ninth month- (excerpts) eye campstronach.berkeley.edu/sites/default/files/march.mb_.pdfninth...

Mayuri Bhandari 1 Judith Stronach Baccalaureate Prize Letter Home March 2013 Ninth Month- (Excerpts)

March 1st - Eye Camp-

It was an extremely successful screening with all the children! Dr. Jaiswal, Dr. Shilpa, technician Nikhil, Sharda Hospital Driver Uncle, and I were the members who set up the camp in one of the rooms. They brought in all the machines, test procedures, and sample medications/eye drops from the hospital. The entire camp lasted nearly 5-6 hours. Dr. Shilpa checked the children’s eyes through the retina scope machine, Driver uncle tested their vision number, Dr. Jaiswal questioned the children and checked the serious cases further, and Nikhil conducted the prescription number test. At the end, Dr. Shilpa prescribed the medication necessary, and whether the child needed to come into Sharda Hospital for further checkups or not. They also provided certain eye drops for each child if required. I organized all the paperwork, and assigned instructions (to the teachers) on how and when each individual child needed their drops/gels. I sat with Hemant Sir, and together we created a list of the children who needed to be taken to Sharda Hospital in Dhule for surgery and/or follow up within the next few weeks, months, and/or year. Dr. Jaiswal announced once again that all prescriptions, checkups, follow ups, and surgeries would be free of cost for all the children and their families. The first trip (from Parishram School) would take all the children who needed immediate care. We made sure to make a copy of each child’s data and provide information to their parents. Of the 65 children, approximately 3 children needed immediate surgery (for cataract), 8 needed prescription glasses, and 9-11 had allergy irritations, and 15-20 needed eye drops and/or other specific gels.

Updates: Further development of MOKSHA Studio Construction-

It took almost twice the amount of time (compared to the average child) to check the children through the procedures. Some of them were scared of the machines, while others would not respond to questions. Therefore, one of the faculty members was assigned to assist the children to sit in the seat, to make sure their head was steady and their eye focused on the inner picture. For children who were not able to respond, the main teacher/care taker of that specific child would explain their observations on the child’s behavior (related to eyes). Besides providing services, prescriptions and surgeries free of cost, the purpose of this eye camp was to raise awareness of the necessity of eye checkups for allergies, irritations, diseases etc., which can be taken care of before they lead to something worse. Dr. Jaiswal also gave a speech to all parents present and provided information to all school staff/faculty members and students. He also gathered information to provide a newspaper entry regarding this event. It was published in the paper!

One of Dr. Jaiswal’s appointed Doctors comes from Mumbai to Sharda Hospital once a month to perform all of the surgeries for the underprivileged. In the picture above, all five of us pack up the eye equipment and machinery in the van after the Eye camp was over!

Mayuri Bhandari Judith Lee Stronach Baccalaureate Prize Letter Home March 2013 1

Mayuri Bhandari 2 Judith Stronach Baccalaureate Prize Letter Home March 2013

• March 1st – The Natural fans were delivered and installed • March 2nd – The Floor tiles were delivered, and March 3rd the tiles began being applied

by the laborers

• March 3rd – I discussed with the local painter on the previous day and requested him to bring in several sample combinations which I selected (for the inner brick wall, the outside wall, the windows, and the ‘MOKSHA’ sign above the studio). That same day the mirrors also arrived from Dhule on Plywood. My cousin (Anand Bhaya) and I were trying to determine between aluminum and plywood. It was a risk bringing the 3 ‘8 X 8ft’ mirrors on Plywood but that was the better option (long lasting) for the mirror.



• March 4th – After observing various samples for the inner and outer walls, I chose the final selections and the painting began. At the same time, green marbonate slabs were being installed on the windows, along with the doors and window grills.



March 5th - Parent’s Gathering-

For the past week, I had to divide the time between training my trainees and choreographing sequences for the D.Ed. / B.Ed. Students and the school children. For the Gathering, we set up various themes for the program, including plays, comedy acts, folk dances, and Bollywood sequences! Even though there were so many sequences going on, one thing was definite: everyone loved to learn choreography, come up with formations, and rehearse! The children just loved dancing to any type of song: folk, religious or pop.

