatest educators of the country.
• Cuba – 22 December – On 22 December 1961, Cuba declared itself a Territory Free of Illiteracy (Territorio Libre de Analfabetismo) (see Cuban Literacy Campaign)
• Czech Republic – 28 March – This is the birthday of John Amos Comenius.
• Dominican Republic – 30 June
• Ecuador – 13 April – Celebrated on this date in honour of Juan Montalvo, an Ecuadorian teacher who planted the seeds of development in young minds.
• Egypt – 28 February El Salvador – 22 June – Teachers’ Day in El Salvador is observed as a national holiday.
• Estonia – 5 October
• Germany – 5 October
• Greece – 30 January – Derived from the Eastern Orthodox faith when the Three Holy Hierarchs and Ecumenical Teachers (Basil the Great, Gregory the Theologian and John Chrysostom) are commemorated.
• Guatemala – 25 June – A celebration in honour of the teacher María Chinchilla who died during a violent riot in protest against the government.
• Honduras – September – Celebration in honour of the life of José Trinidad Reyes
• Hong Kong -10 September – Before the transfer of sovereignty of Hong Kong in 1997, Teachers’ Day was on 28 September. After the handover to the People’s Republic of China, the day was changed to 10 September, which is when the PRC celebrates the holiday.
• Hungary- First Sunday of June
• India – full moon day (Purnima) in the Hindu month of Ashadha (June–July), and also on 5 September. Guru Purnima is an Indian and Nepalese festival dedicated to spiritual and academic teachers. This festival is traditionally celebrated by Hindus, Jains and Buddhists, to pay their respects to their teachers and express their gratitude. The festival is celebrated on the full moon day (Purnima) in the Hindu month of Ashadha (June–July) as it is known in the Hindu calendar of India and Nepal. This day marks the first peak of the lunar cycle after the peak of the solar cycle.The celebration is marked by ritualistic respect to the Guru, Guru Puja. The Guru Principle is said to be a thousand times more active on the day of Guru purnima than on any other day. The word Guru is derived from two words, gu and ru. The Sanskrit root gu means darkness or ignorance, and ru denotes the remover of that darkness. Therefore, a Guru is one who removes the darkness of our ignorance. Gurus are believed by many to be the most necessary part of life. On this day, disciples offer pooja (worship) or pay respect to their Guru (spiritual guide). In addition to having religious importance, this festival has great importance for Indian academics and scholars. Indian academics celebrate this day by thanking their teachers as well as remembering past teachers and scholars. The birth date of the second President of India, Dr. Sarvepalli Radhakrishnan, 5 September 1888, has been celebrated as Teacher’s Day since 1962. On this day, teachers and students report to school as usual but the usual activities and classes are replaced by activities of celebration, thanks and remembrance. In some schools, senior students take the responsibility of teaching in order to show their appreciation for the teachers.
• Indonesia – 25 November – National Teachers’ Day is commemorated on the same day as the formation of the Indonesian Teachers’ Association, the PGRI. National Teachers’ Day is not a holiday, but it is celebrated by having a ceremonial activity in recognition of certain teachers, headmasters and other school staff.[citation needed]
• Iran – 2 May (12 Ordibehesht) – The Islamic Republic government changed the original date to coincide with the assassination of Morteza Motahhari on 1 May 1979.
• Israel – 23 Kislev
• Iraq – March 1 – national teachers day in iraq is celebrated by the students showing appretiaton to their teachers by giving them presents, also it is celebrated by bringing traditional food into school and just having an open day in general
• Jamaica – 6 May – Teachers’ Day is normally celebrated on May 7 or the first Wednesday in May. On Teachers’ Day, students and parents to bring teachers gifts and most of the schools close early.
• Laos – 7 October
• Latvia – The first Sunday of October – Teacher’s Day is celebrated in schools on the 1st Sunday of October. Usually, some classes that day are canceled or conducted by elder grade pupils, while teachers are greeted.
• Lebanon – 9 March
• Libya – 28 February
• Lithuania – 5 October – Between 1965 and 1994, it was celebrated on the first Sunday of October. Since 1994, it has been celebrated on 5 October – on the World Teachers’ Day
• Macedonia – 5 October
• Malaysia – 16 May – This date was chosen because on the same day in 1956, the Federal Legislative Council of the Federation of Malaya endorsed the Razak Report, one of four reports of the Education Committee regarding education in Malaysia. The document, known as the Razak Report after Tun Abdul Razak who was Education Minister at the time, has been the basis of education in Malaysia ever since. Although it is not an official school holiday, celebrations are usually held on 16 May, or earlier if it falls on a Saturday or Sunday.
• Maldives – 5 October -On 5 October, schools in the Maldives celebrate Teachers’ Day with many activities. Children and students give parcels and gifts to teachers.
