Tag Archives: school

Hindi classes with Italian cultural center

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For the past two months, I’ve been doing something new: working as a Hindi teacher at the Centro Risorse India center. I’ve been conducting “walking classes,” which are both interesting and enjoyable, though they can be a bit dull when dealing with absolute beginners. About two months ago, Marco, the head of Centro Risorse India, asked me to give these walking classes. Although I had no prior experience, Marco encouraged me to give it a try. He assured me that if I liked it, there would be more opportunities for me.

With some free time on my hands, I decided to take on the challenge. My first student was Caterina, a girl from the University of Venice. I took her out for a walk, and we started conversing in Hindi. To make the sessions more engaging, I chose topics related to Benares or Indian culture instead of sticking to general conversation. This approach proved effective. Caterina, who lived in the Nagwa neighborhood, was my very first student, and I felt a bit nervous on that first day. I chose to discuss the “History of Nagwa” as the topic.

We spent a couple of hours discussing Nagwa and also delved into some controversial political and social issues related to the neighborhood. The class flew by, and I found the experience quite fulfilling. Since then, I have worked with many students and thoroughly enjoy the job, especially when the students have a sufficient grasp of Hindi to express themselves. This role not only allows me to share information about India and Benares with foreigners but also gives me a chance to learn about different countries and cultures through my interactions with international students.

However, I encountered a student who knew no Hindi at all, which was extremely frustrating. I advised her to focus on Hindi grammar first before reaching out to me again. Despite this, the feedback from the students I’ve worked with has been positive. Now, the university is offering me a language and teaching training program in Venice for a month, which sounds exciting. However, I’m unsure if I should attend, as the program is scheduled for June, when I plan to visit America. I’m considering whether there might be an opportunity to visit neighboring countries of Italy after the training, which would make the trip even more appealing.

Josh Massad’s World Through Music

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I’m working with a musician named Josh Massad on a project called “World Through Music,” which focuses on teaching music and other subjects through music. Josh travels globally, teaching music to children in various regions. In the U.S., he introduces American kids to African and Indian music. In Africa, he teaches Indian and American music to African kids, and currently, in India, he’s teaching African, American, and Asian music to children in Varanasi. About a month ago, Josh contacted me to see if I would be interested in collaborating on this project.

Josh with village kids

The project intrigued me, so I agreed to assist him. My role involves organizing his performances at schools throughout Varanasi. To give Josh and his project broad exposure, I arranged for him to perform at a variety of schools, including city schools, village schools, private schools, government schools, play schools, and schools run by NGOs. In total, we planned around 50 performances over 25 days, with 25 performances at village schools where children come from very poor families, 10 at NGO-run training centers for girls, 10 at city schools, and about 5 at schools run by NGOs.

Josh teaching Kanjira

One of the performances is scheduled at a school for children of sex workers in Varanasi. These children often face difficulties gaining admission to traditional schools due to a lack of residential proof and documentation about their parents. An NGO in Varanasi has started a school specifically for these children, and we will be working with them as well. Additionally, we’ve organized performances with children from my educational program and with daytime child laborers in Mehdiganj, where Lok Samiti runs evening classes for them.

Dancing with a kid

Josh carries a map and various instruments from around the world. He starts by discussing geography, teaching about the seven continents and the countries within them. He then shows these locations on a map and introduces the instruments, explaining where each one originates. It was surprising to see that many village kids had little knowledge of geography; some didn’t even know which continent India is on or could name its states. I hope Josh’s lessons will spark their curiosity and expand their knowledge.

Josh teaching map

After introducing his instruments, Josh plays them for the kids and teaches them African songs. One song, in particular, is a favorite: “Fanga Alafia, Ashe Ashe,” a welcome song from Africa. The kids love singing it and joining in with Josh. He also teaches various clapping styles and occasionally introduces basic yoga techniques. The project is progressing well, and seeing the children’s enjoyment makes me happy. However, a few teachers have questioned the relevance of teaching African songs, expressing doubt about their impact.

showing an Indonesian instrument

I don’t expect the children to master all of Josh’s instruments or geography in a single day, but I am confident that his performances will ignite an interest in world geography and music. If they glance at a map even once at home, I’ll consider the project a success. Josh is planning to make a documentary about his work next year and wants me to organize the details. He is also considering starting a mobile school in India and again hopes I can help with the arrangements. He envisions bringing musicians from various places to travel with him and teach music and geography. It sounds incredibly exciting, and I’m looking forward to being part of it.

