Rastrasant Tukdoji Maharaj

Rastrasant Tukdoji Maharaj

Rastrasant Tukdoji Maharaj, also known as Tukdoji Maharaj, was a spiritual leader, social reformer, and poet from Maharashtra, India. He was born on April 30, 1909, in Yavali, a small village in Amravati district of Maharashtra. Tukdoji Maharaj dedicated his life to the upliftment of society through his teachings and works.

Tukdoji Maharaj emphasized the importance of spirituality, moral values, and social service. He believed that true spirituality lies in the service of humanity and the welfare of society. He advocated for the eradication of social evils and the promotion of unity, equality, and harmony among all individuals. His teachings were rooted in the principles of love, compassion, and selfless service.

One of the key aspects of Tukdoji Maharaj's teachings was the importance of self-discipline and self-transformation. He encouraged individuals to cultivate positive qualities such as honesty, integrity, humility, and self-control. Tukdoji Maharaj believed that by improving oneself, individuals could contribute to the betterment of society as a whole.

Tukdoji Maharaj also emphasized the power of education and knowledge. He believed that education is the key to individual and societal progress. 

Furthermore, Tukdoji Maharaj was a prolific poet and composer of devotional songs. His bhajans (devotional songs) carried deep spiritual messages and were aimed at instilling moral values and spirituality in people's lives. His poetry reflected his profound love for nature and his spiritual experiences.

Tukdoji Maharaj's teachings continue to inspire people even after his passing in 1968. His followers and disciples have carried forward his legacy by establishing various social, educational, and spiritual organizations that continue to work towards the betterment of society.

His Views

Universal Brotherhood: Tukdoji Maharaj strongly advocated for the idea of universal brotherhood, emphasizing that all human beings are interconnected and should treat each other with love, respect, and compassion. He believed that transcending boundaries of caste, religion, and social status is essential for creating a harmonious and inclusive society.

Environmental Conservation: Tukdoji Maharaj had a deep reverence for nature and emphasized the importance of environmental conservation. He believed that humans should live in harmony with nature and preserve the natural resources for future generations. He encouraged practices such as tree plantation, water conservation, and sustainable living.

Women Empowerment: Tukdoji Maharaj recognized the importance of women's empowerment and their equal participation in society. He advocated for providing education and opportunities to women, encouraging them to become independent, confident, and active contributors to society.

Social Equality and Justice: Tukdoji Maharaj strongly opposed social discrimination and injustice. He advocated for the eradication of caste-based discrimination and the upliftment of marginalized sections of society. He believed in the principle of social equality, where every individual is treated with dignity and fairness.

Service to the Needy: Tukdoji Maharaj emphasized the importance of selfless service to the needy and underprivileged. He believed that true spirituality lies in serving others and helping those in need. He established various charitable institutions and ashrams that provided food, shelter, and healthcare to the destitute.

Inner Transformation: Tukdoji Maharaj emphasized the need for inner transformation and self-realization. He encouraged individuals to delve deep into their spiritual journey, seeking the truth within themselves. He believed that true happiness and fulfillment can be attained through spiritual awakening and self-awareness.

Non-Violence and Ahimsa: Tukdoji Maharaj advocated for the practice of non-violence (ahimsa) in thought, word, and action. He believed in resolving conflicts through peaceful means and promoting a culture of non-violence in society.

Overall, Tukdoji Maharaj's teachings encompassed spirituality, social reform, moral values, and the importance of education. His profound wisdom and dedication to the welfare of society have left a lasting impact on the people of Maharashtra and beyond.These are just a few aspects of Tukdoji Maharaj's teachings. His philosophy encompassed a wide range of topics aimed at promoting a holistic and spiritually enriched life while actively working towards the betterment of society.

Read about Shahu Maharaj

Jaxon Learns about Deception

Once upon a time, in a vast and vibrant jungle, there lived a clever and mischievous jackal named Jaxon. Jaxon was known far and wide for his cunning nature and his knack for getting what he wanted. One sunny day, as he roamed through the jungle, the scent of something delicious wafted through the air and caught his attention. He followed the aroma until he stumbled upon a luscious vineyard filled with ripe, juicy grapes.

Jaxon's eyes widened with delight at the sight of the plump, purple grapes hanging from the vines. His mouth watered, and he longed to taste their sweet nectar. However, the grapes were just out of his reach, high up on the vineyard trellises. Undeterred by the challenge, Jaxon devised a plan to satiate his craving.

