Collaborative Story: Linking Two Classes from Across the World Together Through Their Stories

     One of my most unique and special opportunities I had working at Aikiyam School was getting to link my class in Everett, WA with Selvaraj's Second Standard class. The project involved both classes writing short bios about themselves, including pictures/illustrations of them, their homes, and/or their families, and a creative partner story in which my class wrote the first half, and Selva's class the second.

     At first, I wasn't sure how it was going to turn out... my class had done a lot of independent writing, often collaborating with peers for ideas and help revising on THEIR own work, but never creating story together. I was a little doubtful that I could get my 25 students to work together to create only one story--share the vision and create a story--only to the halfway point, nonetheless. Would they be able to work together? Would they each be able to share the load equally, or would a few students take over it all? Would they be willing to let go of the story after they wrote to the climax? Would they like what the Indian class wrote to finish the story and would they learn from them? These were all questions I had about my own class. And then I had qualms about working with a class that I didn't know and didn't know me! So, I did what a teacher always does and reach into my bag of tricks to see where I could start, and talk to others to find out their ideas in order to help me lead a successful project.
     My professor, Jean, was a big help. She had done and assisted teachers who had done similar projects and I was able to see many examples. She shared a book, The Partnership Stories Project Directory by Jean Eisele, which provided some theory and tips for implementing partner stories. She communicated with Selvaraj and coordinated the project. Selva had done a similar project with another UW student in the past, and seemed excited to work with me on another collaborative story. With only two weeks before my departure date, I introduced the project to my class.
     According to Eisele, there are five educational objectives for partner stories: to enhance cultural and geographical awareness, to explore social, economic, environmental questions of the time, to engage imagination, cooperation, problem-solving, to empower individuals, and to encourage international friendships that lead to global good (8-9).  In my experience, students are always interested in hearing about other places and cultures, but this project attracted me because the potential learning would be so much more powerful and authentic than just reading about Indian culture. It would also be a good way to reinforce collaboration in my classroom. "The individuals in each story group must work together and resolve convict each step of the way in order to produce their part of the story" (p. 9).
     Before this opportunity, my students had been studying countries around the world. They were very excited to hear that I would be traveling to India and were full of questions. "Where in India are you going? How old are they? What does their school look like? Do they speak English? What do they speak in India?" I introduced the writing project to them, asking if it'd be something they were willing to participate in. Their enthusiasm was overwhelming. I gave them a story map, similar to one we had used just a few weeks prior to plan realistic fiction stories. I had them take the maps home and fill out the first two sections only (Beginning--characters, setting, problem, and Middle, the events). I told them they could plan the ending if they wished, but that would be the responsibility of Selvaraj's class (the class I'd be working with on this project). I understood some students might need to "see" the ending in order to write their ideas for everything prior to the climax, which is where we would leave off. According to Eisele, "Even though the first authors will have ideas of how the story "should" end up, they can have complete faith in their partners to finish it in a way even better than they are envisioning" (p. 2). My class repeated throughout the process, "I wonder how they'll finish the story!" Although, they were bothered by the fact that its ultimate destiny was not in their hands.

     Once students planned a story, they met in their literacy trios (their group of three students assigned by me for students to work and conference with during literacy time) and voted on the story they liked best. Then, each of these story ideas was shared with the whole class and voted on. Ella's fable idea was the voted to be the class story. She introduced the class to the characters, setting, and problem and the class added their own suggestions. I knew it would be important for every student to have a say or at least a vote in the components of the story in order to feel ownership. Once we had settled on the story elements for the story, we used a story mountain poster to plot the events and make sure they were building up to our climax. We ended up having 9 events, which worked perfectly since there were 9 literacy trios. I had each trio work with one of the events, first sketching then drafting what that part of the story would look like and sound like. At the end of each writing day, work that was done was shared with the whole class as a way for students to help each other stay on track and also, to make sure each piece sounded well together and that we weren't leaving any important story elements out. During the revision stage, trios exchanged drafts and helped each other revise to make their draft clearer and more interesting.  As a final touch, my students wrote "All About Me" biographies to share with Selvaraj's class.


