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From Ugh To Wow: The Blooming Side Of PCE I Almost Missed!

Tshering Dekhar

From Ugh to Wow: The blooming side of PCE I almost Missed!

“They say flowers wither… but maybe, like us, they bloom when it’s their time. Here’s to noticing the beauty that was always there.”

 

 

Flowers are pretty, aren’t they?
They are colorful, smell good, eye-catching, and make our environment look aesthetically pleasing. But honestly, I’ve never really been into flowers since I was a kid. Of course, they’re pretty and I don’t deny that. But I was never the type to pluck flowers and slide them behind my ears, unless it was for an Instagram post.

 

I’ve never even once in my life planted a flower or done any floral gardening. Flowers wither. They dry over time. And when they do, the place doesn’t even look that good. That’s what I used to think, anyway.

 

In our college, there are plenty of spots where flowers bloom and totally take over the place. It really makes PCE look beautiful – especially in Spring, you wouldn’t want to miss it. That’s also when you’ll see girls posting gorgeous pictures of themselves in flower fields, with matching Tegos and Kiras that adds to their glow.

 

Until my 4th semester, I never really paid attention to the flowers growing around campus. I didn’t even know what I was doing, but it was everything except admiring the flowers or posting flower-field pictures on Instagram.

 

It was only during my 4th semester that I started noticing the college was digging up the lush green grass where I used to sit and practice music. I thought and contemplated, thinking it was kind of unnecessary, until the flowers bloomed. They forced me to sit next to them, not that often though… I’m usually caught up and barely make time for nature.

 

Then came the next surprise: that chain-link fence surrounding the football ground. It used to be covered in thorns and greens, but now it’s filled with red, pink, and white flowers. And suddenly, it looked so pretty in my eyes. The glow-up was unreal- literally from ugh to wowwww!!. I even shared it with my friends. PCE wasn’t kidding when it focused on flowers to make the campus look more conducive and aesthetic.

 

Behind our SB-Block, there’s another garden where flowers are blooming, some even grow as tall as us! Honestly, it makes me want to crawl over the wall and run through the garden, but let’s not be dramatic… there is a proper way to get there.

 

And just beside the SB-Block, there’s that peach tree. I shamelessly stole and ate a lot of peaches from it (guilty!), but I never once sat under the pink flowers it bloomed with. My friend looked so pretty sitting under that tree. Even our Pavilion looks prettier than me these days- with flowers all around, while I sit here writing about them with my messy tied-up hair, oily face, dry lips, and eyes glued to this laptop screen.

 

We have two gates, the main entrance and another one just below the academic block. And I want to proudly say: the flowers that line the path from that lower gate to the canteen and stationery- I’ve always admired them since my first year. The reddish glow they give is magical. But the anti-lover in me didn’t even know the flower’s name till now. How foolish of me, right?

 

As my 4th semester was ending, I saw Instagram posts of girls with vibrant red flowers on the chain link fence in the background; videos of them laughing, talking about life, slow-mo clips with red roses and wind being the paid actor.


I was like, “Where the hell is this place?”
Only to realize at the end of my 4th-semester exams, “It’s literally next to the college’s outdoor volleyball court, you dumb Dora the Explorer!”

 

Now that I’m officially stepping into my 5th semester, I realize I had been holding onto this one idea- that flowers wither, they don’t last, and eventually lose their beauty. Maybe that’s why I thought I wasn’t into them. But now, I know I actually do love flowers. Maybe that’s why I never plucked them. Deep down, I always knew they were beautiful.

 

They really are pretty.
And more than that, I’m in love with the idea of how flowers remind us that- yes, we wither at times, but we also bloom when it’s our time. We just need to embrace every phase of life.
Isn’t it ironic? Even tiny flowers can teach us something so deep and meaningful.


Or maybe… I’m just too smart for making that connection. Or maybe too dumb for realizing it after two whole years here.

Uhhh-ughhh, but Dekhar do love flowers now!!

 

 

“I used to think flowers were overrated. Pretty? Sure. But never really my thing. That was until a few semesters in, when PCE’s campus turned into this blooming beauty, providing a contrasting reminder of beauty, and even life comes in phases. This is a story about flowers, my college, and the realization that maybe… I always loved them.”

