Tu hafta ja ya bas din bita
Tujhe utna hi maine miss kiya
Gaadi me tere gaane sune
Man me tere kisse bune
Jab akela pada to yaad kar liya
Sab kaam uske baad kar liya
Log birthday manate hain
Sath ghoomne jate hain
Ya paas aa jate hain
Ye door jana kaisa
Tareeka hua bhala
Special banne ka
Ki main to India chala
Wah re ishq mere
Zara samjha ye mujhe
Ke mere bina
Kahin kya milna hai tujhe
I can hear you going to the washroom
Then you will walk down the stairs
Then come and sit on the couch with me
Try to lock eyes in a stare
You might come in for a hug
To rest your chin on my shoulder there
And breath in from the pocket of air
Between my shoulder and hair
And I’ll say I love you
And you’ll say I love you too
And we’ll breath
Underneath
Each others’ sheath
Of hair and noses
My pocketful of cozies
I love you
Hey, what's wrong?
Well, something is up
There's not a moment of rest anymore
There's hardly a moment of being together
without something to solve or a test anymore
Hey, what's wrong?
Do you feel it too?
I know you do, maybe you think it's all me
But I'm in the same boat as you, rowing too
We're both rowing together in the relentless sea
Hey, what's wrong?
Are you feeling heard at all?
I'm trying, I'm here, I'm really trying to hear
I see your lips move, and I hear the sound too
But not sure I'm hearing all there is to hear
Hey, listen to me
We're together, all alone
There's fog, there's waves, and twists and turns
Could you sit for a bit near me and quit
rowing, start flowing, and hold me tight on the turns
Hey, I know
There's more I could do
So more I shall do, trust me will you?
It's not me, it's not you, it's us against the problem
Take a bit of rest, before it's cock-a-doodle-do!
T:
Ye aisa nahi hai ki upar wale ne
Jodiyan bana ke bheji hain
Baat ye hai ki usne humein
Jitna ho saka paka ke
Zindagiyan dedi hain
P:
Aur pyaar nahi hota
lakeero pe chal ke
Jodidaar dhoondh pana
Pyaar hota hai ek duje ke
Ingredients check kar ke
Pakwan poora banana
P:
Aisa pakwan hamare saamne hai aaj
Aparajita aur Anurag
T:
Pan parag, pan masala,
Pan parag
T:
Is pakwan me chicky
Sorry chick pea ka aatta hai
P:
Chick pea se ek sher yaad aa gaya
Ye mahine bhar ke chole jo tum bana jate ho
Ye mahine bhar ke chole jo tum bana jate ho
Kya fir se bana doge
T:
Ye meri mummy ko bade ache lage ye batao
Ye meri mummy ko bade ache lage ye batao
Zindagi bhar banane ki pagaar kitni loge
T:
Acha is pakwaan me
padti hai kali mirch lahsun aur jeera
Aap likh ke le lo ladka heera hai heera
P:
Are mirchi se bhi sher yaad aa gaya
Oof oof mirchi haaye haaye mirchi
Oof oof mirchi haaye haaye mirchi
Mil ke kya na kar daalein
Jab chole me pad jaaye mirchi 🌶
Oof oof mirchi haaye haaye mirchi
T:
Fir namak
Bhaiya namak ki kami
Yahan na honi kabhi
Jo life force namak se aata hai
Wo ye lati hai, thoda ye le aata hai
Aise life ka namak hota hai
Memes, bhujiya, aur chai
Thoda bahar se le aayein
Thoda ghar me banayein
P:
Are bhujiya se sher yaad aa gaya
Jab tak rahega samose me aalu
Jab tak rahega samose me aalu
Ladka bhujiya addict hai supply rakhein chalu
T:
Ek balance hai is jodi me
Sass hai badass hai
plan bhi hai aur paagalpan bhi
Ek balance hai is jodi me
P:
ye girne lage
to wo thaam leta hai
wo yuhi kude jaye
to isse aaraam leta hai
T:
Ek ke josh ko
Dusra zubaan deta hai
Wo uske tuntune ka, wo uski awaz ka
Poora kaam leta hai
P:
Gin na pao itni hain is ladki me
Logon me ek ya do khoobi hoti hai
Ye gaati hai art banati hai generally machati hai
Kabhi delft me, kabhi dreft me doobi hoti hai
T:
Dishes se yaad aaya,
wo jo humne abhi pakwaan banaya
Usme shadi ka garam garam tel daal ke
Mast fry kar ke pakaya
P:
Aise hui ye dish taiyyaar
Taste, texture, spice optimum
T:
Dosh ka naam?