      With the fist half done, I was feeling good about the project. The story was about a girl, named Laina, who rode into the forest on her horse, Trust, to pick berries for her mother to use to make pies. In the forest, a tricky raven tried to fool Laina into picking berries for him to eat. The story left off with Raven trapping Laina in his nest while feasting on the berries she had worked so hard to pick. I packed up the finalized pages, the story map, and the story mountain in my suitcase to use in Auroville. When I started working at Aikiyam school, I met with Selvaraj and we put together a schedule. When I visited and spoke to the students in Selvaraj's class, Selvaraj had already shown his class the story and my students pictures and biographies. The students were so excited to hear that I was a teacher in America and that I'd be working with them.
         Teaching in Selvaraj's class was one of the most special experiences I've had as a teacher. Selva and I were able to bounce ideas off of each other and I was able to model many teaching techniques that Selva had never seen before, as he explained to me. The vis-a-vis pen and sticky notes were very exciting to both students and the teacher, too! I was sure to leave these with Selva for future use. The students were such hard workers, especially considering that many of the tools and procedures and language I used were new to them. On the first day, I read the story to them and we practiced finding the story elements on the story map I brought with me. Then we read the events on the story mountain and practiced finding them within the pages of the story. Using sticky notes, I wrote some key language and I called on students to find the word on the story  mountain and stick the sticky note on top of the corresponding word. The following day, we brainstormed ideas as a whole class for how to finish the story. This was more time consuming than I thought it would be, especially thinking of an ending that wrapped everything up. Selvaraj tried to help me explain to the class in Tamil that a good ending would teach a lesson or leave it so readers had no questions. Finally, after teaching them how to show a thumbs-up, thumbs-down to voice their opinion they had come up with a good ending.

     I was pleased with the elements the students introduced. I had hoped that each class would write their half in a way that revealed elements of their own culture. Selvaraj's class introduced a new character, Elephant, which did exactly that! Some other elements of culture that were apparent was my students' use of miles and the food, pies. These were strange words to Selvaraj's students, as were "cabin" and "Trust." I also noticed that Selvaraj's class was more inclined to reference the characters by pronoun or by species, than by name. The horse, the girl, the elephant, the raven are examples of this. Overall, the story was cohesive and the illustrations were lovely! One of my favorites was a picture of Laina in very bright, Indian style clothing. The students wrote biographies to share with my class and I snapped photos of each of them.

     The proudest memories were to follow. Each student received his or her own copy of the book, in color, biographies and student photos and all. The smiles on their faces when holding a copy of THEIR book were unforgettable. We read the book again, together, and discussed what they learned or noticed about the other class. We talked about what culture meant (which was new learning for them) and practiced identifying some of the representations I mentioned above. Eisele explains, "The students decide on the themes and conflicts that provide the impetus for their story, and shape it using their individual or community expereicens. It becomes, therefore, a survey of the perception of the owrkd through the eyes of the project partners" (p. 8).
     Many students carried their books wit them and shared it with other students during tea time, and many couldn't resist to show Shankar, the principal. They were so proud, and rightfully so. The next morning, several approached me to say that they were practicing writing stories at home. Any teacher would love to hear this, but the fact that many of these students had never seen themselves as writers before or seen their work bound in a beautiful, published piece before made it that much more powerful.
     My students enjoyed listening to the ending and were so amazed at the illustrations their partner class did. It is true, those students were quite the artists. "Illustrations are a way for the partners to explore the other's world through its artwork" (Eisele, p. 2). This was the reason I purposely spent time having the students add illustrations, as the students' learning wouldn't be complete without seeing their artwork and visual interpretations of the story. They were so interested in seeing their pictures and hearing their "All About Me" pages to discover the students' names and what kinds of things they like. According to Lazrev, "information of some sort about the sending students is a critical element of the Story Project, as it can be the key to the children's relating to one another as friends" (p. 3). We also had a discussion about culture and my class was able to make several conjectures on their own. After studying countries and cultures all year, this was the most authentic, powerful, and true learning the they had.
     Working with Selvaraj and his class made me realize that there is so much more to learn about teaching and learning in the world that can't be learned without this kind of collaborative work. I've always wanted to teach abroad, but this was more meaningful to me because it also helped my students at home learn more about the world. I hope to continue working with Selvaraj and other teachers from Aikiyam next year, so that my future classes continue to gain a wider perspective of the world they live in.

