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“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 soldiers to face the realities of the teaching world head on. And I’m proud to be one of those soldiers. We’ve been armed with skills and knowledge from so many modules, but none quite like PED202: Skills for Effective Teaching. This is where the real battlefield training begins. It’s an intense experience for our B.Ed Dzongkha Primary students in their third semester, and for the B.Ed General students, they experience in their second semester.

Almost Twelve module teachers unite to train hundreds of us, the future educators. This intensive program feels like preparing for a war zone, as we ready ourselves for the demanding realities ahead. The classroom is our battlefield, and student success is our ultimate mission. Just like soldiers undergo harsh training, we trainee teachers dive into intensive training programs. We’re consistently bombarded with educational theories, pedagogical strategies, crucial classroom management techniques, and comprehensive curriculum development. This module is often both academically and emotionally challenging.

Each lecturer teaches us on a different topic, yet all instruction is aligned with fostering co-learning and embracing a less teacher-centered approach. This collective effort is designed to nurture each child’s holistic development, ensuring we’re ready for any challenge the “classroom battlefield” that is on our way.

This module, commonly referred to as microteaching, is where students finally put all the theory they’ve learned into practical action. It runs practically during the last three weeks of the semester, giving everyone a real taste of what it’s like to teach. Students prepare their own teaching materials for a lesson plan, and then they get a tight 15 minutes to actually deliver it. That short time slot is exactly why it’s called “microteaching” despite the actual name of this module.

Here’s how it’s done. The class will be split into three groups, with about 10 students in each. Each group gets a specific lecturer assigned to them, and that lecturer focuses on observing their group using just one of the three different instructional cycles they’re learning about: the Sydney cycle, the 5E model, or the 5-steps approach. This means that as students take turns teaching every week, they’ll rotate through being observed by different lecturers, each guiding them through a distinct teaching framework. By the end of the module, everyone will have valuable, hands-on experience with all three approaches.

And then, to really wrap things up, we have this awesome Teaching-Learning Material (TLM) display. This is where we can go wild! We get to create any teaching material we want, on any topic that grabs us. Our lecturers will come around, not just to admire, but to really check if what we’ve made is genuinely valid and reliable for students. It’s always a treat to see all the different TLMs everyone comes up with. Honestly, this part of the module totally brings out that little kid in each of us who loves making things.

This particular module truly pushed me, training me hard, both physically and mentally. It was all about preparing trainee teachers to face the teaching world head on. Now, having completed it, I feel incredibly confident. PED202 was remarkably effective, boosting the confidence of even the most timid among us and aligning our strategies with 21st-century teaching to make learning truly impactful.

I am forever grateful to Paro College of Education for molding the me for who I am today, may it be the way I perceive things in a more wiser way. Personally, I have always had the experience of finding it tiresome to pursue success on my own. Sometimes, I was too focused on the outcomes: grades, recognition or approvals. What did it do? Well, it has made me nervous and self-objectively evaluate myself. This made me realize that success is not here to stay, it fades away after a certain period of time. However, the work I had done, the lessons I had learned and the man I had become in the process stuck with me far longer.

It all began to change when my thinking changed to excellence. Instead of reasoning about the result, I had done my best in all the aspects-studying, assignments, nursing in a class, devotion to community service, and future instruction preparation. This quest to excel provided me with a meaning. I was more at ease, concentrated, and associated with my development. It was not about being superior to other people; it was about making myself better.

This journey was also accompanied by confidence as a result of excellence. The more I was trying to be sincere in my work, the more I thought I could have an ability. It is not that I wanted someone to recognize me since I was aware that I had done my best, although no one may have noticed. Such gratification indoors was much better than applause or prize. Success cannot offer patience, discipline or humility which was taught to me by excellence.

Ironically, it began to come naturally when I started not running after success. The opportunities got within reach and I did not pursue them, yet they were readily accessible due to my diligence and commitment. This experience helped me to learn that excellence is a by-product of success. We shall have success following us when we attach our minds on getting better. And that to me is the loveliest lesson I have so far had in life.

Indeed, I will be very much indebted to my tutors, who have assisted me in opening my eyes to this fact. Their instructions, constant feedback and belief in my abilities undertook a turning point in my conceptualization of learning and achievement. Instead of pushing me to pass tests and get good grades in order to impress others, they taught me to appreciate the process in which curiosity, grit and learning to self are appreciated.

They reminded me that learning is not a competition but a growth. Through their words and actions, I learned that the true development lies where we concentrate on the things we can actually control; how we work, how we approach our work and how much we are willing to do our best. Thanks to them, I also got to know how not to look at the challenges as something to overcome but as the chance to improve myself and learn more.

I especially appreciated such instances when they took me out of my comfort zone. It was to encourage me to speak up in the classroom, polish my assignments or to be proactive in serving the community. More importantly, it demonstrated to me that excellence is not perfection, it is progress. They rejoiced in my hard work rather than my achievement and that altered everything.

Now when I look back at my career, it’s worth looking back in each milestone that I have achieved. My tutors did not just make me a better student but also made me a better person. Forever grateful to my tutors for making me understand that it is not so much about pursuing success but rather pursuing excellence: quiet, steady and sincere that predisposes us to be what we are supposed to be and the success comes to our door proceeded by nature.