Usually the school has the children who perform well involved in the performances, but I wanted all children to be involved in the program, even if for a little bit. It was important for everyone to experience their presence on stage. Not only does it build their inner confidence and self esteem, but also raises their interest. When they perform together in groups and receive positive feedback, their strength grows. Many children remembered most of the steps instantly, especially if the steps were repetitive to the chorus. The children liked every song given to them, and (within choreography) incorporating movements that enacted the words of the lyrics worked best for them. Adding expressions made the experience extremely enjoyable and fun for the children!

My trainees had taught these children a few routines in the past, but this was their first time applying the techniques and methods which I had given them. Not only were they teaching the children new material, but also they were now following a structure, an organized form to their teaching and choreography, which proved extremely effective for the children.

In addition to the school children and D.Ed. / B.Ed. students, I wanted the faculty/staff to dance and perform as well. Therefore, at the end of the day, I set dance sequences including as many instructors as possible. If a few hesitated, I eventually brought them over time to experience the fun. I wanted the faculty/staff to express themselves and perform in front of everyone at the program as well! This would be their first time!

Therefore, I decided to have them perform Bollywood sequences, because that is where their greatest energy came out. Over several days, I observed how their confidence and ability to carry

(Left photograph)-‐ Measuring Height of ideal Mirror size; total of three mirrors (8 x 8ft each), total of 24ft (Length) x 8ft (Height) on Plywood on the wall.

(Right photograph)-‐ Unloading the Mirrors from the delivery truck to the steps of MOKSHA Studio. Thankfully the mirrors arrived safely without any cracks or scratches!


Mayuri Bhandari 5 Judith Stronach Baccalaureate Prize Letter Home March 2013 out the movements well increased immensely day by day. Dance was not only therapeutic for the children and students, but also the teachers/staff as well! It is amazing how it releases stress and tension, and is truly beneficial and relaxing for all.

Below are pictures of rehearsal; the open stage was created at one of the ongoing construction rooms- and it was perfect! The program definitely was a long one, and so we ran through each sequence just like a technical rehearsal.

All the students dressed up in various folk outfits! It was great to see everyone in character. The children just loved to dress up! In the (Left picture), Rani was walking around like a queen! She felt an extra sense of awareness and pride, which I loved witnessing.



The School hired a function set up and sound system for the Program, and the outside ground and stage were set up beautifully. Initially, everyone was helping set up, and then getting one another ready. The energy level was extremely high, and the kids were very excited to perform. Some were a bit nervous, but children and students alike were just joyous because their parents were going to watch their performances. http://youtu.be/1UGXldh4VwM http://www.youtube.com/watch?v=ckXuUkymt7Q

The students who were observing during performances would clap and dance along while supporting their fellow mates! They would smile along and move to the music. Many would imitate the moves they observed on stage. (Left)-‐ Little Chetan’s favorite move!



In the adjacent picture, I had Prashant (one of my trainees seen in the center of the children) perform his choreography with the children. His routine to song ‘Bum Bum Bole’ was an audience favorite, and the kids absolutely adore it. It is one of my favorite routines.

To start off the program, a Prayer was sent for everyone (major icons within disability): Louis Braille, Helen Keller, Goddess Saraswati (Diety of knowledge, education, arts, and wisdom), and so on.

I danced with the children in some of the sequences (wherever necessary for the children, sometimes in front of the stage) and performed a solo piece as well!



March 8th - INTERNATIONAL WOMEN’S DAY- Dr. Jaiswal invited me to an event at Sharda Hospital, which turned about to be a surprise for

me! There was a program held in honor of Women’s Day, and I was welcomed as the Guest of Honor, and was being awarded for my work. I was taken aback, and very touched. Dr. Jaiswal had invited all of the medical staff (men and women) of the hospital and held a tiny press conference. Dr. Jaiswal and Sunil Bhansali Uncle gave my introduction to all the members present, and explained my work teaching disabled children dance/movement in Parola village. My grandparents and uncle were also present for the occasion, and also spoke a few words in token of their appreciation.

Dr. Jaiswal wanted to raise awareness of the work I was conducting and wanted me to set the example for young girls/women to follow. We wanted to prove that any girl/woman could achieve anything she set her mind to; she did not have to submit to false customs set by society. We explained that women could have a life beyond just producing children and taking care of the family; in fact they could use their interest and/or passion to achieve their goals and make a difference for the better within society. Most importantly, they need the confidence to stand up for themselves and what is right, and most definitely not remain under the hood of patriarchy. I stated these views of mine in my speech (in Hindi).