Integral Education in Auroville

   

   On the walls, classrooms, and even the people at the schools in Auroville boast pictures and symbols of two of the most influential people of the city: Sri Aurobindi and the Mother. These two figures worked hand in hand, and even lived in the same home in Pondicherry, to promote human unity and are major forces in the Auroville’s dedication to peace, cooperation, freedom, serenity, and of course education; and their teachings are the base of Integral Education, the name of the “true teaching” that teachers strive to practice in Auroville.

   Sri Aurobindo references three principles of true teaching, or Integral Education, explained and paraphrased in Psychic Education, A Workbook. Personally, Integral Education has been a difficult concept for me to understand, as it seems so philosophical without much tangibility of concreteness. For this reason, finding out exactly what Integral Education is—what it looks like, sounds like, feels like—was one of my questions for study here in India. It was also a goal for me to see how Integral Education fits with my own philosophies and practices as a teacher. My impressions of Integral Education, while still a bit fuzzy, are taking shape with the more time I spend working with students and teachers in Auroville. Some of the things I am seeing in the schools seem to fit the definition, while others have been non-examples or are missing a few pieces. Regardless, the teaching (and the teachers) in Auroville is powerful and inspiring, and I feel privileged to have been a part of it.

    “The first principle of true teaching is that nothing can be taught. The teacher is not an instructor or taskmaster, he is a helper and a guide.  His business is to suggest and not to impose” (133).  This means that students have their own bank of knowledge and experiences; and teachers are responsible for tapping into this wealth of inner information that students already possess. They should do so by providing learning experiences that invoke their creativity and knowledge and by creating and sustaining a warm, welcoming environment for students’ minds and inner beings to thrive.

    At Udavi school, Selvi, the third standard (third grade) teacher, explained that the school and the teachers must teach the whole child through five lenses: physical, mental, vital, psychic, and spiritual.  In my own thinking, this means to teach the whole child. Similarly, this first principle of Sri Aurobindo suggests that students need an environment “that invites and facilitates the blossoming of the psychic presence, of the mental, vital and physical instruments” (133). At Udavi School and Aikiyam School, I have seen this first principal come to life, as many teachers strive to provide engaging and stimulating learning material and experiences that draw upon students’ intellect and surroundings. No, they’re not all the way there yet, as some instances do highlight more rote approaches to learning, but they are on the right path.  Students at these schools have a focus on academics (mental) in both English and Tamil languages, solving problems in a variety of ways. Teachers cannot teach uniformly to all students, as each child comes with a different set of skills, aptitudes, and learning styles. “The Mother used to say that each sadhak has a unique path” (Psychic Education, 134).

    In a first standard classroom at Udavi School, the teacher had students solve addition and subtraction problems with pictures and numbers, using cards he premade with an equation (with a missing sum or addend) and a picture of each object. Each child selected his own card to practice from the collection, each with a varied level of difficulty. Students were able to work the problems out on their own at their own pace and ask for help when needed. In this instance the learner is in charge of his own learning, while the teacher observes, facilitates, and reflects on how he can better support the child.

   In second standard, students wrote and read story problems using double-digit numbers and addition, which the read aloud like game-show questions. They were in charge of the learning and in making sure that others got to the right answer, so in this sense, were the teachers and the learners. In this same class, students made word chains, where each word began with the last letter of the previous word until it came full circle. In this activity, after the teacher modeled an example, the students used their own knowledge to select their own bank of words.

   At their annual presentation celebration, students present self-selected projects to other classes and teachers. These projects range from logic games, to presentations on matter, to stories written in Tamil, to Styrofoam boats with a motor. Whatever the project, it was clear that the students had choice, did thorough research, practiced oral communication skills, and took pride in sharing their learning. it was a learning process which exemplified the first principle. “The learning material is meant to develop the faculties of the mind of the student, such as the faculty to think scientifically, the ability to express oneself clearly, and to strengthen the qualities of the vital, such as enthusiasm or perseverance” (135).

