In the previous edition (Issue 8, No.2), I shared the lessons I delivered as part of the Artist in Residence Education Program at Paro College of Education, Royal University of Bhutan. In this article, I a) provide free, downloadable resources I developed for educators to use, then b) reflect on my time there as a visiting teacher.
a) Teaching resources
The purpose of these resources is to complement theory by providing creative, project-based activities that provide an alternative to traditional teacher-focused learning, such as rote learning that has been used in Bhutan in the past.
The resources are engaging and have proven to be enjoyable and memorable for students as they create opportunities for rich multi-sensory learning. Learning through the arts has been shown to be deeper and easier to remember. They require minimal materials, making them ideal for settings with few resources.
Lesson Plans
The comprehensive lesson plans include scaffolded, step-by-step instructions and examples, allowing educators to explore various activities and techniques. The following feedback comes from the Bachelor of Education (Primary) students who I taught. They now have the experience, confidence and guidance to implement these activities.
| Lesson sequence and title | Learning Objectives |
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Lesson 1 |
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Lesson 2 |
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Lesson 3 |
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Lesson 4 |
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Lesson 5 |
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Lesson 6 |
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Feedback about the lessons from students at Paro College included:
Sometimes we feel that we are not creative, but by doing these activities, I realised, through our imagination, we can come up with different ideas, and we discover creativity is within us.
What I take away from these activities, is that as a teacher, they will give us a lot of resources in the classrooms.
We can create a print rich classroom, we can hang our masks, and put stories on the walls so students can read them.
Creating masks are one way of expressing one’s feelings. For example, if someone is very emotionally sad, they might be experiencing their feelings through the character.
eBook – Illustrating Tissywoo and the Worry Monsters
While teaching at Paro College, I discovered that most of the 100 students could not access computers in the classroom. The internet was slow and unreliable, but mobile phones had good reception, making WhatsApp a popular and effective communication tool for sharing resources. I also found that, like many students in Australia, Paro students had a limited understanding of the work involved in illustrating a picture book. Also, their access to picture books was limited.
With this in mind, I created the eBook Illustrating Tissywoo and the Worry Monsters, accessible on phones. It demonstrates the process of illustrating a picture book and my role in visual storytelling using my first published book. I’ve expanded this resource by adding reflection questions at the end of the eBook based on themes in the story. This helps educators deepen students’ understanding of the text and improve their visual literacy skills.
Sangay Biddha, Lecturer English language and literacy [Primary Education] said:
Teachers and students are going to find this eBook very useful. It is friendly, the content, remarks, and assembled roughs leading to the final illustrations are absolutely wonderful and very, very encouraging. And, I can view it very well on my phone.”
Preparing for life in Bhutan
This interview briefly covers how I prepared for my teaching exchange in Bhutan, challenges and surprises. I also found being immersed in a different culture can be helpful when you are back home.
b) Reflections on teaching in Bhutan
Happy Teachers Day
The respect Bhutanese people have for education and educators is strong. Whenever I mentioned I was teaching, shopkeepers and locals expressed gratitude for my contribution to their students and educators. On my second day in Paro, I was a special guest at the Happy Teacher Day celebrations, which included student performances, songs, prayers, speeches, and beautiful rosettes. The campus courtyard was decorated with student-created banners including “Teachers: the architects of dreams, sculptors of minds, and guardians of possibilities.” I deeply appreciated the community's respect and the way they showed their gratitude to educators.
Buddhism and culture
The respect and kindness from students, educators, and the community were evident throughout my time in Bhutan, a country deeply rooted in Buddhism and tradition. Buddhist practices, such as stupas, prayer wheels, flags, murals, and statues, were visible on campus. These created constant reminders to act with kindness and create positive merit, values supported by Bhutan's Gross National Happiness Index. By being immersed in these compassionate symbols and visiting monasteries (Dzongs) and museums, I gained a deeper understanding of how central both Buddhist principles and the 13 traditional arts and crafts are to Bhutan.
A treasured experience
My time in Bhutan had a profound impact on me. I feel deeply satisfied and continue to cherish the connections I made. I highly recommend teaching abroad and immersing yourself in another culture. It enriches your teaching and your life and benefits those around you.
Stupa and prayer flags on campus at Paro College for Education
Prayer wheel on campus at Paro College of Education
Flags on campus follow the river with a view of Paro Dzong (Monastery)
Trish dressed in traditional clothing in front of the bridge to Punakha Dzong (Monastery)