 

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Planting Seeds Today For The Fruit Tomorrow

Khina Maya Ghalley

Planting Seeds Today for the Fruit Tomorrow

“Everything that a child has when he is an adult is all acquired in his early years. It is when a child’s foundation for future is laid.”

 

At Paro College of Education, we the trainers and trainees believe these years are not only crucial but also filled with high and immense potential. Paro College of Education is an institute that is not only focused and trained for nurturing and teaching but also towards greater goals like guiding, inspiring and empowering every child to thrive.

 

The most intriguing part of teaching is its child centred philosophy. We understand every child is important and unique and our goal is to meet all their needs. In our curriculum, academic achievement and skills are not the only ones to be focused rather it goes beyond to other fields like emotional, social and psychomotor skills too. It enhances and ensures not only knowledge but also brings development in character and compassion.

 

We believe warm, safe and supportive environment is crucial for learning. As one of the quotes in internet said, “Children loved at home comes to the school to study but the children not loved at home comes to school to be loved”. Therefore, as a teacher we are not there to only teach, but also to love and teach them how to love. One teacher can change so many students’ life just by teaching, being there for them or just supporting them when they need them. As they say, teachers are the second parents, Paro College of Education empowers educators to be one for the children.

 

Behind every successful student, there is a dedicated teacher. Behind every student who is motivated and goal oriented, there stays a teacher who is willing to support and facilitate at all times. This institute facilitates the trainers with enough and well equipped modern teaching strategies, child psychology insights, building supportive environment and compassionate communication skills. Early years are the time for building a strong root, and Paro College of education is preparing and producing well-equipped teachers to shape students now and for the future. If we plant seeds today, and nurture them with the best care and support, then we will definitely get the fruit in future.

 

Paro College is not only about educating students but also focuses on nurturing future leaders, thinkers and citizens with passion, purpose and dedication.

 

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Beyond Books: Swimming Into Wellness At Paro College Of Education

Kinley Bidha

Beyond Books: Swimming into Wellness at Paro College of Education.

In marking the Golden Jubilee of Paro College of Education, it is wonderful to note how much Paro College of Education has progressed and spent on the development of overall welfare of its students. One of the many noted facilities is the College Swimming Pool that you can see right away as you enter the College Gate. The building which stands tall with a unique architectural enigma, houses 3 floors. The swimming pool is located in the lowest floor where passerby can access the pool by entering the door on the bottom right of the building and walk straight through. However for official entry and access, a dedicated entry zone is located right behind the building where a student will be present to check your credentials and allow you in. It is now a popular spot for students to unwind, stay healthy and develop physically. Entering the pool area is refreshing after a long tiring day of classes.

 

No worries, the rules are strictly applied and upheld to ensure that all of the student trainees have a good and safe experience. The pool remains open during the academic year with well-timed slot for men and women so that the atmosphere remains open where each and every one of them gets their turn to swim. For example, women may have their pool time on Monday, Wednesday and Friday between 4:30 Pm to 6:30 Pm, with men getting their sessions on Tuesdays and Thursdays.

 

During weekends and holidays, the pools operate with extended hours of availability, offering women access between 9:30 Am and 12:00 noon and men between 2:00 and 4:30 Pm which is certainly a great balance for enjoyment and regular practice. As already mentioned, the pool has implemented a set of established rules to ensure a clean and safe experience. They must bring their ID, pay a minimal session fee (Via QR Code-no cash), and shower before they get in. Proper swim wear is requested for safety and respect within common space. Running, diving in shallow areas or eating within the immediate vicinity of the pool is not allowed, which shows how the college provides a strong emphasis on safe swimming conditions.

 

It is of utmost importance to consider one’s own personal safety while having fun in the pool. The pool has no designated lifeguard. The students are required to be cautious and observe all the safety protocols. Children below the age of 12 should be accompanied by an adult and visitors have to register before they can access the facility.

