In Fear Of Being Discovered

“I have pushed this child to be in Grade 6, though according to his age, he should be in Grade 7,” the Principal informed me hurriedly as the tall, chubby boy entered her office to share the greetings for his first day at school. He had a soft smile and his manners were laudable!

“Good Morning “A”! How are you?” The Principal shook his hands with warmth trying to make him feel better about the decision to sit through Grade 6 again. I extended a handshake and he complied with the same respect and protocol.

As he exited the room, the Principal informed me that he had been a little upset with the school decision but his entrance test indicated weak Literacy skills and therefore it was important that he followed the Grade 6 ELA Programme.

There was something very likeable about the child and the moment I entered the classroom to teach Grade 6 English, I found his quiet demeanour strangely over-powering.

As we followed class routines and the writing programme, I was surprised to discover that he was a boy of great intellect and ideas. His sentence structure was of average quality and often he struggled to transfer the thoughts on his own. I would reach out at such times and it was during these sessions that I fell in love with his sensitivity to details.

As part of their Free Verse Poetry Lesson, I asked the students of Grade 6 to critically analyse the poem, “I dreamed in a dream” by Walt Whitman. Being an ESL School primarily, the students found the content quite challenging. Keeping the challenge in mind, I planned my entire lesson around elaborate details and word meanings.

It was a rewarding activity and eventually the students penned down their thoughts with simplicity but depth.

I asked a few to walk up to the front of the class and voice their ideas. As “A” stood in front of the class ready to read his analysis, I walked up to his chair and seated myself in his place. 

He appeared a miniature teacher. The dream was about an invincible city of friendship led by a robust love. He used the predictable terms such as “everybody loved each other” and “love was very powerful”. But then he reverted to comparing the City of Dreams to the Real World!

“The real world has war. It has jealousy, greed and hatred! The world we live in has no place for love or understanding. That is why, the city with robust love is only in a dream! I wish that real power would not come in money or position, but with love and compassion!”

Of course I worked on structuring his sentences well to make sense but the thoughts were entirely his creation and spoke well for his fine mind.

A few days later I was asked to deliver a report on “A’s” performance in ELA as the father was still pressing for a promotion for his able son who was not settling in with the idea of repeating the class.

I produced a fair report whereby I felt he would be able to manage the Grade 7 ELA Programme. In about another two days, I was busy teaching the class when “A” was called for a retest to decide on his promotion. He left excitedly smiling at me.

In my heart of hearts, I felt happy for him and knew that he would manage the test well.

As soon as I completed the class I walked up to my desk only to find this little man sitting at a corner table with his test with tears flowing down his eyes. His manner of crying carried a sense of dignity as well. He wiped the tears before they left his eyes.

I walked up to him with deep concern. His thoughts were scattered poorly on the paper and his pen was jammed onto a word.

I analysed the sheet. It was a level 4 test paper which was allotted to the most fluent writers. He had been asked to write a persuasive write up of about 1200 words in a matter of 30 minutes to convince the school with reasons why he should be promoted to Grade 7. His eyes were lowered as he felt the shame of probably disappointing his father who had put up a fight for his son’s strong desire to be placed in the right class.

I couldn’t stand with him for too long but tried my level best to encourage him with ideas and prompts to get those creative thoughts going. He looked too hurt to make an effort.

That afternoon we had a Professional Development Meeting. The usual agendas were discussed. The lady conducting the meeting was an American, our Director of Curriculum and someone who found the Arabic Culture quite amusing. Often she would refer to the Arabic students and parents as cavemen and duffers. 

While on the topic of standards, she said, “Today was hilarious! I just scared the living daylights out of this fat piece of flesh with a 1200 word persuasive essay!” My heart sunk. “His father was so convinced that his fat son would make him proud and you should have seen this boy’s face when I told him to complete this in 30 minutes! It was as if he had been hit in the head!” She laughed uncontrollably and the ones who felt safe in her power laughed along with her like mere puppets.

I felt rage.  “It’s a pity because he is quite a talented writer. And we really don’t have any fluent writers in Grade 7!”

The Math teacher along with his Science teacher were equally angered and raised their opinions to stand up with me. “That boy is amazing!” said the Math teacher. “Why would you give an ESL student a Level 4 test?” questioned the Science teacher.

She was taken aback by the sudden outcome as she was not used to criticism of any sort! We were hammered with the need to look at things more realistically and become practical in our approach to promote students, as expected. 

The meeting finished and as I walked out of the room, my heart felt battered by this innocent child’s critical analysis of the Real World. 

“The real world has war. It has jealousy, greed and hatred! The world we live in has no place for love or understanding. That is why, the city with robust love is only in a dream! I wish that real power would not come in money or position, but with love and compassion!”