Within my speech I mentioned, “My fellow Women! Be proud of being the Woman you are and celebrate the power of Womanhood! Everyday should be Women’s day! Not just one day!” (The men present chuckled in agreement.)

Above: one of the cutest performances was done by of one of the teacher’s nephew! For every performance, one of the audience members would donate a small amount of money to the school. My trainees also performed very well!



“No one gender is above the other. All are meant to be equal, but each side must behave in that manner. If that mutual understanding, consideration, and respect is not maintained on either side, then it does complete injustice to the other side.”

Afterward, Dr. Jaiswal and I discussed plans/projects that could potentially develop in the future, incorporating movement sessions with various groups: including young girls, village women, students, teenagers, etc. We both discussed about the need for group community sessions and how they would help develop a social network among males and females and help them confront their issues, provide them with a space to open up, help them identify who they are, and develop dance therapy sessions.

March 10th - MOKSHA Studio Opening-

I, personally, wanted to have a small, personal, informal opening for MOKSHA studio. However, my mother (my utmost mentor) pointed out that it would be better to have a ceremonial grand opening. She suggested I invite all family members, relatives, friends, locals etc. She was absolutely right; Not only would it put into perspective all my work, but also would also allow people to see the studio and the children in person, live, and therefore be able to understand the work I have been doing. They would be able to understand the power of movement visually, and witness its impact on these children. In addition, local school students, parents, principals, directors, MLA’s, donors, etc. would also be invited to the event, which would introduce the studio and the work being conducted, help spread the word (create networks and connections with government officials, town committee board members and leaders), and raise awareness and provide recognition for the work being conducted. This would provide publicity, and would help with raising funds and possible donations for the school. This event would not only raise further awareness among relatives, family friends, fellow social workers, and government officials, but also give people an opportunity to get involved in the process. People need to be reminded of the problems that others face every single day, and after seeing the positive, influential effect of such work being conducted, the inner strength of others motivates them to get involved in the best way possible for them.



Here I am-‐ all dressed up, the hostess of event! My aunt designed the dress especially for this event. Below, Mahajan Sir and the school faculty/staff welcomed all the guests (the chief guests and my relatives). I wanted all present to have a tour of school in order to understand the story of the school, Mahajan Sir’s background, and what exactly the children do at the school. The function’s set up was lovely, and I made sure to keep the program concise and to the point. The Chief Guest of Honor was my paternal grandfather: Dhanraj Bhandari. The others Guests of Honor were MLA Chimanrao Abha, Ashok Jain mama, and Dalubaba*

(Above): I welcome the Chief Guests of Honor (my grandparents) by wrapping a shawl around them and offering them a coconut. This is how every Guest is welcomed. (Right) My Grandfather pulls the ribbon and officially opens the studio!

On the back wall of this stage (banner on the right side, with my picture) the sign reads: ‘Mahajan Sir and Parishram School (Chandamata Bahushiya Trust) sincerely thank Mayuri Didi and U.C. Berkeley for their kindness and generous contribution!’



MLA (Parola Government Official) Chimanrao Abha Patil opened the ribbon to the plaque made for me, (it was a surprise created and installed by my cousin Anand Bhaya). It was absolutely beautiful. The plaque stated the name, my slogan, and the date it opened: March 10, 2013. (In India, the order goes: Day, Month, and then year.)

After everyone entered the studio, a new born female calf was brought inside. In some locations in India, as a custom for good luck, when a new building/location is opened a calf is brought and taken around for a few circles of the building. We all enjoyed her presence and had so much fun with her! It was definitely one of my favorite parts of the Program. The little calf brought a new energy to the studio.



After welcoming all the guests present, Jadhav Sir (the principal) gave a brief introduction of the studio and its purpose. Shortly after, everyone headed to the studio for the formal opening (as seen in the pictures above). My grandfather, the chief guest, pulled the ribbon! After everyone looked around the studio and took in the surroundings, we all returned to the stage and the program began. Jadhav Sir gave inside stories about the school, how I was introduced to them, my influence at the school, and my interactions and work with Mahajan Sir, the D.Ed. / B.Ed. students, children, faculty, and staff. Then he mentioned the effect dance and movement has had on the children. Finally, Sir introduced me, where I came on stage and delivered my speech, in Hindi.

