Echoes of Academia: "Memoirs from Postgraduate Days" Part II

In continuation with Part I....

As the exams approached, we became deeply absorbed in our preparations. Back then, we followed the annual exam pattern, which meant covering a vast curriculum. We spent our days gathering study materials and dedicating ourselves to studying. Shubhangi and I had a routine of heading to the study room at 6 am and returning at 7:30 pm, maintaining this schedule throughout the exam period.

During that period, my grandma (Fulai) passed away, adding to the emotional strain I was experiencing. Unfortunately, I couldn't attend her funeral, as her passing took us all by surprise. She was in perfect health; the previous night, she had been engrossed in listening to kirtan during the Parayan organized in our village. Around 3 am, she began experiencing chest pains. My uncle and aunt attended to her, called the driver, and rushed her to the hospital. However, the doctor pronounced her dead upon arrival. It was severe heart attack.

The entire family was deeply shocked and struggled to comprehend how to cope with this sudden loss. They promptly notified all our relatives, including an uncle in Delhi and an aunt in Dhule. Despite the distance, my younger uncle managed to bring my parents and my younger brother Santosh from Chandoli for the funeral. However, my sister Bharati, who was residing in a girls' hostel in Walwa, and I, who was in Kolhapur, couldn't attend. The following day, my mother sent my brother to Kolhapur to fetch me. Seeing him was a surprise, as I had been missing them terribly and was feeling quite anxious. A day before my grandmother's passing, a bird called Titwi had been circling around me repeatedly, as if trying to convey that something unfortunate was about to happen.

My brother didn't exhibit any signs of our grandmother's loss through his behaviour. He simply informed me that Granny wasn't feeling well and wanted to see me. Throughout the journey, he remained silent, not indicating anything unusual. Upon arrival, I was surprised to find a large gathering of people at my uncle's house ground.

As I witnessed my mother crying loudly, her gaze filled with anguish, she couldn't help but express her frustration towards God for taking away her parents, first her father and now her mother. Seeing her like this, I understood that it was now my responsibility to step up and take care of my mother. In that moment, the words of my Grandpa resonated within me: "As the elder in the family, you have to become the mother to your own mother." Despite feeling shattered inside, I gathered my strength and began comforting my mom. Despite the difficulties, I believe it was a higher force that helped me navigate through that tough time.

As our exams approached, our uncles, aunts, and mom persuaded my sister and me to return to our hostels and attend the exams. It was a challenging time for both of us. Throughout the journey back to the hostel, I encouraged my sister, urging her to focus on her studies. Upon returning to Kolhapur, I was greeted by all my friends, who came to visit me. Their support and encouragement during that time remain unforgettable to me.

Upon the completion of the final exams, there was a sense of relief, but the British English Literature paper posed a significant challenge for us all. We found it difficult to answer approximately 10-12 out of the 20 objective questions correctly. Nonetheless, I completed my exams and returned home.

Throughout that period, I endured severe neck pain for which I sought treatment from a renowned orthopaedic specialist in Islampur, but unfortunately, it proved ineffective. I felt incredibly isolated during this time. Since childhood, all our vacations were spent with our Granny and Grandpa, yet this time, their absence only accentuated the loneliness I experienced. My maternal Aunt and Uncle accompanied me to Dhule.

After managing to stay with them for a month, I returned home. The new academic year commenced, and I reenrolled in the department. This time, I was resolute in my choice of elective. Along with Shubhangi, Prachi, and Mangal, I opted for ELT, while Sneha and Teju chose V. S. Naipaul. We were thrilled to learn that Dr. Arundhati would be teaching ELT. Her teaching style reminded me of a nurturing mother guiding her child to walk by holding its hand. In the same way, Dr. Arundhati taught us all the theories of language learning, teaching pedagogy, and more.

By then, our bond as friends had grown strong. Prachi and Mangal, who resided in Shiroli and Tope respectively, would consistently bring extra roti and bhaji for me and Shubhangi. Their thoughtful gestures made us feel like we weren't living in a hostel at all.

English Language Teaching (ELT) proved to be an immensely captivating subject, particularly for those aspiring to enter the teaching profession. It served as an intensive program offering both comprehensive understanding of concepts and active engagement through peer teaching. Within this course, students engaged in peer teaching by selecting topics of their preference and crafting 30-minute lesson plans. Each student was allotted 30 minutes to instruct their peers on their chosen topic.

Dr. Arundhati introduced the peer teaching sessions to our class, sparking immense enthusiasm among us for the opportunity to instruct our peers. She instructed us to choose a topic of our liking and prompted us to consider the teaching methodology, instructional materials, and assessment tools. Opting to teach a poem titled 'Cockroach,' by Mulk Raj Anand.

It is a poignant poem that explores the themes of resilience, survival, and the human condition through the metaphor of a cockroach. The poem vividly describes the struggles and hardships faced by the cockroach as it navigates through its harsh environment, facing obstacles and threats. Despite its small size and vulnerability, the cockroach perseveres, symbolizing the indomitable spirit of life itself. Through its simple yet powerful imagery, the poem reflects on the universal struggles and triumphs of existence.