• Mauritius – 5 October
• Mexico – 15 May – On 15 May (known as “Día del Maestro”) schools in Mexico are supposed to stop normal activities and organize cultural events that promote the importance and dignity of the teachers’ role in society[citation needed]. In reality some schools operate as usual and others take the day off. The first Teacher’s Day was celebrated on 15 May 1918. The date of 15 May was proposed at the Mexican Congress on 27 September 1917, approved on 29 October 1917 and published on 5 December 1917. There are several possible origins for choosing this date. The first one mentions that in the city of San Luis Potosí every 15 May, a group of students gathered to celebrate the birthday of their old teacher Isidore, named after Saint Isidore the Laborer, following the Mexican tradition of naming children according to the Saint celebrated the day they were born. The second origin considers the celebration of a historic event in the city of Querétaro on 15 May 1867.
• Republic of Moldova – 5 October
• Mongolia – 5 October
• Morocco – 28 February
• Myanmar (aka Burma) – 5 October
• Nepal  – Full moon day of Ashad –  Ashad sukla purnima; the date usually falls in mid-July. Teacher’s Day is called “Guru Purnima” in Nepali, where “Guru” means teacher and “Purnima” means “Full Moon”.
• Netherlands – 5 October
• New Zealand – 29 October
• Nigeria – 5 October Teachers’ day in Nigeria is usually a work-free day for all rural and urban teachers.
• Oman – 24 February
• Panama – 1 December – To commemorate the birth date of Manuel José Hurtado, who is known as the father of Panamanian education because of his promotion of modern universal education through the establishment of the first public schools and teachers’ colleges in what is now known as Panama — then part of Colombia – aiming to break the vicious cycle of ignorance and poverty that afflicted the vast majority of the population. He went on to be named Director-General of Public Instruction of the State of the Isthmus.
• Pakistan – 5 October
• Paraguay – 30 April
• Peru – 6 July – During the independence of Peru, the Liberator José de San Martín founded the first Normal School for Men by means of a resolution passed by the Marquis of Torre-Tagle on 6 July 1822. Many years later, in 1953, the then president Manuel A. Odría decided that Teachers’ Day would be commemorated every 6 July.
• Philippines – 5 October -In 2011, National Teacher’s Month, September 5 through the World Teachers’ Day celebration in October 5, making it the longest celebration to honor more than 500,000 teachers nationwide. Before 2011, Teachers’ Day was celebrated in schools between the months of September and October (mainly elementary and secondary levels). Teachers are presented with orchid corsages by students. Groups of students representing various grade levels perform short skits or song and dance numbers, or read poetry for their teachers in front of fellow schoolmates in school-wide activities. These activities are planned by senior students in the Student Council who coordinate the activities well in advance. For Filipino-Chinese schools, a program is usually organized by students for teachers on 27 September while 28 September, considered as the actual Teachers’ Day, is a school holiday where both teachers and students are allowed to rest. 28 September was selected as it is thought to be the birthdate of Confucius.
• Poland – 14 October – This day is the anniversary of the creation of the Commission of National Education, created in 1773 through the initiative of King StanisÅ‚aw August Poniatowski. Normally, flowers and sweets will be given to teachers by kids. School play and activities can be also scheduled by student body.
• Puerto Rico – 20 May – In 2016, it was celebrated on the 20th of May. Usually, it is the Friday before Mother’s Day. In some cases, it has been celebrated on the first Friday of May.
• Kuwait 5 October
• Qatar 5 October
• Romania 5 October
• Russia – 5 October – Between 1965 and 1994, the first Sunday of October, since 1994, 5 October, coinciding with World Teachers’ Day
• Saudi Arabia – 28 February
• Serbia 5 October
• Singapore – First Friday of September – An official school holiday. Celebrations are normally conducted the day before, where students usually get half a day off. In some schools, students will put on performances to entertain and honour their teachers.
• Slovakia – 28 March – Commemorates the birthdate of John Amos Comenius.
• Somalia – 21 November – Since 1974, Teachers’ Day has been a public holiday celebrated in every school.
• South Korea – 15 May (since 1963) in Seoul and 1964 (in Chunju City) Originally it was started by a group of Red Cross youth team members who visited their sick ex-teachers in hospitals. Originally its date was May 26. But since 1965, its date has been 15 May, Sejong the Great’s birthday. The national celebration ceremony was stopped between 1973 and 1982, but it resumed after that.  In 1982, it was revived again to create a climate that honors its mentor. On the day, teachers are usually presented with carnations by their students and ex-students. It is illegal to present carnations to public school teachers under the anti-graft law.