In a matter of days, the boy left the school completely heart-broken and the American lady was terminated for her arrogance and ignorance. 

Intellect is far from Literacy Attainment. It is not a prisoner to language or culture. It need not appear on a Fluent Level 4. It comes with the knowledge of identifying what is wrong, unacceptable and real. It comes with possibilities to dream, believe and achieve. We live in a world of labels. And every day we work hard to impose our standards onto others with an underlying belief that we stand taller and wiser for one reason or the other.

A child has all the intellect to dissect our hearts and minds. Some of us enjoy this act of sacrifice whilst others jump to completely ruin the confidence in fear of being discovered!

    

A Sound Hearing......

Triggering the imagination of my Year 3’s helped me immensely to sensitize them to people and different perspectives with the help of interesting and thought-provoking news clips.

Each morning we would share some good and bad news. The short dialogue would end with a moral conclusion that would be pasted onto the White Board.

I always found the children completely engrossed and excited to contribute their opinions. Their innocence came through along with their determined intentions to bring about positive change in seemingly hopeless situations.

The news clip was about a School for Handicapped and Disabled Children. There were pictures depicting a special day organised to raise funds and in view of promoting charity. We read the news clip together and there was silence which indicated a sense of sadness. Some students tried to escape my questions finding it hard to deal with the emotions whilst others related stories of friends and families who were caring for a child with special needs.

As we came closer to drawing the conclusion, an artistic student in my class named “A” broke down into tears. All the children were taken aback. For a moment, I questioned my approach to the topic as well thinking I might have gone a little too far to have upset her to the point of a break down.

I carried her to my table and made her sit down. Tears rolled endlessly down her cheeks. I comforted her with my arms and she hugged me for a long time.

I waited for her to gather her feelings. She didn’t appear at peace. I held her hand. “It’s alright “A”. Every child is special. Especially to the parents.” She nodded with understanding and broke down again. This time, she opened her heart to me. “Teacher, I have a baby brother. He was born with deformity. He has problem with speech too. My mum is always with him. We take him to the hospital every week for tests. He can smile.” She gulped her emotions.

I hugged her again. “I’m sorry to hear that “A”. It must be hard for everyone at home. And baby brothers are anyways such a blessing! Are you able to help out your mum with him?” I asked her trying to channel her emotions towards a constructive plan.

“We all help her but she is always worried. She cries a lot teacher.” Her words reflected pounding, hidden and locked up pain. I tried my best to comfort her by eliciting the value of every life and creation and giving her ideas on how she could talk to her mum to ease her pain.

At that point in life, I was on the ‘listening end’. I was the teacher.

Just about a month ago, my children were at school. I was at home with my little boy. Suddenly I received the news of my husband suffering a heart attack at work. He was fortunate to reach the hospital in time and by Allah’s Grace he was treated in time to survive this jolt.

I rushed to the hospital with my children who had to wait in the car park as children were not allowed in the ICU. I was alone and it was a traumatic week. Relatives and friends who heard news called me day and night and each time, I broke down despite the strong nerves.

A week later, my husband came home and there was so much to be grateful for. I, still quite shaken got engrossed in following the dietary chart and managing his moods. In another few days, my children completed their final exams and at lunch I finally found a little peace and time to talk to them.

“So when is your school party?” I asked my son who had been awaiting the day with the simple desire of wearing his football attire. He fumbled with the rice using his spoon. “Mama, you know I told my Islamic Teacher that my baba had a heart attack and she made a prayer in the classroom. All the children prayed for his life.”

I stopped. His words struck me like lightening. I had been so occupied that I had not been able to hear out his fears or anxieties. His little voice had diminished somewhere in the chaotic weeks. I cried like a child that night. I felt guilty about being absent and at the same time feeling immense gratitude towards the teacher who had provided my child with the confidence to walk up to her and share his emotions. She offered to sit through that “Sound Hearing” that gave him the courage to get through the painful moments. She had filled in the space in my absence.

I understood the relentless crying of my dear student with this personal trauma. Sometimes children hold back their tears or fears understanding the intensity of the pain their parents are going through. They keep a brave front at home to offer their support and maintain an uncomplicated existence.

Parents are our best friends. As much as I’d like to believe myself to be the most approachable and friendly parent, I do know that there will be times when my child will need that ‘Sound Hearing’. And I pray that there will always be that “One” teacher who will make time for him to offer a listening ear.

The Morning Narrative...

Every sunrise promises new opportunities and possibilities. Yet we awaken to different moods and energies to carry through the day. There are mornings when the corn flakes feel crispier than ever and some days the daylight can’t seem to find the appetite for any meal.

