GESI at Tendruk Central School

On 19th May 2026, the GESI program monitoring visit was conducted at the school by Lecturer Sonam Wangmo from Samtse College of Education. The purpose of the visit was to monitor and evaluate the progress and impact of the LIKE Club activities carried out by the students.

During the visit, students actively participated in filling out questionnaires related to the Monitoring and Evaluation of LIKE Club Activities. The questionnaires focused on gathering students’ opinions, experiences, and understanding of the activities conducted through the club. Students also participated in interview sessions where they responded to questions designed to explore their personal growth, participation, teamwork, leadership skills, and the overall effectiveness of the LIKE Club initiatives.

The monitoring process provided students with an opportunity to openly share their feelings, ideas, and suggestions regarding the activities. The visiting coordinator interacted closely with the students and observed their level of engagement and participation throughout the session.

As part of the visit, the students and the coordinator also visited the school’s healing garden. In the healing garden, students conducted a short walking meditation activity. The activity aimed to promote mindfulness, relaxation, emotional well-being, and self-awareness among the students. Students participated enthusiastically and reflected positively on the calming experience of mindful walking in a peaceful environment.

The visit was meaningful and encouraging for both the students and the school community. It helped assess the effectiveness of the LIKE Club activities while also motivating students to continue participating actively in programs that promote inclusion, emotional well-being, and positive social values.

Activity Title: Walking Barefoot on the Ground
Date : 12th May
Venue: Football Ground

Objective

* To help students experience and understand the feelings of others who may not have proper footwear.
* To promote empathy, inclusion, kindness, and respect among students.
* To encourage students to value basic needs and support one another regardless of social or economic background.

Activity Description

The teacher will ask students to remove their shoes and walk barefoot on different safe surfaces around the school compound such as grass, soil, sand, or a clean pathway for a short period of time. Students will observe how they feel while walking barefoot.

After the walk, students will sit in groups and discuss questions such as:

* How did you feel walking without shoes?
* Was the ground comfortable or uncomfortable?
* How might children who do not have shoes feel every day?
* What can we do to help and include others who may lack basic needs?

The teacher will guide the discussion by connecting the activity to Gender Equality and Social Inclusion (GESI), emphasizing empathy, respect, and equal treatment for everyone.

Expected Outcome

* Students develop empathy and compassion for people facing difficulties.
* Students understand the importance of inclusion and respecting people from different backgrounds.
* Students become more aware of basic needs and appreciate what they have.
* Students participate actively in discussions and share thoughtful reflections.

Conclusion

The activity helps students understand the challenges some people face in their daily lives. By walking barefoot, students experience discomfort and learn to appreciate the importance of caring for and supporting others. The lesson promotes empathy, kindness, equality, and social inclusion, helping students become more respectful and responsible members of society.

Activity Title: My Role, My Responsibility”
(Nge Dugtse Nge Genkhu)
Date: 28th-5th May
Venue: GEIS Room

Objective:

To help students understand that everyone—regardless of gender, ability, or background—has equal duties and responsibilities at home, school, and in the community.

Activity Steps:

1. Warm-Up Discussion (5 minutes)
Ask students:
• What are your duties at home?
• What are your responsibilities in school?
Write their answers on the board.

2. Group Activity (10–15 minutes)
Divide students into small groups. Give each group a chart paper and ask them to list:
• Duties at home
• Duties at school

Encourage them to include everyone (boys, girls, children with different abilities).

3. Reflection Questions (10 minutes)
Guide students with questions like:
• Can boys and girls do the same responsibilities? Why?
• Should only certain people do certain tasks?
• How can we include everyone in responsibilities?

4. Sharing (5–10 minutes)
Each group presents their ideas. Highlight:
• Equality in sharing tasks
• Respect for everyone’s contribution

GESI Message:
• Responsibilities should be shared equally.
• Everyone has the right and ability to contribute.
• Inclusion means no one is left out.

Title:Healing Garden Initiative
Dates: 21st April & 24th April
Venue : GESI room and Healing Garden

Background

As part of the Gender Equality and Social Inclusion (GESI) initiative, a “Healing Garden” activity was carried out to promote students’ well-being, inclusiveness, and participation. The activity aimed to create a safe and meaningful space where students could express their ideas and actively contribute to building a supportive environment.

Objectives
To encourage students to express their understanding and ideas about a healing garden.
To promote inclusivity, teamwork, and equal participation among students.
To create awareness about mental well-being and the importance of a peaceful environment.
To engage students in hands-on activities that foster responsibility and ownership.
To strengthen collaboration between students, teachers, and GESI coordinators.

Activity Description

First Activity – 21st April
The initial session was conducted with the focal teacher. Students were asked to share their ideas and perceptions of what a “healing garden” looks like. They discussed elements such as plants, flowers, peaceful surroundings, and spaces for relaxation. This session helped gather students’ thoughts and encouraged open participation.