• South Sudan – 1 December (2011–12); 1 October (2013–present) The president of South Sudan proclaimed Teacher’s Day for December 1, one month before the country’s first Teacher’s Day. On 1 September, one month before the country’s third Teacher’s Day, it was publicly announced that they changed the date to 1 October.
• Sri Lanka – 6 October Officially Teachers’ Day is celebrated in every school on 6 October.
• Spain – 27 November
• Syria 18 March
• Taiwan – 28 September  -Republic of China uses this day to honor teachers’ contributions to their own students and to society in general. People often make use of the day to express their gratitude to their teachers, such as paying them a visit or sending them a card. This date was chosen to commemorate the birth of Confucius, believed to be the model master educator in ancient China. In 1939, the Ministry of Education established the national holiday as 27 August, the attributed birthday of Confucius. In 1952, the Executive Yuan changed it to September, stating that it was calculated to be the precise date in the Gregorian calendar. The festival celebration occurs in the temples of Confucius around the island, known as the “Grand Ceremony Dedicated to Confucius” (祭孔大典). The ceremony begins at 6am with drum beats. 54 musicians are dressed in robes with blue belts, and 36 (or 64) dancers dressed in yellow with green belts. They are led by Confucius’s chief descendant (currently Kung Tsui-chang) and followed by ceremonial officers. Three animals are sacrificed: a cow, a goat, and a pig. The hairs plucked from these sacrificed animals are called the Hairs of Wisdom. In addition, local education institutes and civil offices award certain teachers for their excellence and positive influence.[citation needed]
• Thailand – 16 January – Adopted as Teachers’ Day by a resolution of the government on 21 November 1956. The first Teachers’ Day was held in 1957. 16 January marks the enactment of the Teachers Act, Buddhist Era 2488 (1945), which was published in the Government Gazette on 16 January 1945, and came into force 60 days later. Most Thai schools close for the day to give their teachers a break during the long second term. Many international schools do not, although they may hold celebrations to honour their teaching staff. There are very few public or official commemorations.
• Tunisia – 28 February
• Turkey – 24 November – Mustafa Kemal Atatürk stated that “The new generation will be created by teachers” and as founding President adopted a new alphabet for the newly founded Turkish Republic in 1923. On November 24, 1928 Mustafa Kemal officially accepted the title of head teacher of the nation’s schools, granted by the cabinet of ministers. It has been celebrated since 1981 (after the 1980 Coup d’État) as The Teachers’ Day.
• Ukraine – The first Sunday of October – At schools across the country, Teachers’ Day is celebrated the Friday before the holiday with concerts and gatherings, while students usually give their teachers gifts such as flowers and sweets.
• United Arab Emirates 5 October.
• United Kingdom 9 May
• United States – National Teacher Day is on Tuesday during Teacher Appreciation Week, which takes place in the first full week of May. The National Education Association (NEA) describes National Teacher Day as “a day for honoring teachers and recognizing the lasting contributions they make to our lives”. Congress declared 7 March 1980 as National Teacher Day for that year only. The NEA and its affiliates continued to observe Teacher Day on the first Tuesday in March until 1985, when the National PTA established Teacher Appreciation Week in the first full week of May. As of 4 November 1976, 6 November was adopted as Teachers’ Day in the U.S. state of Massachusetts. Currently, Massachusetts sets the first Sunday of June as its own Teachers’ Day annually.
• Uruguay 22 September
• Uzbekistan 1 October Uzbekistan is one of the countries where Teachers’ Day is on October 1, and there is a day off throughout the country. Teachers’ Day has been celebrated here since 1997.
• Vietnam 20 November This holiday allows students to express their respect to their teacher. Students begin preparing a week in advance. Many classes prepare literature and art to welcome Teachers’ Day, while other students prepare foods and flowers for the parties held at their schools. Students usually visit their teachers at their homes to offer flowers and small gifts, or organize trips with their teachers and classmates. Former students also pay respect to their former teachers on this day. The holiday has its origins in a meeting between educators in communist bloc nations in Warsaw in 1957. It was first celebrated in 1958 as the Day of the International Manifest of Educators; in 1982 the day was renamed Vietnamese Educators’ Day.[citation needed]
• Venezuela 15 January On this day there are no classes. During the week all the teachers are honoured for their support in building the country.[citation needed]
• Yemen 28 February