        To teach the physical being, teachers are creative and getting students to become aware of their bodies, balance, and in incorporating movement in the classroom. At Aikiyam school, the Cresh (pre-K) teacher had kids go out the courtyard area where there is a large, circular sand pit and walk along the perimeter, which was a circle with about 4 inches of width—about as much as a balance beam.  Children “followed the leader” round and round with their arms stretched out to help with their balance. These same kids go for walks around the campus and play in the sand pit. While the kids play, Alia and I tried to incorporate authentic talk in English with the kids. “What are you making?” we’d ask, as many kids turned cooks in the sand pit, dishing out chapatti and dosas from their sand pails. “Let me try!” “Bring me water, it’s too spicy!” The teacher, Usha, picked up on this and began to follow our lead, using English during the play.

     There is a focus on the psychic during morning meditation and prayer each day at Udavi School. In first standard, incense is burned and prayers offered to Ganesh (the Hindu elephant god), who stands proudly in the classroom corner. In second standard, students recite spiritual quotes by the Mother from heart. Teachers approach behavior issues in a holistic way. Asking kids to relax when upset or to control or “train” various parts of their body (their hands, their mouths), Selvi explained, are ways they are trying to involve students in their development as opposed to punishment, but this can be difficult she said.

     The chemistry of Mother, Sri Aurobindo, and the gods of the major religions represented in Auroville (Hinduism, Islam, and Christianity) is something I have and still am struggling to comprehend. While the teachings of Mother and Sri Aurobindo do not constitute a religion in any way, I can’t seem to see how they can all work together. As I mentioned above, the schools hang pictures of Mother and Aurobindo around the school and in almost every classroom. Often the class will chant or meditate in front of their photos. Also often present is a statue of Ganesh, the Hindu elephant god, or Shiva. How or if these pieces work in cohesion, I am unsure. When I asked Usha, the cresh teacher at Aikiyam about it, she said she wasn’t sure either and that I should ask the principal. So while these two figures were instrumental in creating a community like Auroville, there seems to be some differences in opinion regarding their standing within the Tamil villages of Auroville.

   Sri Aurobindo said: “The second principle is that the mind has to be consulted in its own growth. The idea of hammering the child into the shape desired by the parent or teacher is a barbarous and ignorant superstition... To force the nature to abandon it’s own dharma is to do it permanent harm, mutilate its growth, and deface its perfection. It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given it…” (137). In other words, the teacher should treat each child as a different learner and teach his class in a way where different children are busy learning different things according to their developmental level in order to make progress (138). The child should have dialogue with the teacher and with others and be able to make choices in regards to his learning and growth. So, not every child may excel in math and those who do may prefer literature, although literature may not be as valued. School should be a play where children are free to choose paths that they value and should value the choices the children make.

    This second principle is powerful, lovely, but quite idealistic. In Aikiyam school I noticed that students in the fourth standard wrote autobiographies, which they proudly posted in their classroom for all to see. These listed the names of their parents and their occupations, which were limited to carpenter, mason, driver (for men) and housekeeper (for women). While these students may have great dreams and passions, they come from a village (not the more affluent “Aurovillian” status that this city was built to promote) where their dreams may not match the reality.  This isn’t to say their dreams can’t be achieved, it’s just much more difficult. But the teachers don’t let the kids know this; they don’t give up. The kids come to school smiling and they love learning. Some love school because it’s a place they don’t get beat and can read books (or just have access to books), use materials to write and draw, and make friends. Satthiya, the sixth grade teacher, went to Aikiyam and said the best thing about her job is the students and being able to give back.  This is a difficult principle to achieve, but it’s inspiring to see the work that these teachers are doing to help children see possibilities for themselves.

   “The third principle of education is to work form the near to the far, from that which is, to that which shall be… We must not take up the nature by the roots from the earth in which it must grow or surround the mind with images and ideas of a life, which is alien to that in which it must physically move. If anything has to be brought in from outside, it must be offered, not forced on the mind. A free and natural growth is the condition of genuine development,” explained Sri Aurobindo (140). This principle again concerns the need to teach the whole child and to provide an atmosphere and the resources needed to match the age, level, and interests of each child.  The learning experiences need to be relevant to the child. As I mentioned, the village children and the Aurovillian children do not have the same experiences. “The surroundings of children growing up in a village are so different than those growing up in a big city that they develop a different mindset” (141). While I wouldn’t consider Auroville a “big city” it does cost to become an Aurovillian and not everyone who applies may be accepted, so life in the Tamil villages verses the Aurovillian homes provide different opportunities. The teacher should start with what the students already knows in order to help him widen vitally and mentally (141).  Moreover, the teacher must be a participant in the child’s learning (142).