MY SPEECH- My speech consisted of various topics: the development of my project idea, my vision,

how the process began, and how I came about carrying it out. I explained the importance of Dance movement, and the position and importance it holds in my life.

Dance is a language without words, it allows one to express him or herself in any form, and evokes what one is unable to speak. For disabled children in particular, it not only helps with their physical exercise, confidence, self esteem, grasping ability, memory, and so on, but also helps with the enrichment of their soul. Dance/movement lifts them into another dimension, one where they release, let go, and enjoy from within. Movement brings that freedom about, the freedom to explore their identity, and showcase who they are without being considered separate, while still remaining unique. The twinkle that sparkles from their eyes says it all.

This is where the title ‘MOKSHA…Liberation through Movement’ came from. Through Dance, one’s soul is set free through movement. I wanted there to be a place where that freedom could evolve further. Therefore, I created the studio. This place would not only be for the children of Parishram School, but also a place for all other children to experience. The children of Parishram School would have dance/movement curriculum as part of their schedule every day, but the studio would also be available for all other disabled/abled children outside as well. The studio would allow children to come together to experience movement and also spread awareness of the cause. The goal is to invite and inspire as many minds as possible.

Through this studio, values would be implemented as well; boys and girls would learn together (as often as possible), maintain mutual respect, support all types of disability, and carry on these teachings within themselves and the rest of society. I also stated the urgency and necessity to have more girls in the school, and how others could help with bridging the ratio gap.

I discussed brief experiences teaching my trainers and students, working with them, and developing the research and methods with which to train them. I introduced my trainers and main faculty members to everyone, explaining how they would continue the process and teach many more disabled children in the future. They have taught me how to teach them.

I then expressed my intention for developing this project, and how I have always felt it was my duty to assist in some way. I feel that it is everyone’s duty to help one another. I stated, “This is the real religion in life, to help and provide for one another. This is our duty.”



Most importantly, I had many people I wanted to thank. Without them, this would not have been possible. First and foremost I thanked UC Berkeley’s Stronach Prize, Professor Lifchez and the committee, and of course coordinator Mary Crabb. Without them I would not be in India in the first place. I specifically thanked all my uncles (Ashok mama, Anil mama, Ajit mama, Atul mama, Raju mama, Pravin mama, and Kakosa), my aunt (who packed lunches for me daily), and my cousins Anand Bhaya and Minal Jain, for helping me throughout the process. I had to give special thanks to the faculty, staff, and students of Parishram School (also the D.Ed. / B.Ed. students who helped set up), and of course Mahajan Sir. Extra special thanks went to my 3 advisors and 6 trainees of Moksha; it was such a wonderful experience getting to know them and working with all of them. I informed them that this was only the beginning, we had further training to go, but they understood the responsibility and would be carrying on MOKSHA’S purpose. Due to this school, my vision actually became a reality.

Last but not least, the most important thanks went to my family and friends back home: My parents: Rajendra and Sunita, and my siblings: Dipika and Neal; without their support nothing is ever possible. My parents are the reason I am who I am, and they guide me through every step of life every single day. They have given me the courage, strength, and power to strive for what I believe in, and continue to teach me to be selfless every day. They are my base, the foundation off of which I grow.

In conclusion, I wanted everyone present to feel and observe the twinkle in the eyes of the children which I had mentioned before, and therefore the children were now going to present a few dance performances to give a glimpse of that sparkle.

PERFORMANCES/RESPONSES- My students performed beautifully, with so much expression and energy. There weren’t

any nerves rising anywhere, just bliss. They were so happy to be onstage, dancing in front of a large audience. In some of the dances, I guided the children by facing them in the front corner of the stage, and they would feed off my expressions and react to the audience. It was a continuous cycle of energy flowing through; like physics- ‘Energy can neither be created nor destroyed; only transferred’. It did not matter if there was 1 person or 100 people; they would dance with just as much enthusiasm and energy, and were receiving that energy from the audience in return.

I could not have been more proud. The impact on the audience was great; initially they stared in awe, and then they all

began supporting by clapping along to the beat of the music. This empowered all the children, and they moved with even more vigor!

After the performances, all the guests gave speeches. They all spoke about their reactions to MOKSHA, its purpose, and the children’s expressions while dancing. They spoke wonderfully about the work I was conducting, stating they had never seen therapy like this before, and that it was a new way to touch and affect lives of many. MLA and Ashok mama declared their support for the cause; the MLA declared he would provide 5 Lakh rupees (roughly $2500) from government funding to the school, and Ashok mama declared he would send a team over from


Mayuri Bhandari 14 Judith Stronach Baccalaureate Prize Letter Home March 2013 the company to help with basic necessities and infrastructure of the school, and provide support for MOKSHA.