 

Personally speaking, what is most important is that the pool is not just a place to cool off. It is a reflection of how Paro College of Education has invested decades of meticulous planning as well as capital investment in student welfare. It reveals that the college does not only concern itself with our intellectual growth but also our physical and mental well-being in line with the vision of developing well-rounded future teachers.

 

Being a contented member of college during this 50th anniversary, I thank Royal University of Bhutan for having such an infrastructure on campus. And Paro College of Education for making every stay in the college worth the experience. It is a reminder that even though we admire our college’s proud history, we must move forward and propagate and preserve this institution for the future generations of students. Cheers to the 50 years of excellence and continued safe and joyful swimming at Paro College of Education.

 

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Classroom That Whets Wits For Teaching

Dorji Lhazom

Classroom that Whets Wits for Teaching

“I’m sure I’m going to win this war!”—you might hear me declare. A war of what? you ask. Well, let me explain.

 

Paro College is more than just a place of learning—it’s a training ground, preparing us to face the reality of the teaching world head-on. And I’m proud to be training at PCE. We are equipped with knowledge and skills through various modules, but, for me, none quite like PED202: Skills for Effective Teaching. This is where the real training begins. It’s an intense experience for us, who are preparing to become teachers.

 

Almost twelve module tutors come together to train hundreds of us—the future educators. This intensive module truly feels like preparing for a war zone as we brace ourselves for the challenges ahead. The classroom is our battlefield, and student success is our ultimate mission. Just like soldiers undergo rigorous training, we dive into a demanding regime filled with educational theories, pedagogical strategies, classroom management techniques, and curriculum development. It’s both academically and emotionally taxing.

 

 

Each lecturer covers a different topic, but all aim to foster co-learning and promote a less teacher-centered approach. This collective effort is designed to support every child’s holistic development, ensuring we’re prepared for the classroom battles ahead.

 

This module, commonly known as “microteaching,” is where theory finally meets practice. During the last three weeks of the semester, we put everything into action. Each student prepares teaching materials and delivers a 15-minute lesson. That’s why it’s called “microteaching”- short, focused, and intense.

 

Here’s how it works: the class is divided into three groups of about 10 students each. Each group is assigned to a specific lecturer, who observes them using one of the three instructional models— the Sydney Cycle, the 5E Model, or the 5-Step Approach. As students rotate weekly, they get to experience all three models and receive feedback from different lecturers. By the end, we’ve all had hands-on practice with each strategy.

 

And to wrap things up, we present our Teaching-Learning Materials (TLMs). This is where creativity takes over. We design materials on any topic we choose, and our lecturers assess them not just for creativity but for their educational value and reliability. It’s always exciting to see the wide variety of TLMs. This part of the module brings out the inner child in all of us.

 

This module pushed me—physically and mentally. It trained me to stand tall in front of a classroom and embrace the challenges of teaching. Now that I’ve completed it, I feel incredibly confident. PED202 has boosted even the most timid students among us and aligned our skills with 21st-century teaching practices to make learning truly impactful.

 

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Nurturing Head, Heart, And Hand – Discovering Self In Books

Bishnu Sharma

Nurturing Head, Heart and Hand – Discovering Self in Books
 

“It was like a sunrise breaking through the clouds.”

 

READING! YOU are the CHANGE! READ today and appreciate tomorrow!

 

I remember the day I discovered reading—it’s been a decade now. From the tiny walls of the primary school library room to the majestic hall of college library, my reading journey has grown from a small seed into a gigantic tree. I was a restless child, bouncing off the walls, unable to find peace—neither in people nor in games. I wandered from one class to another, searching for something meaningful, but nothing ever held my attention.

 

Then, one day, a worn and long-forgotten book titled Let Me Live: A Tale of an Old Tortoise landed in my hands, tossed by a naughty third grader upset because it had rained and he couldn’t play. Reluctantly, I opened it—and the world transformed. Suddenly, I could understand the language of animals. I longed to meet the old tortoise fighting for his freedom, wishing to live outside the cage, not to be tortured like a clown.