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Teaching Nepali teachers to teach better

In recent years, many scholars, policy makers, and educators have pointed to the abysmal results of  Nepal’s education system , particularly its government schools. Some have noted the persistence of this low performance year after year.

According to a 2017 Asian Development Bank (ADB) study of education in South Asia, student learning achievement in Nepal ‘has remained poor over the years’.

Because of  Nepal’s ineffective educational system , the country as a whole suffers but especially those from rural and marginalised communities -- Dalit, ethnic minorities, and poorer Nepalis of all caste groups. As wealthier students move to private schools, students from marginalised groups increasingly make up most of the students attending public schools.

In particular, the ADB places the blame on Nepal’s ineffective and outdated teaching methods: ‘The main issue in Nepal is how to address the weak performance of classroom teachers.’ It emphasised the need for ‘fresh perspectives’ for understanding teaching and teachers.

By and large, ever since modern schools arrived in Nepal in the 1950s and 1960s,  Nepali teachers  have taught the same way: using rote methods with teachers lecturing or reading material straight from the textbook and students listening and later regurgitating.

This holds true, with only a few exceptions, from pre-K through college, in both government and private schools. Very few teachers encourage critical thinking, meaningful learning, or practical application.

Why is rote so entrenched? Many factors seem to combine including cultural, political, policy, and personal factors. In an influential study, Nepal’s leading anthropologist Dor Bahadur Bista argued that a status-based anti-utilitarian philosophy of education embedded within Nepali religious traditions has long pervaded and undermined Nepal’s ‘modern’ schools.

Historically, Bista says, education in Nepal has meant recreating hierarchy, not bringing about meaningful change in the world. The ADB addresses these foundational ideas when it calls for a new role for teachers: ‘It is important to develop teachers as facilitators and not as the sole source of knowledge and influence.’

Other scholars have noted how Nepal’s autocratic rule before 1990 promoted narrow education traditions creating a mindset that still drives Nepal’s schools, including the emphasis on rote.

In addition, Nepal’s culture of  teacher education  is broken. Years of pre-service and professional development efforts have made little dent on how Nepali teachers teach.

‘Most of the teacher education and training initiatives have failed to transform the classroom teaching and learning process,” the ABD report notes. It adds that this includes not just Nepal’s preservice training but also its in-service teacher education: ‘The opinion of most stakeholders is that in-service programs have been reduced to training halls and leave no impact on the teachers.’

That’s worth emphasising: ‘no impact’. What has been the result of years of trainings costing millions of dollars? No impact.

The problems with Nepal’s teacher training culture are many. The ABD stresses one key problem: what it calls the ‘approach to delivery of curriculum’. Nepali teacher education programs, it notes, are 'structurally loaded with adequate content … (but) the overall approach and delivery most often remains traditional and fairly weak’.

In other words, in Nepal, even ‘expert’ teacher trainers primarily use rote teaching methods. Exactly those trainers charged with showing teachers how to use non-rote methods often themselves rely upon rote methods.

They lecture about how teachers should not lecture. In doing so, Nepal’s trainings reproduce the core problems of its educational system: too much regurgitation and not enough higher-level thinking.

“Got it?” trainers yell out to teachers after a lengthy rote explanation. “Got it,” respond the teachers, and everyone is happy.