In the end, my grandfather spoke, and requested I perform a dance piece as well; I agreed, but only if everyone present (on stage and in the audience) joined me- because everyone should experience the power of movement!

(Top Left): I am presenting my speech and below my trainees perform their favorite of my choreography sequences: the ‘Marjaani’ piece. (Top Right): Parishram School children are performing their piece with so much joy, and below everyone in the audience joins to dance! In the pictures (directly above), my grandfather joins to dance with the children, and on the right, my grandfather dances with me! Everyone joined together! Such powerful energy! Such a wonderful environment!



Pictures with relatives, friends, and school members after the event! I received quite an emotional response from everyone; it was very touching. This event turned out to be even better than I expected.

We also had local news coverage, which was shown on news channels in several towns in the area!

Images of the studio after; even though there was more work ahead, I felt a sense of accomplishment.

The best part of MOKSHA’s opening was how it influenced everyone present in a positive way. People were inspired to do something and get involved in some way, an impact I was hoping to make.



March 13th- ENVIRONMENTAL CLEAN UP-

In the picture below, I am informing children and D.Ed. / B. Ed. Students about the ecosystem, how the cycle of water works, and the importance of conserving water and protecting the environment. I asked the following questions to all the D. Ed. / B.Ed. students and children: “How does the environment affect us? What difference does it make to us? Why is it necessary to recycle or compost?”

I addressed the answers to all the questions and explained the processes. I explained that ‘Just because others don’t do it, does that mean we should not? Most people are not aware, which is why they do not do so. Even if we are making a little difference, in our area, it is still making a difference! And every little bit counts!’ After the discussion, I divided all groups of children with D.Ed. / B.Ed. students; each student was in charge of 5-6 children. The faculty/staff had given old rice/jute bags to use to collect trash/recyclable materials in. We also created boxes: 1 for paper, 1 for glass, 1 for plastic, and the other for trash. The children learned which materials to pick up and which ones to avoid; also they were taught to put specific material in the correct bag and sort it out in its box. After some time, it became habit. It was like a game to them; they had so much fun! Towards the end, they wanted to go further past the school land to clean up because they did not want to stop!



March 14th - PARENT TEACHER CONFERENCE-

Here, I am speaking to the parents of the non residential children at Parishram School. One of the major issues discussed in the previous letters was the concern of ‘value’ of the school and how parents were treating the services of the school. Due to the fact that the school was not taking any fees in any form, the school was undervalued by many. There were about 5 parents who were giving to the school willingly, but the rest were taking the school for granted. I spoke with the parents about my experience with this school and the amazing work they were conducting. I explained that without their help and support the school would not be able to progress. After all, Mahajan Sir and the faculty/staff of the school are volunteering every single day to make a difference in the lives of THEIR children. If they did not show respect, consideration, and offer support, there would be no place for their children to go and grow!

The Sirs also gave a formal introduction to the parents of who I was, my work with the school, and the creation of MOKSHA Studio. I received several responses from the parents: their feedback, concerns, remarks about the school/faculty, and their child’s development and improvement. Some of the parents requested a Summer Dance Camp program for their children, which is what I planning on beforehand; I was glad to know that the parents were interested!

I also raised the issue of donations and funds; I stated that the school was not charging a single penny from anyone, and did not intend to do so. However, in order to sustain themselves and provide more facilities for their students, it was crucial for them to receive some funds- at least for transportation, (gas money for the school car). Most of the donations that come in go directly towards food/utility expenses, and therefore the school is not able to develop further.

Initially, I thought it was best to request a small fee from everyone- minimal, but equal so everyone would be able to support it, and therefore it would become mandatory from that point forth. However, the faculty explained to me that it would not be possible to do so at this time, so we decided to leave it on the parents. We explained to them that they should give as they please (within their budget), but that they should contribute something if possible. Overall, the parent’s response was very positive, and the meeting was very constructive. After the meeting, the school received several responses and most parents willingly began providing donations. However, this message needed to be spread to the other parents as well, which the faculty would take care of.