   Since many teachers are also English Language Learners, I find this principle to be especially relevant as teachers and students often work together to construct meaning and understandings in English and practice together. Many teachers take classes with Adult ESL specialists during their lunch or planning time at Aikiyam School. Another example is teacher’s willingness to allow children to respond in Tamil or an English-Tamil mix if they do not know the correct way to respond in English. This allows all students to be active participants in their learning and others’ learning (through the sharing of their questions and ideas). For assignments, often times students have the freedom to chose to write in English in Tamil. While visiting the fourth standard at Aikiyam, Arun showed us the wall of writing he and his classmates had done. Many were written in Tamil, and a few in English. Arun’s story was all in beautifully written English. When we asked why he chose English, he said because he was trying to learn. When we asked which was easier, writing in Tamil or in English, he said Tamil. This illustrates some of the freedom that students possess, and their ability to make progress and challenge themselves when it feels right.

   While I tried to pick apart the components of integral education, which is very much the goal and philosophy behind teaching in Auroville’s schools, Shankar explained that these components work together in a cohesive way and cannot really be picked apart. For example, and academic lesson that may be tackling the mental aspect is also quite often physical and vital.  Integral Education, then, is not really a technique or a trick, but a new attitude or focus in the teaching/learning process.  I hope to see more examples during the rest of my time here and to reflect on examples of IE at work in the US.  

What is Auroville?

   Auroville is the community where I am staying and volunteering, in the region of Tamil Nadu in Southern India. It is known as the “City of Human Unity” which is the epitome of community. There are over 35 countries represented in this entirely unique part of India.

    What makes Auroville such a community amidst such diversity? That is part of the magic I am still trying to figure out. During one of our Skype sessions with Jacquee (UW Student), Sathiya, and Shanthi (both teachers at Aikiyam) I heard a definition of community that has become quite real. The idea of togetherness is a repeated theme: eating together, sharing, meeting together, teaching and learning together. Students working with teachers, teachers working with teachers, and teachers working with students is commonplace at this school. Teachers and students and volunteers have snacks (and tea for the adults) together everyday for half an hour. Many teachers eat lunch beside students at the same time each day. Rajaveni, the woman who owns our caretaker, recently echoed the importance of eating together. She prepares us breakfast each morning, with breads with fresh butters and jams, fresh fruits (papaya, tiny bananas that are so sweet, guava, apples, and mangos), porridge, and eggs or cheese), whether or not we’re “hungry.” One night Jean, Alia, and I had ordered pizza delivery. We asked if she’d like any and said no, that she wasn’t hungry due to having a big lunch. The next night, Ravaveni was cooking and asked what we were having for dinner. We commented that we had left over pizza and some other snacks, and she insisted that we eat what she was making. After trying to explain that we did not want her to work harder, she said that she feels bad that she cannot eat with us because the pizza we ordered was too overpriced. She asked if we could just contribute to the protein (that night it was fish freshly caught in Auroville), not the ingredients or vegetables, and have dinner with her, which we of course agreed (quite thrillingly). It was important to her that we share food together; have that time to talk and share. At Rajaveni’s house, it’s uncommon for family members and relatives NOT to drop by unannounced upon which more food is plated and shared. Her brother-n-law and sister-in-law and nephews (I think) stopped by to have some of the fish and side dishes on this night. The generosity and togetherness exemplified by the people of Auroville warms my heart. Aurovillians are not trying to nickel and dime foreigners , but to welcome them into their community and build friendships.

   Just in the little time I have spent at Aikiyam School in Auroville (Aikiyam means unity), I can see the diversity of Auroville come to life, although not always in the students. Most everyone speaks Tamil, is learning or has learned English, and many another language. The staff has come from all over India and/or other parts of the world. Many people have moved to Auroville and applied for citizen ship because of the philosophies and principles it was founded on still thrives on.  While visiting an Aurovillian grocery store, Pourtouse,  Jean and I met a woman from California who had moved to Auroville after 9/11 to escape what she referenced as corruption. I believe she said something like: “People still haven’t woken up, huh?” in regards to the fact that most Americans have not up and left. Many others, like B, from the American Pavillion, moved to Auroville from the U.S. too; and others from their home countries, including Australia, Germany, or Tibet. I can see how the uniqueness and spirituality of the city has drawn many permanent residents.