 

It felt like a sunrise breaking through the darkest clouds, clouds heavy with an approaching storm. The pages weren’t just filled with words—they were portals to suffering, pain, and hope. I sat there, flipping page after page, and suddenly, the four walls around me disappeared. I was surrounded by the tortoise’s melancholy, his grief and remorse. I cursed the heartless mankind that kept him caged.

 

Again, it read: “It was like a sunrise breaking through the clouds.”

 

The story was more than just a tortoise’s fight for freedom—it was about the boundless possibilities beyond our limited thinking. Though physically restrained, the tortoise traveled through worlds in his mind, filled with hope that he would one day be reunited with his family. Not by chance, but by the strength of his will.

 

Through his eyes, I journeyed to lush green meadows, tasted sweet wild berries, and felt the forest wind. Each page pulled me deeper into a world where imagination had no limits—a world where hope flourished even behind bars. I realized that the cage wasn’t just around the tortoise; we build our own cages with fear and doubt. But books, like this tale, are the keys to unlocking our minds and exploring the vast landscapes of our inner selves.

 

That book planted the seed of my love for reading. Now, whenever I feel confined, bored, or drained, I reach for a book. It reminds me that even when life feels restrictive, the sunrise of imagination waits to break through the clouds. Like the old tortoise, we can find freedom and beauty within pages, letting our minds soar—despite feeling blue, it’s never the end.

 

So READING is the power we all have. Let us embrace it, understand all sentient beings, and travel through worlds of joy, sorrow, and adventure together. FLIP once, FLIP twice, and you’re in the world of READING!

 

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Marking The Golden Jubilee Of Paro College Of Education

Samantha Isobel Shepherd

Marking The Golden Jubilee of Paro College of Education

From Australia to Bhutan: Lesson Beyond Border

Excitement, anticipation, uncertainty – the feelings of an Australian university student and New Colombo Plan scholarship recipient about to embark on a life-changing journey to the Kingdom of Bhutan. My philosophy upon arrival was one of open-mindedness – the possession of an authentic desire to learn as much about the culture, language, and teaching profession as possible throughout my journey, emanating from an innate desire to learn, surrender, and discover wholeheartedly. 

 

 “Minds are like parachutes. They only work when they’re open”

 

Warmth, joy, confidence – sentiments felt upon meeting PCE president Sir Dorji Thinley, Ms. Kezang Choden, each Dean of education, my inspiring tutors and incredibly welcoming classmates. I experienced an immediate sense of belonging, connection and contentment as a result of the kindness bestowed upon me. The most significant aspect of my time at PCE was the incredible manner in which Buddhist philosophy was intricately interweaved with the delivery of content. It became evident that attending educational institutions within Bhutan educates the individual holistically – developing mind, body, and spirit to achieve one’s full potential. These fundamentally Bhutanese values of compassion, kindness and gratitude permeated through my experience, teaching me to incorporate this into my own teaching approach. 

Growth, gratitude, transformation – an ever-lasting and irreversible evolution to every cell of my being gained from my time in PCE, Rinpung ECCD centre, and further teacher development in Buli Central School. I am forever grateful to this college for every memory, opportunity, and for demonstrating that “Druk Gyelkhab dhi Zhingkham Nyi pa zum bay.” 

 

Namay Samay Kadrinchoe la dhang Tashi Delek to Paro College of Education and all of its constituents on this Auspicious Occasion! 

 

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Sharing Our Inner Weather: Check-ins and Check-outs at Paro

Kinley Bidha

Sharing Our Inner Weather: Check-ins and Check-outs at Paro College

The moment I stepped into Paro College of Education, I was prepared to learn pedagogy, curriculum and all the responsibilities that accompanied being a prospective teacher. What I could not have imagined was a practice so natural and so profound that it would transform the way I understand emotional well-being, not just in class rooms, but in life itself. This is called “Sharing of Inner Weather” a daily check-in and check-out which has been a cornerstone of our life here at the college.

 

At the start of each module session, our tutors begin with a simple yet powerful question, “How are you feeling today?” As the class ends, they ask again, “How are you leaving the room?” These brief, open-ended check-ins carry significant weight. They create space for reflection, allowing us to pause amidst the rush of student life and acknowledge emotions we often overlook or push aside.