(Left): I am speaking and discussing with the parents. (Right): I bow down to teach one of the parent’s feet, Narendra’s Mother, (as a sign of respect) when welcoming her.



March 18th - MEETING WITH ASHOK MAMA AND MAHAJAN SIR- As mentioned in the speech of the opening of MOKSHA, Ashok mama and I arranged for a

meeting with Mahajan Sir and Ashok Mama’s company team. We invited Mahajan Sir and Principal Jadhav Sir to Ashok Mama’s office and discussed various points and arrived at a mutual understanding. Ashok Mama asked Mahajan Sir about his future intentions, projects, and plans. I restated the points I wanted to make sure happened: Dance/movement would always be maintained within the school curriculum and they would make sure to run MOKSHA studio full time, they would keep MOKSHA trainers intact, and make sure to raise the number of girls at the school and provide more facilities for them. Eventually, we would want the school to grow and cater to many more people and various activities.

Therefore, Ashok and Anil Mama stated that an MOU be created between Mahajan Sir and I, and all the details would be within the agreement. In the end, I needed to make sure that the purpose of MOKSHA Studio, Dance/Movement, would continue, be sustained, and remain available to affect as many children as possible. MOKSHA’s main objective should not dissolve.

I stated the points of a rough MOU Outline I had drafted, and made sure that a final draft would be written in English and Marathi, so they could understand and implement each point properly. Mahajan Sir readily agreed.

Ashok Mama and I also discussed the establishment of MOKSHA Trust, and how necessary it was. Due to the fact that many members weren’t available to carry out the duties well, Mama mentioned that I could create a Trust with just three members, including myself, and we could hire an accountant to carry out the registration, payments, and paperwork. The two members would just check in every now and then at MOKSHA to make sure everything is running smoothly and effectively, and would remain in communication with members of the Chamunda Mata Trust (Mahajan Sir’s Trust) at Parishram School. I decided the funds I set aside for MOKSHA would be used towards the expenses of the studio and further projects, and those transactions would be carried out by one of my trust members and I. Mama set up my meetings with the company secretaries and trust managers for the following month. Thanks to the support of my uncles, this process was actually being carried out smoothly and put into motion!

(Above): Meeting with Ashok Mama, Pravin Mama, RB Mama, Atul Mama, Mahajan Sir, Jadhav Sir, my cousin Toral, and I; we discussed about various topics in order to help with the school’s condition and children’s betterment. My cousin Toral has done her Masters in psychology and has worked with many mentally disabled children. She brought forth many activities and methods that their school could implement.

(Right): Carrying out the meeting with Pravin Mama (left) and Ashok Mama (center).


Mayuri Bhandari 19 Judith Stronach Baccalaureate Prize Letter Home March 2013 CHALLENGES:

• The Mistri (construction contractor) ended up giving me an extremely difficult time towards the end. He would not communicate with me at all, and I constantly repeated the same issues to him time and time again. When I spoke with him, I made sure that he understood exactly what I was saying, and carry it out exactly the way I wanted it. Instead, he would falsely agree and do nothing. I would return the following day and none of the work would be complete! Rather, he demanded more payment, and I strictly explained to him time and time again that I would not pay a single penny more until the work was completed (the payment stages were clearly written out in the contract). What was initially turning out to be quick development had slowed down to no development. The final stages should not have taken long at all, and he ended up taking more time than the initial construction plans.

The main issue was that I was losing time. The studio barely made it in time for the opening day, and most importantly (as I mentioned before) I lost valuable time with my trainees and their instruction training with the children! This was my biggest frustration, but of course, I had to adjust.

What was unfortunate was that the school faculty members did not pressure the contractor as much as they should have, I felt like I was forcing and addressing all of the issues. The problem was that Mahajan Sir assigned one member, Baroo Patil Sir, to handle the construction side of the studio and assist me. Due to inexperience, he was unable to handle the work and in turn did not assist as much as he should have.

This is where my cousin, Anand Bhaya, and his handyman, Dilip Bhai, helped me out. They came through and persisted and discussed with the Mistri and the others. Together, we progressed with the construction after many constant pushes.