Jumping and leaping as high as he could, the jackal tried his best to snatch a grape from the vineyard. But no matter how hard he tried, the grapes remained just beyond his grasp. After numerous failed attempts, Jaxon's frustration grew, and he finally gave up, admitting to himself that the grapes were simply too high for him to reach.

But instead of accepting his defeat gracefully, Jaxon's cunning mind began to work. He didn't want to admit that the grapes were unreachable; instead, he decided to convince himself and others that he didn't want them anyway. With a smug expression on his face, he remarked, "Oh, those grapes are probably sour and unripe. I'm sure they wouldn't have satisfied my refined taste."

As he walked away from the vineyard, Jaxon repeated his sour grape theory to anyone who would listen. He bragged about his indifference towards the grapes, emphasizing how he didn't care for their taste at all. The other animals in the jungle, familiar with Jaxon's cunning ways, couldn't help but see through his charade. They knew he was simply trying to cover up his disappointment.

Days turned into weeks, and weeks into months, but Jaxon's sour grape story persisted. However, the clever jackal's attempts to deceive himself started to wane, and doubts began to creep into his mind. Deep down, he knew he had been driven by his desire for the grapes and the frustration of not being able to reach them. The more he reflected on his actions, the more he realized that he had been foolish and had let his pride cloud his judgment.

One day, as Jaxon passed by the vineyard again, he couldn't help but steal a glance at the grapes hanging above. This time, however, he didn't feel the same burning desire to possess them. Instead, he felt a sense of humility and appreciation for their beauty, regardless of his ability to reach them.

Jaxon's encounter with the grapes taught him a valuable lesson about pride and self-deception. He realized that it was better to acknowledge his desires and limitations rather than pretending they didn't exist. From that day forward, Jaxon became more honest with himself and others. He let go of his need to manipulate the truth and embraced his true nature as a clever and curious jackal.

And so, the tale of Jaxon and the sour grapes spread throughout the jungle, serving as a reminder to all who heard it about the dangers of self-deception and the importance of embracing one's desires with honesty and humility.

Group Discussion on Cricket Match

A piece of conversation among school going children about watching cricket match.

Child 1: Did you guys watch the cricket match yesterday?

Child 2: Yes! It was amazing! I can't believe how close the game was!

Child 3: Who won?

Child 1: India won by just one run!

Child 2: It was a nail-biting finish! I thought Pakistan was going to win, but then India pulled through.

Child 3: I wish I had watched it. I love cricket!

Child 1: You should have! It was so much fun! We were all cheering and screaming throughout the game.

Child 2: Yeah, and the atmosphere in the stadium was electrifying! I felt like I was part of the game.

Child 3: Oh man, I missed out on all the fun! When is the next match?

Child 1: I think there's one next week. We should all watch it together!

Child 2: Definitely! It's always more fun watching with

CPD for Teachers of English

Continuing Professional Development (CPD) for teachers of English can help them keep their skills and knowledge up-to-date and improve their teaching practice. Here are some suggestions for CPD activities:

Attend conferences and workshops:

 Conferences and workshops are a great way to network with other teachers, learn new teaching methods, and gain fresh ideas for lesson planning. Many organizations and associations host English language teaching conferences and workshops throughout the year.

Join a professional association:

 Joining a professional association, such as the National Council of Teachers of English or the International Association of Teachers of English as a Foreign Language, can provide access to a range of resources, including online courses, webinars, and research articles.

Engage in self-reflection:

 Reflecting on one's own teaching practice can be a powerful tool for growth and improvement. Teachers can keep a journal, take notes on what works well and what doesn't in their lessons, and seek feedback from colleagues.

Participate in online communities: 

There are many online communities for English language teachers, such as the TeachingEnglish forum, where teachers can connect with others, share resources, and discuss teaching-related topics.

Read and research: 

Teachers can stay up-to-date on research and trends in the field by reading academic journals, blogs, and books. This can help them develop new ideas and approaches for teaching English.

Take courses and pursue qualifications: 

Taking online courses or pursuing qualifications, such as a master's degree in English language teaching, can provide in-depth knowledge and skills development in specific areas of teaching.

Use technology: 

There are many online tools and resources available for English language teachers, such as language learning apps and digital textbooks. Teachers can use these tools to enhance their lessons and engage students in new ways.