From 23rd to 26^th of December, 2025, several members of Paro College of Education took part in the voluntary work at Gelephu Mindful City with a strong sense of pure enthusiasm and patriotism. They went as a work force but returned with palpable memories and meaningful experiences. A total of 105 ‘PCEans’ participated in this noble service where 26 of them were from teaching faculty, 21 non-teaching staffs and 58 trainees. From there I have collected some of their experiences in being the great support for this great project, building a City of Mindfulness in Gelephu.

“My volunteering experience at the Gelephu Mindfulness City during the fourth round of the four-day voluntary program was meaningful. It has allowed me to witness diverse people coming together, united by their belief in His Majesty’s visionary mission of building the world’s first Buddhist Mindfulness City. Many volunteers selflessly set aside their homes and work commitments to serve the development of GMC, and I felt honored to contribute, even in the smallest way I could.

It was an very enchanting to see the programs efficiently coordinated, the team leaders, catering services, health in-charge personnel, forestry services, and transportation and all working seamlessly to support a massive gathering of nearly 10,000 volunteers. This made me reflect the strong spirit of unity, devotion, and collective responsibility of the Bhutanese. This experience reminded me of the quote ‘what’s reality now, was once a dream’. While GMC is still a vision, the work being done today is part of turning that dream into reality, and I am proud and grateful to have played my modest part in serving my nation.” – Devika Rai(4PCA)

“Being a 4th batch volunteer at GMC for four days was truly an enriching and memorable experience as a trainee for me. Throughout the program, I had the opportunity to work closely with fellow volunteers, irrespective of their age, coordinators, and leaders which helped me develop better teamwork, communication, and leadership skills. Each day filled me with sense of pride and love for the country. It was certainly my small contribution for the future envisioned by His Majesty the fifth Druk Gyalpo, Jigme Khesar Namgay Wangchuk. The experience taught me the importance of responsibility, time management, and community service. Additionally, his majesty, personally visited the site at the last day mainly to thank people who volunteered and travelled from all over the country. This reminded me that I am a proud Bhutanese and how lucky I am to be born in this particular era. His Majesty said that he is more than sure that the GMC will be successful because he trusts his people. He said that we will not rely on chances. Overall, these four days as a GMC 4th Batch volunteer were both rewarding and inspiring, leaving me motivated to continue serving and engaging in similar initiatives in the future.” – (Tshering Lhamo, 4PCA)

“I felt truly blessed to be able to contribute to building our future city on the plains of Gelephu. During these four days, His Majesty’s words, “United we stand, divided we fall,” heartily unfolded as people from all walks of life, be it The great Rinpoches, students, civil servants, or elders, worked side by side like countless threads weaving a strong and enduring tapestry. This experience will remain forever etched in my heart, and I would be honored to be part of it again in the future.”- (Tashi Wangmo,4PCA)

“To feel like Picasso, working on a masterpiece. As His Majesty beautifully stated, “We are Picassos, painting the art.” Just as Picasso’s artworks are now treasured and valued in billions, we too are contributing to something extraordinary which will one day be a timeless creation for the world to admire. Serving the nation in building a city rooted in Buddhist values and strengthened by cutting-edge technologies filled me with profound gratitude. At the end of the day, I am walking away with immense contentment.  During those four days of volunteerism, I witnessed the power of unity and felt deep appreciation for our beloved People’s King. This experience strengthened my belief that His Majesty’s grand vision will be fulfilled and together, we will all succeed.”- (Rebesh Rai,4PCA)

Overall, every 105 PCEans’ have worked wholeheartedly with unity, enthusiasm, and patriotism, making the voluntary service at GMC a meaningful and successful experience.

A new and sacred sandstone mural of the Manjushree has recently been built in Paro College of Education, coinciding with the college foundation day on 4^th of November, adding a beautiful spiritual touch to the college environment. The mural, which was imported from India, stands as a powerful symbol of wisdom, knowledge, and enlightenment. Its presence brings a sense of peace and inspiration to all who visit or study at the college. In Buddhism, Manjushree is known as the Bodhisattva of wisdom. It represents the sharp and clear intelligence that cuts through ignorance and confusion. The image of Manjushree holding a sword and a lotus with a scripture symbolizes the light of wisdom that guides human beings toward understanding and truth. Having such a sacred mural within the college reminds everyone, lecturers, students, and visitors about the importance of learning with both the mind and heart.

The arrival of the Manjushree mural has brought excitement and joy to the college community. Many students and lecturers expressed that the mural makes the atmosphere of the campus more peaceful and meaningful. It serves as a gentle reminder that education is not only about gaining knowledge from books but also about developing inner wisdom, compassion, and mindfulness. Visiting the mural feels like entering a quiet space for reflection. Many people, especially the students expressed that they find comfort and calmness while standing before it. The detailed artwork and the design captures attention and helps one feel connected to the deeper values of Buddhist teachings. The mural also serves as a source of guidance, encouraging everyone to approach learning and life with understanding and good intention.For Paro College of Education, the Manjushree sand mural is more than just decoration; it is a blessing and a guide. It reminds the entire college family to walk the path of knowledge with humility, kindness, and clarity. The mural will continue to inspire wisdom among future teachers, helping them become educators who teach not only with intellect but also with compassion and insight. Therefore, when you visit the college next time, make sure to visit the scared site and let your inner peace bloom before the god.