Skype!

   The city Auroville was founded in 1968 and is named after Sri Aurobindo, who was a renowned philosopher and political activist during India’s movement toward revolution and freedom. His teachings and philosophies, as well as those by The Mother, are the veins that run to the heart of the city and its people.

Rocket bathroom

    Auroville is also known as a “laboratory fro the planet” and is known throughout the world for it’s renewable energy, recycling efforts, building technologies,  soil and water conservation, and dedication to local Aurovillian farming, fishing, and businesses. I have seen this all over: in the architecture, the food, the culture. For example, the architecture and construction of the buildings at Aikiyam are shaped in such a way that pulls the heat out and away from the classroom. The roof extends out over the walls of the room and there is an opening (which looks like a moon roof with a hat) that allows the rising heat to escape. Openings in the walls allow fresh air to come in, air constantly cycling through. Despite it being in the mid- to upper-nineties, working in the classrooms is quite comfortable at Aikiyam. The American Pavillion shined another light on the environmental suaveness of Auroville. The structures were made from all recycled and renewable materials including solar panels, petrol pipes, soy milk containers, broken mirrors and glass, recycled aluminum cans, glass bottles, and fallen palm trees.  The LED lights and water system are entirely operated by renewable energy. Throwing away garbage is a bit of a challenge here in Auroville, as it is in my experience in other parts of India, but in a different way. In other parts trash receptacles were easy to find and usually overflowing. Trash littered the streets and its presence on the ground was more abundant than grass or plants. Here in Auroville, trash receptacles are few and far between. Food waste is composted; materials reused and recycled. Alia and I have talked about how we can’t seem to find a single trashcan to put some of our wrappers and waste.  Everyone carries reusable water bottles which are refilled by jugs resembling water coolers. Last time I was in India, I purchased up to 4 water bottles again, which I discarded wherever I found a place. I thought Seattle had environmental conservation methods down. Talk about an awakening to our environmental footprint. I will definitely be more cautious back at home!

Classroom at Aikiyam

Materials used on American Pavilion housing 

  The Dalai Lama, who has visited Auroville (and specifically, the Tibetan Pavilion) stated: “We are deeply impressed by the spiritual aim behind the building of an international city called Auroville. The importance of the effort to achieve human unity and international cooperation by the creation of such a city cannot be overemphasized, nor can we neglect the immense benefit to be acquired from it.”

Vanakkam: Welcome

   Today was my first "day" in India, since the last time I traveled to this country in 2009. There were some familiar sights and smells during my first few hours here, and some very new things too. The city where I'm staying, Auroville, is quite unique and very welcoming. "Vanakkam" is a welcoming greeting in Tamil, the language spoken in Auroville and the rest of the Tamil region.

   I say today was my first "day" because it didn't feel like a whole day. After spending about 20 hours in the air (with a stop in Dubai) I didn't arrive in Chennai until 3:30 am. Thankfully, my professor and friend, Jean, had arranged a cab driver to meet me there, and it was quite easy (as promised) to find him. I was reminded of several sensations and memories from my last trip to this country. The moment I stepped off the plane, despite it being quite early in the morning (or late at night, depending on your perspective), I was greeted with warm, humid air and the smells of incense, smoke, spices, and sweat. The familiar smell and feel of the air made me smile and put me at ease. When I got in the cab, I instantly reached for my seatbelt, which caused me to laugh to myself because of course, there weren't any buckles. I then laughed when my driver got in on the right side of the car. How quickly I had forgotten the fact that most cabs in India do not have functional seat belts for passengers and that the steering wheel is on the right side, not the left. I did not forget the way most Indians drive, however. They must be the safest, most dangerous drivers I have come across. The treat the road like it is a video game, driving at high speed, swerving to avoid obstacles, and slamming on the brakes at the very last minute and win only necessary. At a speed bump I almost nearly went through the roof because my cab driver had not slowed down at all (and I had no seatbelt). At the same time, I have never seen a car accident in India, so they have to be quick, cautious, and alert. So while it seems dangerous, I am convinced it may be the safest place to hail a cab. Driving along the roads this early (or late) was calmer than driving during the day. Only a few cars, motorcycles, mopeds, and bikes were on the roads and the businesses, shaky and packed structures like houses of cards with papers and advertisements wallpapering the outsides, were quiet and dark. The horn only played when we met another car, as most of the city was asleep. In India, the horn is honked every time you near a car to signal that you are near. In the US, the horn is often associated with anger or irritation with another driver, while in India it's simply a way to alert others you are close. During traffic, you can imagine the amount of horns you hear! But in this occasion, I found myself missing the music of traffic.