 

At first, I found this practice weird and not a preferred comfort. One must be courageous and bold enough to say what is going on inside him or her. Damn! 32 faces in a class, scared to be criticized and laughed at. Yet, a realization hit me – in high schools, we were barely questioned about how we felt. There, it was all about homework, studying for exams and staying in discipline. Emotional check-ins did not occur at all during the day. But at Paro College, the emphasis on emotional and mental well-being surprised me and was comforting to me.

 

As a college student, I have come to understand, just how much feelings we go through each day. One moment I am sure of myself and filled with energy, and then the next moment, I am stressed or unsure. It is normal that our moods change on the spot like weather depending on workload, homesickness, social pressures or even outdoor environment. Thus, when our tutors get time to allow us talking freely of what we feel, it allows space for us to breathe.

 

“I feel sunny today.” “There’s a storm in my head.” or “I’m in a fog.”  are some of the metaphors my friends use to describe their mood. Others share more directly: “I’m tired,” “I’m excited for the presentation,” or “I’m happy about the coming weekends.”  Even though not regularly, simply acknowledging these feelings out loud sometimes helps ease the burden. Other times, our instructors or peers give us good strategies or understanding support. It is most critical that we are heard and are visible. And we are not alone in this.

 

This practice has also strengthened our sense of community. When a classmate shares, “I’m feeling low today,” it invites empathy and understanding. It’s a reminder that behind every bright smile, there may be unseen struggles, that the person beside us might be hurting, just like we sometimes are. Over time, these honest moments of sharing have drawn us closer. We’ve become more compassionate, more supportive, and more deeply connected.

 

To me, “sharing of inner weather” has also changed my teaching style. It’s made me see that teaching is not just about information or classroom management. It’s about relationships. It’s about investing in students not as students only but as people. If I can tune in to my own emotions and learn about others’ emotional needs, I can become a better teacher, one who creates a safe, embracing and nurturing environment for every child.

 

This is also the kind of habit that has bred self-awareness and self-regulation. By noting how we are feeling at the start and end of each session, we begin to pick up on patterns. Knowing it meant that I could make better choices for my body and mind. These small acknowledgments have helped me build healthier habits and be in charge of my own emotions.

 

In the hurly burly, competitive world of today, emotional intelligence is the last thing on one’s mind. At Paro College, however, one is gently reminded that education is not only about the head but about the heart, too. “Sharing our inner weather” has gone from being a ritual to a witness to the fact that well-being matters, that feelings matter, and that learning can only happen when we are safe, loved, and heard.

 

To anyone who is entering into this noble profession, don’t underestimate the power of a simple check-in. Sometimes having the power to say “How are you today?” can turn one’s day or even life. There is something special in this habit that makes us feel at ease and begin the day with negative energy within us released.

 

In general, for me this simple habit of checking on students mental state has been inspiring. It’s something that I will carry with me into my own future classroom, not just as a technique, but as an attitude. After all, emotional well-being is not something that we should be holding within ourselves, it’s perfectly acceptable to inform the nice people in our lives how we feel and allow them to assist and direct us because we are all here grooming, learning and maturing to become a good person in the future.

 

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The Education Philosophy Of Paro College Of Education

Pem Tshewang

The Education Philosophy of Paro College Of Education

Educational philosophy is a very ambiguous concept which remains in constant flux, differing from places to places, influenced by a number of social politics and individual characteristics. It is a philosophical analysis into understanding the nature of the education in an environment while analyzing the different sets of issues, challenges and opportunities of the philosophy. Bhutan, a nation situated between two global nations of India and China, has a strong emphasis and respect towards philosophy. Our philosophy is rooted in our belief which is heavily influenced by our religion: Buddhism. Buddhist philosophy remains as the pinnacle of every system in Bhutan, be it in religion, politics, education and even our very economic development. However, I would like to focus on the influence of Buddhist philosophy in the educational practices of Paro College of Education.