Second Activity – 24th April
The second session was conducted with the presence of Dr. Kinley Seday, Program Coordinator of GESI, who visited the school to monitor the activity. She was accompanied by Lecturer Sonam Wangmo of Samtse college of Education

The activity continued with students being divided into four groups. Each group worked collaboratively to design and present their version of a healing garden. Students shared creative ideas, highlighting features that promote calmness, inclusivity, and well-being.

After the presentations, all participants visited the designated healing garden area. The session concluded with a hands-on activity where students planted flowers together, symbolizing growth, care, and collective responsibility.

Outcomes
Students actively participated and confidently shared their ideas and perspectives.
Enhanced understanding of mental well-being and the concept of a healing environment.
Improved teamwork, communication, and collaboration among students.
Strengthened sense of ownership and responsibility through active involvement in planting.
Encouraged inclusivity by ensuring every student had a role and voice in the activity.
Positive engagement from stakeholders, including the GESI program coordinator and faculty members.

Conclusion

The healing garden activity was a meaningful and engaging experience that successfully combined creativity, collaboration, and well-being. It not only enhanced students’ participation but also contributed to creating a nurturing and inclusive school environment.

Term ll

Title: My Healthy Plate for Everyone
Organized by: GESI Club Member
Date: 17 and 14th April
Venue: GESI Club Members ( Classes PP-11)
Duration- 1 hour

Objective:
• Help students understand balanced nutrition
• Promote equal participation of boys and girls
• Encourage inclusion of all learners regardless of ability, background, or learning level

Learning Outcomes:

Students will be able to:
• Identify different food groups
• Create a balanced healthy plate
• Respect others’ ideas and cultural food practices
• Work collaboratively in inclusive groups

GESI Focus:
• Equal participation of boys and girls
• Inclusion of shy learners, slow learners, and students with special needs
• Respect for different food habits (vegetarian, cultural foods, local foods)

Materials Needed:
• Chart paper or paper plates
• Markers, crayons
• Pictures of different foods (or students can draw)

Activity Procedure:

1. Introduction (5 minutes)
• Ask: “What did you eat today?”
• Discuss healthy vs unhealthy food

2. Group Formation (5 minutes)
• Divide students into mixed groups (boys, girls, different abilities)
• Assign roles:
• Leader
• Drawer
• Presenter

Ensure every student gets a chance to participate

3. Main Activity (15–20 minutes)
• Each group creates “My Healthy Plate”
• Include:
• Fruits 🍎
• Vegetables 🥦
• Grains 🍚
• Protein 🍳
• Water 💧

Encourage:
• Local Bhutanese foods
• Equal sharing of tasks

4. Presentation (10 minutes)
• Each group presents their plate
• Teacher ensures:
• Both boys and girls speak
• Shy students are encouraged

5. Reflection (5 minutes)

Ask:
• Did everyone participate?
• What new food did you learn?
• Why is it important to include everyone?

Assessment:
• Participation of all group members
• Creativity of healthy plate
• Understanding of food groups
• Respect for others’ ideas

Extension Activity:
• Students write or draw their daily meal plan
• Discuss healthy eating at home

Date 4.11.25
Venue: GESI Room
Organized by: GESI Club
Attended by: Principal, Vice Principal, Club Coordinator, and Club Members

Introduction

The Gender Equality and Social Inclusion (GESI) Club successfully conducted its Term I closing program to mark the completion of the first term’s activities. The event aimed to review the achievements of the club, appreciate the efforts of the members, and encourage continued participation in promoting equality and inclusion in the school.

Program Highlights

The closing program was graced by the Principal, Vice Principal, and Club Coordinator. The coordinator warmly welcomed all members and shared a brief report on the activities carried out during Term I, such as awareness programs, classroom campaigns, and community-based initiatives.

The Principal addressed the gathering, expressing appreciation for the club’s dedication towards fostering respect, kindness, and inclusiveness among students. They also encouraged the members to continue their good work in Term II with even more enthusiasm.

Refreshment

After the speeches and discussions, a simple refreshment was served to all attendees, allowing members and coordinators to interact and share their experiences in an informal setting.

Conclusion

The Term I closing program concluded successfully with words of encouragement and appreciation from the school leaders. The event not only celebrated the club’s achievements but also strengthened the members’ commitment to the GESI values of equality, respect, and inclusion.

Title: Garden of Kindness – Spreading Positivity through Art and Words
Organized by: GESI Club
Date: [28.10.2025]
Venue: GESI room and football ground
Participants: GESI Club members (Classes [PP-10])
Duration: 1 hour

Objectives:
1. To promote kindness, empathy, and inclusion among students.
2. To encourage creative expression through drawing and writing.
3. To build a positive and respectful school environment.
4. To enhance teamwork and collaboration among club members.

Activity Description:

The GESI Club organized a creative activity titled “Garden of Kindness” where members designed a large chart paper depicting a garden filled with flowers, trees, and butterflies.
Each flower or leaf contained a message or act of kindness written by the students, such as “Help a friend in need,” “Say kind words,” and “Include everyone in games.”