As I began crafting the lesson plan, I delved into a thorough exploration of various references and critical analyses of the poem. Recognizing the significance of peer interaction and engagement, I meticulously devised questions to foster discussion among my classmates. Given our limited access to computers at the time, meticulous attention was paid to detail in preparing the lesson plan. Driven by the imperative to facilitate meaningful interaction and learning among peers, every aspect of the plan was carefully considered and thoughtfully constructed.

Back then, our reliance on computers wasn't as prevalent, but Dr. Arundhati required a soft copy of our lesson plans. Since none of us had access to laptops or computers, we headed to the digital library at our university. After preparing our lesson plans, we saved them onto a pen drive and headed to a cyber cafe to print them out. However, upon arrival, we discovered that our files had become corrupted. In times of trouble, our "Devdoot" was always just a one-rupee coin away. Back then, mobile phones weren't as common, so public phone booths were widely used. Luckily, our "Devdoot" had a mobile phone, and we could always count on him to help us out when needed.

Feeling overwhelmed with panic as I realized our meticulously prepared lesson plan files were corrupted, which was the culmination of our entire day's hard work. Seeing the distress on my face, Prachi kindly offered a one-rupee coin and suggested reaching out to our "Devdoot," who happened to be our friend Vishwanath. He was the sole student in our class equipped with both a bike and a mobile phone. Within minutes, Vishwanath arrived to help us resolve the issue. After assessing the files, he determined that fixing the problem immediately wasn't feasible. Since it was already 8 pm, he advised us to return to our hostel and assured us that by the next morning, before 10 am, he would have the prints of our lesson plans ready. True to his word, Vishwanath delivered the prints of our lesson plans as promised, allowing us to submit them on time.

The anticipated day arrived when it was our turn to impart the lesson to our peers. Shubhangi, Prachi, Mangal, and I were well-prepared for our lesson, having rehearsed diligently as it was our first time teaching in a university setting. Despite my prior experience teaching peers on Teachers' Day during my 11th and 12th grades, the prospect of teaching in front of our university professors posed a new and somewhat challenging task.

After observing a couple of students present their lessons, it was finally my turn. Dr. Arundhati and Dr. J. A. Shinde were among the audience. Upon hearing my name announced, I confidently stepped onto the stage, acknowledging the audience with a greeting. Utilizing the questions I had prepared for peer engagement, I initiated interaction with the audience before delving into teaching the poem. As I began to recite the poem, I delivered it with such emotion that it resonated deeply with everyone present, evoking feelings of empathy towards the struggles depicted by the cockroach, which served as a poignant reflection of society during those times.

Upon concluding my explanation of the poem and offering some final remarks, I proceeded to administer a brief comprehension test to assess understanding. Following this, the evaluators commenced providing feedback on my teaching performance. Dr. Arundhati and Dr. Shinde expressed their satisfaction with the teaching abilities I demonstrated that day, and in a significant moment, they declared their belief that I had the potential to become an exceptional teacher. Upon the conclusion of our peer teaching sessions, we were all filled with satisfaction and contentment regarding our performances. To express our gratitude for his timely assistance in submitting our lesson plans, we treated our "Devdoot" to a special treat.

With the final exams of the second year looming, we had become well-acquainted with the exam format and the kind of responses expected by our teachers. Preparation for the exams commenced earnestly. Given the intense heat in April, I found solace in studying outdoors, often opting to sit in an open space at the backside of our hostel.

The students from the English Department residing in the hostel had diverse study habits, each choosing a location that suited their comfort and convenience. However, during dinner, we would gather together to engage in discussions about the topics we had studied throughout the day. These discussions proved immensely beneficial, aiding us in revising the material and enhancing our ability to recall it during exams.

Sarita, another friend of ours, pursued her MA externally and would only come to the university during exam periods. Consequently, she stayed with us in our room during these times. On her way to the hostel, she would bring along plenty of rice rotis and jackfruit subji, homemade delicacies that we all relished during the exam period.

After completing our exams, we headed to Rankala as we had planned beforehand. While we felt a sense of relief and relaxation, there was also a tinge of sadness looming over us. The realization that we might not meet again, attend classes together, or share moments of fun together weighed heavily on our minds.

As we were returning from Rankala, I decided to call my mom to share details about my exams and the enjoyable time we had. However, her response came as a big surprise: my father had been transferred to Chiplun. This news caught me off guard. We had been residing in Waranawati colony (Chandoli) for nearly seven years, forming deep attachments with Manisha Tai, Deepali, and Sharayu. The thought of leaving behind a place and the people we had grown close to brought tears to my eyes.

Having accomplished a significant milestone in life with my post-graduation, a new journey unfolded before me. I felt prepared and eager to embrace the fresh phase of my life that lay ahead!!