Of course Poppadom
What makes a teacher memorable?
Why must a teacher even be memorable?
What's the job of a teacher? Is it to ensure that the subject matter they are teaching gets communicated clearly, at least for the moment that they tried to parcel it into your brain? Or is it something grander, something supposedly more meaningful than merely getting the subject matter across?
I'll separate my answer to the above in two broad categories, which largely corresponds to the two different kinds of teacher I've met in my life.
Now, it doesn't mean that a teacher can only be one of the two. Far from it. The greatest ones are those who combine the two qualities into a single whole, and change their students' lives in the process.
The first thing that a teacher must do, and it is rather table stakes for a teacher, is to get the pedagogical job done. In other words, what they teach, you must understand. Now, the student has a big role to play in this too, but the teacher's most basic level of success depends squarely on whether what they teach you do understand.
As basic as that sounds, there is still a long road to mastery for this style of teaching. Someone who is great at this, understands the mind of the student. They understand the nook and crannies inside the student's mind where logical fallacies reside, they can estimate the mental jumps that the median student in their class can manage to make, and they are deeply familiar with the correlation between the specific points of complexity in the subject matter, and the specific gaps in logic that those will lead to in the student's mind.
This teacher, one whom I have known and studied Math from previously, is a master of the subject, and a master at mapping that subject matter to the median child's mind in a way that leaves no gaps in logic and understanding.
In the words of Parker J. Palmer, this teacher has successfully blended the Subject and the Student into their teaching style.
If you've ever been taught by someone like this, then you'll probably remember them fondly, and with a certain respect for how they brought clarity about the subject into your mind.
But there's another level of remembrance that I've experienced for another teacher. And you might have had a teacher in your own life who made you feel that way too. The feeling I'm talking about is something that goes beyond respect for their teaching, and beyond the feeling of awe that you might have felt at one point for an awesome teacher who was a master of their subject matter.
Some teachers have a way, not only of helping you understand something, but also of making you feel understood. Someone who accepts you, who opens a door for you to come in with all of your flaws and all of your ignorance, and makes you feel seen.
I've had such a teacher, and I'm infinitely grateful for having had them in my life. Which doesn't really make sense, if you think about it. I mean, it's really not the teacher's stated job to make an impact on you beyond getting the subject matter across to you clearly, efficiently and effectively. But that's the thing about this second kind of teacher, they don't keep in the stated job lane on the pedagogical highway.
Granted that, as a student, your primary motivation for even sitting in a classroom is the learning objective that the teacher has promised to achieve with you. That they will not only teach the subject matter well, but that they will teach it well in a way that's tailored for you. And that's where most ideas of pedagogical excellence stop, because even that first kind of teacher is unbelievably hard to find.
But there's an elephant in the classroom that this idea of pedagogical excellence is completely ignoring. As Parker J. Palmer will tell you, this idea of teaching excellence completely ignores the most important element in the act of teaching: the teacher themselves.
The first kind of teacher successfully melded the Student, and the Subject, into a singular whole, but the second kind of teacher, the one who made you feel seen and understood and accepted, successfully melded themselves, the Teacher, as well into the equation. By bringing themselves, and their experiences, and their personality, identity and vulnerability, into the hot thought cauldron that is a classroom, they are able to affect not only your mind, but also your heart. They fill not only the logic gaps in your brain, but the much more meaningful, much more impactful on your growth, and the much more personal, psychological gaps in your heart.
That shared vulnerability, the personality that they put on display in front of a room full of students, is what pulls vulnerability out of you as well, and makes for the most memorable teacher-student moments you may have ever experienced in your life.
That’s what makes for the most memorable teacher. What you get from them is much beyond the subject matter, and later in life, the feelings they unlocked in those shared moments of vulnerability in the classroom, is what you will remember when you think of them.
Not the fact that they taught you Chemistry, and despite no matter how much more you may like Math over Chemistry.