Kathmandu University professor Laxman Gnawali has researched the culture of trainings in Nepal, and finds two main problems. The first is methods imported from elsewhere. These methods work in these other places (presumably), and are assumed to work in Nepal, but are actually untested.

Gnawali does not conclude that outside methods cannot work, just that they can work only if they are better road-tested and carefully tailored to the  realities of Nepali classrooms . That rarely happens. Instead there is an assumption that they should work.

The second problem Gnawali identifies is the many ‘last mile’ barriers to implementation that Nepali teachers face. Student failures in English, he notes, “are often ascribed to teachers' under-performance.”

“The plight of the teachers working in under-resourced classrooms,” he points out, “is habitually ignored.” That includes a daunting list of challenges: parents who are not literate, class sizes of 50 to 100 or more, hard-to-manage students, students who don’t speak much Nepali, multigrade classes, students years below grade level, a lack of materials, sometimes even no textbooks, and desks and benches fixed to ground or too crowded to move.

Too often, Gnawali says, teacher trainings presume a near perfect teaching setting. Trainings “present to the trainees a picture of idealised classrooms which are well-laid out, materials rich, learner-friendly, within teacher's control and generally conducive to learning.”

That’s not the reality real  Nepali teachers  face in real classrooms. Instead, Gnawali says, Nepali schools need more “context-specific” methods.

Many reports on Nepali education, including the ADB report, call for new teaching methods often developed in radically different teaching environments, but rarely place the emphasis on context specific appropriateness that Gnawali reminds us of.

In addition, no discussion of the problem of teacher trainings would be complete without mention of two core problems. The first is one I have seen over the decades but is rarely commented upon: the problem of paying participants extra stipends on top of their salary and transportation costs to attend trainings.

"As soon as you say the word ‘training’ to a government teacher,” a teacher once told me, “he'll ask immediately, 'How much allowance is there?'"

The extra money may guarantee high attendance – a common metric donors use to assess training ‘success’ -- but usually distorts who actually shows up for trainings and undermines their motivation to learn.

And finally, there is little to no accountability for teachers. Teachers in Nepal are protected by political parties. The parties help teachers get hired and protect them when in the position. In effect, the political parties control hiring and firing, not the schools.

Even if teachers do something egregious, they are rarely disciplined, much less fired. This almost total lack of accountability lowers performance across the board. It protects bad teaching.

Reform efforts must account for these realities if they hope to bring any real change to  Nepal’s failing public school system . In the meantime, a generation of Nepal’s youth will suffer the consequences.

Tom Robertson is a historian and the former director of Fulbright Nepal.

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Essay on My Favourite Teacher For Kids Class And Students Of School and Colleges

Essay on my favourite teacher [ words 700].

Essay on My Favourite Teacher :- I am a student at St Paul School. There are altogether sixty teachers in my school, but I like my class teacher, Mrs. Ruby Pandey, very much. She teaches us English. She has been teaching in our school for over fifteen years. She is a very experienced and accomplished lady.

Telling the truth, I didn’t like her very much at first. When we first met she was scolding students in a bad manner. I hate her at that moment. I found her very rude and strict.

I found her very bad. But, after a certain time, I found that she was not like that. And her behavior of her with that student was because of certain reasons. I somehow feel guilty too. However, Now, I like her. I love her as my favorite teacher.

She always enters our classroom with a big smile all over her face. She is beautiful, pretty, excellent, quiet, caring, supportive, and helpful too. She is friendly. She is a gentle lady of middle age. Her personality is very amazing. She believes in simple living and high thinking. She is very punctual and follows discipline.

She always dresses up neatly in cotton sarees which is our school’s dress. She dresses up beautifully even in the winter with a matching sweater or jacket. She is simply good and charming.

Her behavior is very polite, never angry with petty matters. She is helpful. She never uses a harsh word for anybody. She is sweet-tempered. She doesn’t rebuke students and never beats anybody. She is very kind to poor people. She always helps them with food, clothes, and other. She is always smiling. I have never seen her with tears. 

She has command over her subject. Her voice is very sweet. She teaches very nicely. She makes you understand the subject with fun learning. She uses simple and proper ways to teach and show us beneficial things. We are more engaged in her class than in any other subject class.

There is a great amount of fun during her classes. She is also patient and easygoing when we are mischievous in class. She is very eager to teach and clears every one of our questions and problems whenever we ask questions in her classes. She even spends her time with us.