By engaging in CPD activities, teachers of English can improve their teaching practice, stay up-to-date on trends in the field, and continue to provide high-quality education to their students.

Telephonic conversation for Speaking English

Telephonic conversation No . 1

Here is an example of a telephonic conversation between two classmates:

John: Hello, is this Sarah?

Sarah: Yes, it's me. Who is this?

John: Hi Sarah, it's John from our English class. How are you doing?

Sarah: Oh, hi John! I'm doing pretty well, thanks. How about you?

John: I'm good, thanks. Hey, I was wondering if you could help me with the homework assignment from yesterday's class. I didn't quite understand it.

Sarah: Sure, no problem. What do you need help with?

John: Well, we were supposed to write a paragraph about our favorite movie, but I'm not sure how to start.

Sarah: Oh, I see. Well, you could start by saying what the movie is and why you like it. Maybe talk about your favorite scene or character.

John: That's a good idea. Thanks, Sarah. I'll give it a try.

Sarah: You're welcome, John. Do you need help with anything else?

John: No, that's it for now. Thanks again for your help. I really appreciate it.

Sarah: No problem, anytime. Good luck with the assignment!

John: Thanks, bye!

Sarah: Bye!

In this conversation, John and Sarah are classmates who are talking on the phone. John needs help with his English homework, and Sarah is happy to help him. They have a friendly and informal conversation, and they use polite and friendly language throughout.

Telephonic conversation no. 2

Amy: Hello, is this Tom?

Tom: Yes, it's me. Who is this?

Amy: Hi Tom, it's Amy from our math class. How are you doing?

Tom: Hi Amy, I'm doing pretty well. Thanks for asking. How about you?

Amy: I'm doing okay, but I'm a little stuck on the math homework we got yesterday. I was wondering if you could help me out?

Tom: Sure, I'd be happy to help. What do you need help with?

Amy: It's this problem on trigonometry. I just can't seem to figure out how to solve it.

Tom: Oh, I see. Well, let's take a look at it together. Can you tell me what the problem is?

Amy: Yeah, it's about finding the hypotenuse of a right-angled triangle.

Tom: Okay, I think I know how to solve that. Have you tried using the Pythagorean theorem?

Amy: No, I haven't. What's that?

Tom: It's a formula that relates to the sides of a right-angled triangle. Let me walk you through it.

And so, Tom proceeds to explain the Pythagorean theorem to Amy and helps her solve the problem. They have a productive conversation and use technical language related to math and trigonometry. In this conversation, Tom is being helpful and patient in explaining a concept that is difficult for Amy. This conversation shows how classmates can work together to help each other learn and understand difficult concepts in school.

Telephonic conversation No. 3

Here is an example of a telephonic conversation between two friends discussing the recent Aadhaar update rules:

Sonia: Hello, is this Rahul?

Rahul: Yes, it's me. Who is this?

Sonia: Hi Rahul, it's Sonia. I was just reading about the new Aadhaar update rules and I was wondering if you knew anything about them?

Rahul: Yes, I've heard a little bit about them. What do you want to know?

Sonia: Well, I heard that they are making it mandatory to link your Aadhaar card to your mobile number and bank account. Is that true?

Rahul: Yes, that's correct. The government has made it mandatory to link your Aadhaar card to your mobile number and bank account to prevent identity fraud.

Sonia: That's a good idea. But what if I don't link my Aadhaar card to my mobile number and bank account?

Rahul: Well, if you don't link your Aadhaar card to your mobile number and bank account, your mobile number and bank account may be deactivated or blocked.

Sonia: Oh, I see. That's pretty serious. How do I link my Aadhaar card to my mobile number and bank account?

Rahul: You can do it online or offline. To link your Aadhaar card to your mobile number, you can visit your service provider's website or store. To link your Aadhaar card to your bank account, you can visit your bank's branch or use their online banking platform.

Sonia: Thanks for explaining that, Rahul. I think I'll go ahead and link my Aadhaar card to my mobile number and bank account.

Rahul: No problem, Sonia. It's important to stay up-to-date with these new rules to avoid any inconvenience in the future.

In this conversation, Sonia and Rahul are discussing the recent Aadhaar update rules. They use formal language and technical terms related to Aadhaar, mobile numbers, and bank accounts. Rahul explains the new rules to Sonia and advises her to link her Aadhaar card to her mobile number and bank account to avoid any inconvenience. This conversation shows how important it is to stay informed about the latest government regulations and to take action to comply with them.