Students worked together to decorate the chart with drawings, colors, and motivational quotes. The final “Garden of Kindness” chart was displayed on the school bulletin board to inspire others to practice kindness and respect in their daily lives.
Outcomes:
1. Increased awareness among students about the importance of kindness and empathy.
2. Enhanced creativity and teamwork among club members.
3. Positive influence on school culture by encouraging respectful behavior.
4. Improved communication and cooperation within the group.
5. The Garden of Kindness display became a visual reminder for all students to create a supportive and inclusive environment.

Reflection:

The activity was enjoyable and meaningful. Students expressed happiness and pride in creating something that promotes good values. Many students mentioned that they would try to practice at least one act of kindness each day.

Date 21.10.25. Theme: Pasam Joenshing gi Lam – “The Path of. Reflection and Sharing (10–15 minutes)
• Students share what compassion means to them and how they can practice Pasam Joenshing gi Lam in their classrooms.
• Teachers summarize and encourage continuation through daily actions.

3. Materials Needed
• Chart papers, markers, colored paper (for leaves)
• Tape/glue
• Optional: projector/speaker for short video or song

4. Expected Outcomes
• Students develop empathy, respect, and inclusiveness.
• The school atmosphere becomes more caring and equal.
• GESI Club strengthens its role as a model of compassionate leadership. Compassion and Cooperation”
Duration: 60 minutes
Participants: GESI Club members, interested students, and teachers
Venue: GESI Room

1. Objectives
• To promote compassion, empathy, and inclusiveness among students.
• To understand how kindness and cooperation create a gender-equal and inclusive environment.
• To inspire students to practice “Pasam” (compassion) in daily school and community life.

2. Activity Outline

Introduction (10 minutes)
• Brief talk by the GESI coordinator on the meaning of Pasam Joenshing gi Lam — linking it to equality, respect, and inclusiveness.
• Short video or story sharing on an example of compassion in Bhutanese society (e.g., His Majesty’s messages, community harmony).

Group Activity: “Tree of Compassion” (30 minutes)
• Draw or create a large tree on chart paper titled Pasam Joenshing gi Shing 🌳.
• Each participant writes one compassionate or inclusive action on a leaf-shaped paper (e.g., “helping a friend in need,” “standing up for fairness,” “respecting others’ opinions”).
• Stick all leaves to the tree to symbolize collective compassion and inclusion.
• Discuss how each action contributes to gender equality and social harmony. H D. Reflection and Sharing (10–15 minutes)
• Students share what compassion means to them and how they can practice Pasam Joenshing gi Lam in their classrooms.
• Teachers summarize and encourage continuation through daily actions.

3. Materials Needed
• Chart papers, markers, colored paper (for leaves)
• Tape/glue

4. Expected Outcomes
• Students develop empathy, respect, and inclusiveness.
• The school atmosphere becomes more caring and equal.
• GESI Club strengthens its role as a model of compassionate leadership.

Activity Title : Rimay Semkye Creating Inclusive Minds Date: 7.10.25. Venue: Football Ground.

Inclusive Football: Kicking Away Barriers

Objective:
• To promote empathy, teamwork, and inclusion among students.
• To encourage equal participation of students with disabilities in sports activities.
• To help students understand the importance of inclusivity and respect for all abilities.

Materials Needed:
• Footballs (regular and soft type)
• Cones or markers for boundaries
• Blindfolds or soft bands
• Score sheet

Activity Description:
1. Introduction (10 minutes):
• Begin with a short talk on inclusion and how everyone deserves equal opportunity to participate in activities, regardless of physical ability.
• Discuss how sports like football can be modified to be inclusive.
2. Inclusive Football Game (30 minutes):
• Divide students into mixed teams (including students with and without disabilities).
• Introduce inclusive rules, for example:
• Players with visual impairment can use a football with a bell inside.
• Players with limited mobility can act as team strategists or goal defenders.
• Players without disabilities can take turns playing blindfolded to experience challenges faced by others.
3. Reflection and Sharing (15 minutes):
• After the game, hold a reflection circle where students share their feelings, experiences, and what they learned.
• Encourage discussion on how it felt to include everyone and why fairness and empathy are essential.

Expected Outcome:
• Students develop empathy and respect for peers with disabilities.
• They learn to value teamwork, cooperation, and equality.
• The school environment becomes more inclusive and understanding.

It’s Khuru Time!

The Tendruk CS Scout Association is organizing a one-day Khuru Knockout Tournament on 27th September.

The main objectives of this tournament are mentioned below.

For any inquiries, please contact the numbers provided below.
Ugyen Dozzy
Duptho Wangdi
Tshering Dorji
Dechen Wangda
Leki Norbu
འབྲུག་ རྒྱ་མཚོ།
Druktan Wanchuu