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She teaches us at the break time too. She does not scold or beat us in the class unnecessarily. But when we do wrong, she trains us and teaches us to have good behavior. She is very caring towards weak or bad students and helps them in their studies even after class hours. We all like her very much and want her to be taking the classes for us always.

She has taught us so many things in the classroom. I have learned how much it is important to be punctual for class. She used to give us a large no of projects, which helped us improve our subject knowledge. She also gives us practical exercises, homework, and moral lessons in the classroom.

She guides and helps us in our difficult times and supports us when we are down. We enjoy attending her class. She also guides us during various school competitions and lets us know our real talents. She encourages everyone to take part in other curricular activities. She takes us outside for picnics and educational tours also.

She has a great interest in sports also. She is a good player in badminton, basketball and table tennis. She is always active and alert. She motivates students to take part in games. She believes our bodies will be healthy while taking part in such activities.

She has even knowledge of other subjects also. She is a source of inspiration to her colleagues as well. She has respect and love for the principal and the manager. She obeys them. She does everything in increasing the prestige of the school. She co-operates with other teachers in raising the result of the institution. She is even sometimes called a ‘walking encyclopedia’. 

I love and respect my teachers. I have a great concern for her. I considered her to be the best teacher at my school. Teachers like her are hard to find.

By Nilu Nepal

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51+ Nepali Essay Topics Lists | Nibandha Topics

Hello Dear Students, Are you searching for Nepali Essay Topics to write an essay and submit to your teacher? If so, you are in the right place. You can scroll below to list the Nepali Essay or Nibadha Topics Lists.

An essay can be short or long. It depends on the level of the student. A lower-level student is asked short and a higher-level student is asked for long essays. Essay writing skill helps the teacher to measure a student’s writing skill of a student.

Basically, there are three parts to an essay introduction, body, and conclusion. In the first introduction part, a student needs to write a basic introduction about an essay topic, explain detail in the body part, then write a summary and suggestions in the last conclusion part.

Lists of Nepali Essay Topics

We had tried to cover as much as possible Nepali Essay Topics in this article. We hope that you found this post helpful.

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Nepali primary school teachers’ response to national educational reform

• Cases/Trends
• Published: 04 May 2020
• Volume 52 , pages 365–385, ( 2022 )

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• Miriam Ham   ORCID: orcid.org/0000-0002-3337-299X 1  

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The ongoing reform of the Nepali education system is guided by the commitment of Nepal’s Ministry of Education, Science, and Technology to improve educational outcomes through alignment with international educational policy. The reform goals require Nepali teachers to change their classroom practices to become child-friendly, flexible, and responsive to students’ needs. Evaluation reports describe Nepali teachers’ response as limited but do not explain the reasons why, do not contain the voices of Nepali teachers, and do not indicate whether Nepali teachers’ beliefs align with the reform goals. This article reports the findings of a mixed-methods research project conducted with Nepali teachers. It shows the close alignment between Nepali teachers’ beliefs and the reform goals and then examines the factors that Nepali teachers report have limited their response to change. These factors center around endemic issues of instability and inequity within the Nepali context. The article also outlines teachers’ recommendations for stability and equitable strategies.

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Ham, M. Nepali primary school teachers’ response to national educational reform. Prospects 52 , 365–385 (2022). https://doi.org/10.1007/s11125-020-09463-4

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Writing essays: Motives, Processes and Structures (in Nepali)

This paper in the Nepali language explores motives, processes and structures for writing creative essays.

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Nevin Farida

This research examines English language and literature essays written by First Year students of the English Department at Dhaka University (Bangladesh) using multi-method genre analysis. The first method used was text analysis. Essay topics were analysed from the two contexts to identify their topic fields and main rhetorical functions. This helped develop the two models to analyse the structure of essays: an Exposition-Discussion model and a Description-Recount model. Then, a total of 100 essays from the two contexts were analysed on the basis of Move-strategy structure to see what structural patterns the essays possessed, what tactical choices the students took to express the moves and what was presented in terms of content matter within those moves. The second method was a questionnaire that was distributed to students in the department to discover their perceptions of the writing tasks given. And the third method was interviews conducted with teachers and students of the departm...