Life and Work of Dr. Babasaheb Ambedkar

Dr. Babasaheb Ambedkar: Life and Work 

Dr. Babasaheb Ambedkar was a remarkable figure in Indian history, whose life and work continue to inspire people to this day. Born into a Dalit family in 1891, Dr.Ambedkar faced discrimination and oppression throughout his childhood and early adulthood. However, he was determined to overcome these obstacles and achieve greatness through education and hard work. Dr. Ambedkar began his education at a local school, where he quickly excelled and showed great promise. However, his caste status made it difficult for him to pursue higher education, as he was denied admission to many schools and colleges. Undeterred, Dr. Ambedkar continued to pursue his studies and eventually earned a scholarship to study abroad.

In the United States, Dr. Ambedkar studied at Columbia University and the London School of Economics, where he earned degrees in law, economics, and political science. He also became deeply involved in the struggle for social justice and human rights, working with other activists to fight against discrimination and inequality.

Upon his return to India, Dr. Ambedkar became a prominent leader in the movement for Indian independence and the struggle for Dalit rights. He was a tireless advocate for the rights of marginalized communities, working to abolish the caste system and promote equality and social justice.

Dr. Ambedkar was instrumental in drafting the Indian constitution, which included provisions to protect the rights of Dalits and other marginalized groups. He also founded several organizations to promote social reform and worked tirelessly to improve the lives of the poor and disadvantaged.

Despite facing tremendous obstacles and opposition throughout his life, Dr. Babasaheb Ambedkar never lost sight of his goals and ideals. His life and work continue to inspire people around the world to fight for justice and equality, and his legacy as a champion of human rights and social reform will always be remembered

A story about Mahatma Jyotiba Fule's Life and Work.

A story about Mahatma Jyotiba Fule's Life and Work. 

Once upon a time, in the early 19th century, there was a town in Maharashtra called Poona. It was here that Jyotiba Fule was born to a family of farmers on 11 April 1827. Despite being born into a lower-caste (considered in that time) family, Jyotiba's father recognized the importance of education and ensured that his son received a formal education. However, due to his low-caste status, Jyotiba faced several challenges in his pursuit of education.

Growing up, Jyotiba witnessed the social inequality and oppression that plagued Indian society. He was not allowed to enter temples, schools, or public places because of his low-caste status. This discrimination and prejudice fueled Jyotiba's desire to fight for the rights of the oppressed.

In 1848, Jyotiba founded the Satyashodhak Samaj, which aimed to liberate the lower castes and women from the clutches of social inequality. The Samaj challenged the Brahminical orthodoxy and sought to create a more equitable society based on reason, science, and humanism. Jyotiba believed that education was the key to breaking the shackles of social oppression and founded several schools for girls and lower castes.

However, Jyotiba's work as a social reformer was not limited to education alone. He was a vocal critic of the caste system and fought against the practice of untouchability. He advocated for the rights of women and opposed child marriage and widowhood. Jyotiba also fought against the economic exploitation of the lower castes by the upper-caste landlords and advocated for their land rights.

Despite facing criticism and opposition from the conservative elements of society, Jyotiba remained committed to his cause. He tirelessly worked to empower the marginalized sections of society and promote social equality. His work as a social reformer paved the way for the Dalit movement in India and inspired several women's rights activists.

Jyotiba's legacy as a social reformer is immense. His contributions to the field of education and his fight against social inequality continue to inspire and guide future generations of social reformers. Jyotiba's vision of a more just and egalitarian society based on reason and humanism remains relevant even today. His life and work serve as a reminder that one person can make a significant difference in the world and inspire others to do the same.

Types of Nouns

Type of Noun	Definition	Example
Common Noun	Refers to a general, non-specific thing or person	cat, city, book
Proper Noun	Refers to a specific person, place, or thing and is capitalized	New York City, Jane Smith, The Great Gatsby
Concrete Noun	Refers to a physical object that can be seen, touched, or perceived through the senses	tree, chair, apple
Abstract Noun	Refers to a concept, idea, or feeling that cannot be perceived through the senses	love, freedom, courage
Collective Noun	Refers to a group of people, animals, or things	herd, team, family
Countable Noun	Refers to something that can be counted and has a singular and plural form	car, book, pencil
Uncountable Noun	Refers to something that cannot be counted and does not have a plural form	water, air, love