 

Paro College of Education, a premier teaching college in Bhutan, has a strong derivative towards Buddhist philosophy in teaching and learning. As a student, I have witnessed in a number of occasions how the Buddhist principles of compassion, empathy, sympathy, connection and respect has prevailed in not only the classroom setting but also in the general environment of the college. The college also advocates the prevalence of these characteristics by practicing a number of activities designed to allow the students to emit or exhibit these characters through activities such as mind fullness, emotion reflection, sharing of emotions in classroom and developing an environment where the students are free to express their sentiments and issues. More recently, under the initiative undertaken by our lecturers, a new program under the study of cultivating the four immeasurable in the student teachers, many lecturers have initiated the practice of inculcating the four immeasurable (tshey mey zhi)  within the student teachers through the practice of emotional reflection, guided meditations, emotional empathy and self-affirmations. The practice and the study which is heavily inspired by the traditional Buddhist philosophy and undertaken with an aim to develop and build competent teachers who are not only competent in terms of content and pedagogical approaches but also emotionally sound and intelligent. These varied practices clearly illustrates how Buddhist philosophy plays a crucial role in the affirming the teaching and learning process within the college.

 

Apart from Buddhist philosophy, the educational philosophy of Paro College of Education provides a strong emphasis on the preparation of competent, passionate and committed teachers whose values are rooted in Bhutanese values and the principles of Gross National Happiness. The college provides a strong emphasis on building competent teachers through the module, the content knowledge and the pedagogical input that they provide the students with. The college also regularly reviews and revises the curriculum by the end of every semester where the key concepts and pedagogical approaches are analyzed and updated with every review and then aligned in the curriculum in order to ensure that the student teachers are well equipped with competent knowledge and practices of the 21st century curriculum. ICT modules with introduction to AI tools, the use and ethics, understanding digital citizenship, new pedagogical approaches in the 21st century, researching and designing teaching strategies are some of the examples of how competencies are instituted in the Paro College of Education.

 

Paro College of Education has a huge duty to undertake in the development of our nation. As our majesty has emphasized, the future of the nation, whether it soars in the sky or sinks in the depths, depends upon the youth of our country and it is the central role of the teachers to ensure that the youths are educated and well equipped in terms of knowledge and values. As an institute and a college, Paro College of Education has indeed taken the necessary steps in envisioning our majesty’s dream and hopes.  The blend of Buddhist philosophy and international competency will without a doubt develop a number of competent teachers for the future of our country and with these practices, Paro College stands as a model for holistic and values-based education in Bhutan.

 

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On My Graduation

Sonam Yangki

On My Graduation

Well! We did it. We’ve officially graduated from Paro college of Education. Initially, I thought putting down four years of my life in few short paragraphs would be impossible but I went ahead and did it anyway.

 

Looking back, first year was my “lost cow era”, most of the time I had no clue what was going on. After every second session- which ends at 1pm, I had an uphill battle with the stairs leading to the mess.

 

Second year was the chronicles of “did new have an assignment due today?” we turned procrastination into an Olympic sport. Remember! Pulling an all-nighter to complete the scrap book and the picture books?  The ECCD field trip to Shari & Dotey, the forced mass cleanings that we attended out of fear of detentions and the circle of friends we had?

 

Third year was the practicum panic, not even two years’ worth of micro teaching and child theories prepare you for 34 tiny heads dissecting your life choices. “Miss, why can’t I do this?”, “Miss, why can’t I do that?”, “miss, are you married?” “Miss! Miss! MISSSS!”

 

There were days when I had glue on my hair or chalk dust everywhere but there was also a new found respect, for every teacher that ever lived. It was also the first time I realized, “I’m becoming who I dreamt to be.”

 

Then, came the final year. The first semester, everyone was busy sharing their TP anecdotes. This was also the semester where this place -Paro College of Education, stopped feeling like a campus and more like a home to me. The Island was our inside joke, our emotional pokto was a therapy zone, KD auntie’s fried rice and a daily visit to the college stationary during the breaks.

 

The very last semester, for me…it was a quite counting of the last. The last walk through the Library, the last meal in the college canteen – loud, chaotic place and how I loved complaining about the food there. The last time walking through the college gate and ashim Mon Maya greeting me with her lovely smile. The last class in that room, sitting face to face with my classmates knowing it was ending and trying to freeze time.