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Although smart writing skill is equally important in both academic and professional spheres, many Bangladeshi tertiary level learners find writing skills too difficult to be developed. In respect of this, the students are given many writing tasks (such as composing a five-paragraph essay) to improve their competencies in a language classroom. Anyhow, writing a good essay needs several cognitive steps that a student has to go through demanding a high level of motivation and constructive teacher feedback. Considering the fact, this paper has investigated tertiary level Bangladeshi learners’ perspectives about how the essay-writing tasks keep them motivated in class. This pilot project had been conducted using a set of 20 items (quantitative survey questionnaire), which was administered among thirty participants from the Department of English of a reputed Bangladeshi public university. The small-scale research revealed that the majority of the undergraduates stay motivated during the b...

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Teachers’ experiences prove that second language writing (L2 writing) is a challenging task. Embracing a phenomenological approach to research, this study unpacks teachers’ lived experiences of teaching English as a second language (ESL) writing at the undergraduate (bachelor) level in Nepal. Specifically, it explores how teachers teach writing, what kind of assignments they assign to their students, what they feel comfortable and uncomfortable with teaching writing, what they want to improve in their teaching, and what their students struggle with in carrying out their assignments. For collecting data, I used a written open-ended questionnaire as a research tool and I analyzed the resulting data thematically. The study reveals that, out of nine teachers, only four strove to embrace a process approach to writing. The findings show that, as reported by the teachers, students most often react negatively to writing assignments and struggle in their writing. The teachers assign several ...

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Assessing students’ needs is an integral part of English for specific purposes (ESP) syllabus design. Due to the significance of writing in the English for business specific purposes, there has been increasing interest in ESP studies to assess students’ writing needs. This study aimed at exploring writing needs of Bachelor of Business Studies students of Tribhuvan University (TU), Kathmandu, Nepal. Ninety two Bachelor of Business Studies (BBS) first year students and 10 English teachers of TU took part in this study. Questionnaires served as the main tools for conducting needs analysis (NA). The findings revealed that both the groups of participants (students and teachers) perceived all seven sub-skills of writing as ‘important’. There is consistency between students’ perceptions of importance of subskills of writing and teachers’ perception of importance of the sub-skills. Regarding the perceived competence, teacher participants found their students’ abilities to be “not very good”...

The 11 FLA International Conference Proceedings

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This research discusses the genre-based materials of English Essay for University Students in Lampung province. The goal of this study is to yield a product that will be used as students’ handbook at universities level. A research question is formulated: what are eligible contents to include in the designing material English Essay?. The students at English Department of FKIP Universitas Muhammadiyah Metro spread over different semesters and enrollments are taken as the subject. This is a research and development study with a specific procedure called formative; self-evaluation, expert review, one-to-one, small group, dan field test. The result shows that many various aspects are recommended to include in the English essay book since they are believed to enhance the learners’ achievement. The result of the needs analysis shows that there are many aspects to include in the designed Essay Writing book. The next stages of this study are to process all phases as formulated in order to yield the validated prototype of the designed English essay book. Keywords: Essay Materials, Genre-based, University Students

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hernina lestari

This study aims at discovering the possible motivational factors affecting English Department students in writing essay. Employing descriptive qualitative mode of research, the researcher tried to figure out the concerning factors especially the motivational areas which possibly became the major support and/or hindrance for the students to write essay. To meticulously note down the result, the researcher made use of unstructured interview as the method of collecting the data. The result found teacher’s overall performance, peers’ performance, parent’s involvement, and classroom ambience as the dominant motivational factors affecting students’ performance in writing essay. Future researchers are suggested to study the more specific areas of motivational factors affecting students in writing essay to get better and deeper understanding.

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An issue regarding writing as a challenging skill to be mastered in many languages is in line with Lindastom (2007) as cited in Westwood (2008:57) which stated that many students experience difficulties on writing greater than on reading activity related to the complexity aspect. Dealing with the issue, this study aimed at uncovering the students’ barriers in mastering their writing skill conducted in tertiary level. Qualitative in form of case study through triangulation involving observation, questionnaire, and interview was employed. As the result, students’ main barriers in writing are divided into three parts; the components of writing, the intrinsic factor of students, and the extrinsic factor of students’ writing activity. Keywords : Students’ barriers, writing skill, analytical exposition text

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