This was definitely a tough experience, but it taught me how to deal with anything

in construction/management: contracts, contractors, engineers, architects, payment, and business with people. I learned how to approach people, how to deal with them, and how to negotiate. When it came time to the final payments, I arranged a meeting with all main heads of the construction process: the Mistri, the Engineer, Mahajan Sir, Baroo Patil Sir, Manish Jadhav Sir, and Bablu Sir (Mahajan Sir’s nephew who helped assisted me through every process). I explained my situation; I stated how the final contract was formed without my presence, and without my guidance, which was wrong. I felt as if I was just giving a donation, as if my role was nothing else, and that was definitely not the case. If I am creating something, it must follow in the way I have directed it. I made that clear to everyone present; I explained how several changes were taken without informing me, and that was incorrect. I expressed my frustrations regarding overall communication, and how weak it was. “When I explain something, one should not agree to it unless he or she has fully understood the task and can carry it out within the time frame given. Otherwise it is just false assurance and NO work gets accomplished.”

Regarding the timeline of the studio, it was way past the deadline; the contract itself stated it would be complete towards the end of January. I explained how this was extremely important to me, every single day was crucial for me to further assist the trainers and guide their training with the children. Due to the delay in constructing the



studio, we could not conduct the sessions with the children! I was losing time, and after I was gone, who would be there to guide them?

Therefore, I decided to establish a penalty for the delay. This was not a matter of money; it was a matter of principal. Until they did not realize the effect their unprofessional actions have on others, they would not understand the necessity of carrying out what they say. As a result, I charged a fee of 30,000 Rupees ($600) to the overall construction, and they agreed to it. I also mentioned that the final payment would not be given until every finishing was complete. I created a new document, had everyone sign it, and sealed it at a local government office.

Due to these various roles I took on, I felt myself evolve into Business Woman

mode. I was still the same trainer, instructor, and teacher, but now also a person in control. It is a matter of handling any and every situation, while being knowledgeable and experienced in many different areas. It is to balance both roles; to bring out Business Woman when she needs to be present, while continuing all other tasks effectively.

• Trainers Teaching- Now the trainers would have to catch on as soon as possible, which

we were all expecting. We decided to divide the children in various groups, according to age and ability, and together we came up with 6 different groups. Initially, trainers began by assisting and teaching small sections of the class while I mainly instructed, and the trainers enjoyed the teaching experience just as much as the children loved learning it. I made sure that we held a discussion after each session, and that we wrote teacher/students responses in the register to keep track of progress, issues, and experiments for the following class. This way, I would be able to analyze what was going on within the classes, what was effective/ineffective, and what we would need to modify.

I would leave for Mumbai for 2 weeks for my meetings with Mewsic and VAF, and I saw this as a great opportunity for the trainers to be able to test out their teaching skills and class instruction without me. This way, they would experience what it would be like in the long run. Therefore, whatever problems, issues, and struggles they face we would be able to discuss and resolve on my return.

When I return in April, I’ll set up sessions for my trainers to work with other disabilities to gain experience on how to teach them. I told them that mentally challenged children are one of the most difficult to instruct, and because they have experience working with those children, working with other disabilities would be simpler.

*Meeting with Mewsic and VAF (Victory Arts Foundation)-

Back in Mumbai, I had a meeting with Emily and Bhushan regarding the possible merge with VAF. If we were to collaborate with them, they would include the schools I had chosen to start a dance therapy program with along with all the studios where they currently hold their program at. This would be teaching and affecting many more children on a much bigger scale! Parveen (Manager of VAF), other members of VAF, Bhushan, and I all had a meeting together at Shiamak’s head center. If this proposal passed with Shiamak, we could start out with a weeklong workshop with the company instructors, introducing them to the basics and having them directly work with children. Parveen wanted more of an introductory session, to get them exposed to the needs of the children and the importance of understanding how to work according to their needs.


Mayuri Bhandari 21 Judith Stronach Baccalaureate Prize Letter Home March 2013 UPCOMING ACITIVITIES-

• Adding further interior details of MOKSHA Studio: setting up an electric system, installing lights, music system, and curtain for the mirrors.

• MOKSHA Summer Camp for school children and outside children; I will be working with Jadhav Sir, Mahajan Sir, the 3 Advisors of MOKSHA to organize and set up a schedule.

• Establishing and registering MOKSHA Trust after discussing with Mr. Ghodgaunkar and

Mr. Tapria at the company

• Finalizing the guidelines of the MOU between Parishram School and MOKSHA (between Mahajan Sir and I), and officially sign the documents.


ninth month- (excerpts) eye campstronach.berkeley.edu/sites/default/files/march.mb_.pdfninth...

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