 

Graduation is beautiful, yes…but it is also a kind of grief, leaving this scared ground, these walls that held our growing pain, our joy and our becoming. It’s ok to be afraid; it’s ok if your heart aches a little today…mine does too but here’s what PCE taught me; endings are just love in disguise. The love we carry from friends who felt like family, Teachers who believed in us louder than our doubts and this wild, wonderful place that shaped us.

 

So, thank you to every friend who laughed with me, to the amazing faculty for giving us room to stand tall and PCE for this mess, magnificent, heart stretching gift of four years.

 

We leave today but we take with us; the sound of shared laughter, warmth of familiar faces and the courage we found in those tiny classrooms full of big dreams.

 

This isn’t goodbye, it’s a thank you. For every “first” that brought us here and the every “last” that taught us how deeply we mattered. Thank you PCE, you will forever be our home.

 

For the very last time, this is Sonam Yangki from 4PCA signing out.

 

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Me and My Flute

Tshering Denkar

Me and My Flute

“Eww, this class and this thing!” I clearly remember saying that as I placed the colourful stringed Dramgyoen (traditional Bhutanese lute) down in frustration, completely drained after yet another struggle to get the notes right. I must have repeated that phrase a dozen times or maybe more. At the time, nothing about learning music felt exciting. If anything, it felt like a burden I didn’t sign up for.

This all unfolded in one corner of our college campus – the Nyencha Room (music room), part of the Heritage Education and Professional Development Centre (HEPDC). The center plays a key role in preparing future teachers like us to value and carry forward our culture through four main focus areas: traditional music, arts and crafts, theatre, and Driglam Namzha (Bhutanese etiquettes). But for today, let’s talk just about the music room.

Located near the entrance of the college, the Nyencha Room offers a calm and pleasant space for learning traditional music. It has a traditional Bhutanese architecture on the outside with a soft, modern touch inside. It’s cozy, with cushions, sofas, and some books neatly placed for students to relax and practice music in comfort. While I wouldn’t call it my favourite place on campus, it’s certainly a space that holds many strong memories for me.

Right outside the room, there are well-paved cemented areas with flowers in bloom and a stone carving of Jetsuen Dolma that fills the place with her blessings and presence. A little to the side, there’s a grassy patch where students often sit under the open sky, letting their fingers move with the rhythm of the wind and the gentle sound of the river flowing nearby. Just around the corner stands another stone carving, this one of Zhabdrung Rinpoche along with a mani dungkhur that spins in silence, and sometimes with students and other visitors constantly spinning it. The entire space feels peaceful, grounding, and quietly sacred.

Our music classes were led by Mr. Yohan, a passionate and humble educator from Sweden who isn’t just well-versed in modern instruments like the guitar and piano but is also deeply knowledgeable about Bhutanese traditional music. Alongside him, Mr. Tshering Penjor also guide us with great patience. His skill with traditional musical instruments is so impressive that I often found myself watching in quiet awe. Their dedication iss undeniable, but for someone like me, with zero music background, it was tough.

We were introduced to four traditional instruments – Dramgyoen, Pchiwang (similar to the violin), Yangchen (similar to a xylophone), and the flute. We had to pass a demonstration test every two weeks before moving to the next instrument. The Dramgyoen, in particular, tested my patience. I practiced until my hands ached and my breath ran out. I didn’t visit the music room much in my free time, but when I did, it was mostly to catch up or get through the next test.

So yes, I struggled. I hesitated. There were moments I doubted myself and questioned why I had to go through it all. But looking back, this very music room reminded me that I am capable, that with effort and an open mind, I can go beyond what I thought were my limits. It wasn’t just about learning music. It was about discovering a part of myself I hadn’t explored. The only thing we truly need is the willingness to try, to embrace even what feels unfamiliar. So yes… I’m a survivor, not of the music room, not of the weekly tests, but of my own false belief that I couldn’t do this or that. Because at the end of the day, what stays with me is not the struggle, but the soft, funny and meaningful memories from that room and instruments. And yes, not to forget- The beautiful scenery which was filled with our frustration turned into laughter.

 

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