Kids also love to play the instruments

Italian language course

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I’ve recently joined an Italian language course and am excited about the opportunity. I’ve always wanted to learn a foreign language, but in Varanasi, there haven’t been many options. BHU and Sampoornanand Sanskrit University were the only institutions offering foreign language courses, and BHU only accepts its own students, while attending Sampoornanand felt like a waste of time. Although I wasn’t particularly interested in Italian initially, I enrolled in this course because I realized that waiting for a more suitable opportunity might mean years of delay in learning a language.

My goal has always been to learn German, and Sampoornanand University does offer a six-month diploma in various foreign languages, including German. I had signed up for German classes about four years ago, but the program was poorly managed, and I was disheartened to learn that students were given certificates regardless of their performance. Eventually, I decided to stop attending. The Italian course I’m now enrolled in is conducted by Centro Risorse India, an Italian institution that not only teaches Italian to Indians but also supports Italian students in India.

I also work as a translator at Centro Risorse India’s Varanasi branch. The course consists of 50 hours of instruction, with three-hour classes on weekends. The classes are held at a school near Godowlia. The course features two teachers: an Indian woman from Delhi who also works at Centro Risorse India’s Pune center, and an Italian scholar who is fluent in Hindi. There are six students in total, including me. One of my classmates is a tour guide who works with Japanese tourists, while another is a Hindi teacher.

Our teachers are excellent. They use interactive methods rather than traditional book-based instruction, incorporating games, role-plays, and frequent speaking practice. Although the pronunciation and grammar are challenging and unfamiliar to me, I’m committed to doing my best. I’m unsure how long it will take to become proficient in speaking and writing Italian, but I’m determined to make progress and see where this journey takes me.

HIV & AIDS workshop at girls’ school

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We recently organized a workshop at Gopi Radha Girls School in Varanasi, where social workers and volunteers from Sanjeevani Booti conducted a presentation on HIV and AIDS. This has been a long-standing goal, and it was exciting to see it finally come to fruition. We presented to the 9th and 11th grade girls, though we had hoped to reach the 9th, 10th, 11th, and 12th grades. Unfortunately, the school did not allow presentations for the 10th and 12th grades due to their upcoming exams. The 11th grade presentation took place on February 11th, and the 9th grade presentation on February 12th.

Class 9th students

We had originally planned to send one girl and one boy to each class, but the school only permitted female presenters, so we were able to send only girls. While I have some very motivated girls interested in this issue, they prefer paid positions rather than volunteering. Although I understand that finding people willing to work for free is challenging, this situation complicates my project. I currently lack regular donors and do not want to rely on just a few individuals. I need new sources of financial support for my projects.

Presentation about HIV infection

We also had valuable assistance from two international volunteers who helped make the event a success. Claire Abraham from Montreal, Canada, and Christina Hunter from San Francisco, USA, contributed significantly. Claire had been supporting me for the past month, providing information and training for Sanjeevani Booti’s social workers. Unfortunately, she could only attend the workshop on the 11th due to her need to travel to Nepal for a visa extension. Christina joined us on the second day.

School staff and Volunteers of Sanjeevani Booti

Some of the girls requested that we discuss condoms, sex, and sexually transmitted diseases in more detail. However, we refrained from showing condoms due to concerns about the school administration’s reaction. The girls have expressed a desire for a more comprehensive workshop on these topics, but organizing such an event is expensive. I am in touch with several doctors and social workers from other organizations to help make the next event successful.

Class 9th Students

I believe it would be valuable for the students to hear about HIV from people living with the virus. There is a network of HIV-positive individuals in Varanasi, and I hope to invite some of them to future events. While everything went well, I am concerned about the future. I realize that I need to learn how to write grant proposals to secure funding. Claire had promised to teach me this skill, and I am looking forward to her return in the next few days.

Sanjeevani Booti Staff with Students