Rajivani's House

About 2 hours later I arrived at Rajivani's home in Auroville. She showed me to my room and showed me my bathroom. My room is quite comfortable; it has a fan, a full-sized bed, and a wardrobe. There is no A/C, but a fan that keeps me quite cool. The power comes on and off during the day, which can make it difficult to get around the home, which is very large with multiple patios and bedrooms. I thanked her for her help and went to bed, eager to wake up and go to the school in the morning. Well, 20 hours with no sleep in the sky and 2 more hours in the car plus other time spent in the airport took a toll on my body and I slept until 2 pm. This is why I say today was my first "day" in India, since most of it was spent sleeping.

When I awoke, Jean was here from her day at the school and we enjoyed some chai, a banana, and some bread. She told me she had intended on greeting me when I arrived, but discovered my cab had arrived early and I had gone straight to bed! Alia, the other UW student, came home from the school at 3 pm and we took a cab to town. I went to the financial center where I changed my money and got an Auroville account, which permits me to keep my money at the bank but make withdrawals with a card (like a debit system except there can be no over drafting since I put a certain amount of money on it). Next, we visited one of Jean's friends, Kao San, from Tibet at the Tibetan Pavilion.  Since Auroville is an international city, many people from around the world have come to live here and have set up Pavilions as gathering centers for people from their country. This one in particular is decorated with peace flags, pictures of the Dalai Lama, and Buddha figurines and altars. Kao San was busy teaching her two children Tibetan, who also attend the school where Ravjivani works as a teacher. As the children worked in their workbooks, they told me they speak Tibetan, Hindi, and English. Kao San told us about the impact the latest cyclone (12-30-11) had on the Pavilion and on Auroville. They are still cleaning up the mess, she said. Over 70 percent of her trees fell, many blocking the roads and putting out the power which made it impossible to reach family back home in Tibet for weeks. Everyone was safe, thankfully, but the damage was terrible and the people came together to help clean it up and provide food and shelter. She said despite the horribleness of the storm, it brought everyone close together which brought peace and love. Shop keepers in the village shared food with the Tibetans, and they shared water with the shop keepers. Everyone helped each other out.   

Right beside the Tibetan Pavilion sits the American Pavilion. This was built by many UW students in year 2000, and is as eco-friendly as one can imagine. Glass bottles, recycled metals such as aluminum cans, and even petrol hoses make up most of the structure and everything runs off solar power. I was shocked to see how grand a place made completely out of recycled goods could look. My favorite piece was the rocket shower, which looked just like a rocket and was lined with recycled mirrors and powered by solar power. "B" on of the founders and caretakers took us on a tour of the pavilion. I could see why when he moved here (from the US) why he stayed. This place reminded me of a giant treehouse--anything you dreamed could be turned into reality. They are currently planning to make a suspension bridge out of petrol hoses to link both buildings together. They even have a mobile office for the architecture students with a kitchen, living quarters, and wheels, of course!

Rocket Bathroom (inside)

"office" on wheels

"B" and Alia and Jean checking out the exotic fruit from the palmero tree

   We headed home to eat and chat with Rajivani and her son, Abhi. Ironically, Rajivani's husband, Ranthiam, is in Seattle on business right now! We had pizza delivered here for dinner (never knew that was an option), which arrived by bike. I am renting a bike tomorrow to help me get around town. The weather stayed in the low 90s today and was surprisingly pleasant. I am excited to see what tomorrow holds! I will be waking up early to go to the school and meet the principal, teachers, and students. I better post this before the power goes off again! :)

Notice anything different about the moon here?