"First Steps: Navigating My Journey as a Lecturer in an Engineering College" Part- I

 The next morning, Ashwini and I got ready for college. As I opened the door and glanced up, a familiar voice greeted me, saying, "Madam, good morning! Please meet me at 11:00; I need to discuss your role as the warden." It was Mr. Bhosale, the registrar of GIT. I greeted him warmly and agreed to meet him later.

Since the ladies' hostel was still under construction, we were staying in a 2BHK apartment directly opposite Mr. Bhosale's residence. As we stepped out, we saw his wife bidding him goodbye as he left for the office. She was an extremely beautiful woman with captivating eyes, who smiled and bid us farewell as well. Our apartment was a short 10-minute walk from the college building. Once there, we went to the canteen for breakfast.

Ashwini worked in C block, while my department was in B block. I headed to the language lab, where I was the sole faculty member recruited for Communication Skills at that time. At Mumbai University, the Communication Skills course was scheduled for the second semester, Presentation and Communication Techniques for the third semester, and Business Communication for the fifth semester. Since it was June, students were enjoying their vacation time. 

I carefully studied the syllabus and reviewed its contents. Mumbai University had designed it thoughtfully, ensuring it met the specific needs of engineering students. Upon reflection, I realized that none of the material I had studied up to my post-graduation would be directly applicable to teaching these students. I would need to start from scratch.

All the linguistic concepts, literary theories, dramas, and novels that I had dedicated so much time to understanding seemed irrelevant in this context. However, I also acknowledged that without that foundational knowledge, I wouldn't be equipped to teach the subjects I was now tasked with teaching.

The first couple of days were incredibly stimulating. Engineering life was completely unfamiliar to me, and I found myself gradually delving into various concepts that were commonplace for engineers but entirely new to me. These experiences consistently made me feel like a novice in the field.I met my department head, Mr. Satpute, who has since earned his PhD and is now addressed as Dr. Satpute, along with my other colleagues. Connecting with new people was not challenging for me, but the setting in which I was meeting them was unique this time.

The day arrived when I went to the Principal to seek permission for the face-to-face program of PGCTE. He granted permission and simply wished me luck, expressing his hope that I would gain valuable insights beneficial for my future endeavors.

As I prepared for my program in Hyderabad, I felt a mix of excitement and tension. The day before my departure, I called all my friends and shared my experiences at GIT, discussing the people I had met and the cultural differences between SUK and GIT. I couldn't hold back my tears. I was torn between feeling happy about my new job and missing my friends terribly. None of them tried to comfort me, knowing that I needed to let it all out. It was a moment that embodied purgation, purification, and catharsis as taught by Aristotle—a time to undergo those emotional processes fully.

I completed my face-to-face program and exam for PGCTE in Hyderabad and returned to Kolhapur. During my time there, I encountered numerous experiences and had the privilege of meeting many influential figures in English Language and Literature. That month in Hyderabad brought about a profound transformation in me. (My stay in Hyderabad was filled with fascinating stories; I plan to write a separate blog about it.)

After completing my face-to-face PGCTE program and exam, I rejoined GIT, by which time the second-year students had already started their classes. Our office boy handed me my individual timetable, and I was surprised to see that apart from the lunch break, I had no free slots. Being new to the field, I had no idea about the typical workload for a lecturer. Since I was the only faculty member teaching communication skills, I was assigned the teaching load for four branches. Although they were actively searching for another faculty member and asked for referrals, the remote location and isolation of the place made it difficult to find anyone willing to join.

I began conducting classes, with my first session being for IT students. I headed to the C block to teach the subject abbreviated as PCT. The classroom was packed, and as the previous lecturer finished and exited, the students eagerly awaited their new teacher. Although I was extremely nervous inside, I did my best to appear as the most confident teacher in the world.

I greeted them with a smile and introduced myself. I shared that I had completed my post-graduation from SUK, enrolled in an MPhil program, and recently finished my PGCTE from Hyderabad. They listened attentively, and my strong voice helped capture their attention, but keeping it was going to be a challenge. I said that since this was our first session, I thought it appropriate to help them understand the importance of this subject. I began by asking, "Why English? Why not other foreign or Indian languages?" Many of the students, who mostly came from Mumbai and had a convent background, started interacting with me as soon as I posed these questions.

The pedagogical classes I attended at EFLU were instrumental in helping me conduct various small activities to engage my students. I made efforts to include those who were hesitant and tended to stay in their comfort zones. Eventually, the bell rang, marking the end of my very first class with engineering students.

I brought many books from Hyderabad, including some related to my M.Phil research and others on soft skills, communication skills, and grammar. These books were invaluable in helping me plan my lessons. I realized the significance of choosing the English Language Teaching course as an elective for my MA part II and enrolling in the Post Graduate Certificate Course at EFLU, both of which greatly assisted me in my initial classes at GIT.

I was thoroughly enjoying the classes and practical sessions. One day, on our way to college, Ashwini asked me, "When do you have a free slot today?" I replied, "During the lunch break." She then pointed out that the lunch break is common for everyone and asked if I had any other free time. I told her I didn't have any free slots. She looked at my timetable and was shocked. From her, I learned that lecturers are typically assigned a workload of 16-18 hours.

"Oh my God! I thought being a lecturer meant you had to conduct classes for 6 hours daily." It was then that I realized why I felt so exhausted. Until that moment, I believed all teachers had the same workload as me. I had been blaming my health for not keeping up.

Ashwini then suggested that I look for another faculty member. I called my friend and informed him about the vacancy at my college, requesting someone who is good at communication and willing to stay in Konkan. I explained the situation I was facing and urged him to find someone. He gave me the number of his roommate, Mahesh.

In the evening, after we reached our room and had our tea, I called Mahesh. He picked up, and I introduced myself. He recognized me immediately, reminding me that we had once met at SUK in the library. He had been interested in completing his PhD from the English and Foreign Languages University (EFLU), Hyderabad, and had learned that I had recently completed my PGCTE from EFLU. He had sought me out to ask about EFLU’s library, hostel facilities, and the food there. When he reminded me of our previous meeting, I remembered him clearly.

I informed Mahesh about the vacancy and asked if he was interested. He explained that he had submitted his PhD synopsis, which was accepted, and Dr. Tripti Karakatti was his guide. Though interested, he expressed concerns about having enough time for research if he joined. I persuaded him to at least come for the interview. When he asked about the distance and learned it was 200 km from Kolhapur, he was shocked. Due to his goal of completing his PhD within two years and aiming for a post-doc or permanent job in a traditional college, he decided not to pursue the opportunity.

He was very clear about his plans and didn't want to compromise them for other opportunities. He straightforwardly declined to come to Chiplun. At that moment, I felt disappointed because I was really in need of someone to share my teaching load. I informed some other friends about the vacancy but soon realized how challenging it was to convince students from Kolhapur to relocate. They were unwilling to travel to Konkan for a job, no matter what.

After two days, I received a call from Mahesh. He was inquiring about the more comfortable route to Lavel, whether it was via Kumbharli or Amba. After a moment's thought, I suggested he should come via Amba, as it's considered slightly less dangerous compared to Kumbharli. I knew if I had asked him to come via Kumbharli, he might have hesitated due to the steep and challenging terrain of that route. Therefore, I advised him to take the Amba route instead. 

Finally, he agreed to come to Lavel for the interview. Afterward, when I asked him what prompted him to call me back and come for the interview, he replied, "It was your voice!"