Such is the cycle of life. As a teacher I would stand at the door to my classroom greeting my children as they would walk in to begin the day.

Some would hold a cheerful smile and their walk would indicate a happy ride to school. Some would drag their bags off the bus with a sigh of relief upon reaching the classroom. Some would stroll down the corridor absolutely lost in the crowd following all familiar rituals.

The understanding of such diverse mornings and moods clearly indicates the need for the “Circle Time”.

I strongly believe teachers who begin their day with their children without keeping into account their morning mood swings or experiences are not able to achieve their lesson targets as planned.

Adults, despite their ability to put up faces still need a sharing heart to let go of their sour arguments of the mind. Children, carry the same burdens, sometimes small and at times complicated in nature. However, children do have the blessed ability to relieve their hearts temporarily if intervened at the right time.

Therefore, the ‘Circle Time’ need not be a time to discuss the lesson objectives or simply remind our students of the code of conduct. It needs to be utilized to create a sense of togetherness, an air of justice, a surrounding of equality and the acknowledgement of each one’s individuality.

There are many ways to rejuvenate our mornings. The idea is to create an effective synchronization of hearts and minds as far as possible to be able to connect and understand each other.

The classroom, the teacher and the classmates must hold the power to read each other’s joys and sorrows by sharing news everyday. If “X” is down because his/her Mum is not feeling well, there must be a platform for him/her where he/she feels safe to express the emotions of pain or fear understanding that there will be compassion and prayers offered in return.

Likewise, it could simply be the stress of getting on the bus too early in the morning. The long ride could instigate an edgy mind that needs a little humour to unwind those straining hours.

If the teacher is regular in holding the Circle Time, she will be quicker to build the trust and respect that is much needed to move forward in achieving both Academic and Social goals.

Therefore a lot depends on the teacher who holds the greatest power in determining the class morale.

Ideally, the Circle Time should hold a little humour, a lot of praise, some sharing of news and a lot of compassion towards each other’s needs. Miraculously, the process leaves the teacher in peace too despite her Morning Narrative!

Yes, the morning brings with it lots of possibilities, however it is up to us to tap those promising prospects!

Intuitive Teachers Crack The Box Of Labels

A: She had the delicacy of a Japanese doll. Her eyes were sparkling and her fair complexion was in strong contrast to her jet black hair. She smiled with warmth but her laughter kept in. She spoke in whispers and hardly ever raised her hand.

B: His writing was magnetic and the intensity of the events he logged down through his Creative Writing classes was in strong contrast to his absent looks. He had nothing much to share with the teachers and stood quietly when asked to answer a question or add his views.

C: His competitiveness was the talk of the school. Whether it was Sports or his academics, he was always at the top. Yet, there were few friends in his life. Most of the boys who walked with him were loud and threatening in their ways. He glared at students who didn’t match his intellect and often fell into fights or trouble.

D: He often stood outside the Head Mistress’s office pulled out from class for his low grades. He was in his O’ Levels and nothing seemed to be motivating him enough to improve his scores. He had a charming smile and always greeted the passing teacher.

Let me share their stories:

A: She was extremely well mannered and courteous in her conduct. When I met her parents the first time they spoke with the same politeness and were less speakers. They sat upright and consumed all the magic words. They informed me about their daughter being quite meek in nature and her writing speed was worse than a tortoise.

I watched her closely through my classes. Every time I entered the classroom she would stand in respect and greet me with a big smile. I never heard her voice but her eyes carried a strange twinkle that made me wonder what was going through her mind. It got me thinking. I created a small activity for the students as part of our Nouns and Adjectives class.

“Okay children, imagine you are in the jungle. Think of any animal that you would like to be and act it out. The rest of you have to identify the animal and describe it.” They all got into groups deciding upon the names. I watched her huddle in with her group mates giggling softly. Suddenly there was argument. She left the group and sat down with a sad face. “What happened?” I asked her friends. “Teacher we are asking her to become a deer but she is insisting she wants to be a bear!”

It clicked me there and then. She was fed up of the set expectations that we all held for her completely oblivious of her own desires to move on. She was a meek child but was now ready to hop on to level 2. I made room for her to practice her bear skills and the roars reached her home to awaken her parents to her real needs and rise in expectations. Children change with time and this change is visible only when the teacher does not believe in labels.

B: I was amazed by his essays. He would create magic with his words and small comic strips. There were detailed descriptions and every minor detail mattered. I would always read out his creative work to the class but as I would do so, he would detach his attention to the acknowledgement being given. When asked a question in class he would stand in panic despite his impressive ability to comprehend matters. He would curl his fingers to a fist and became visibly nervous.

I noticed this on many occasions. At first I thought maybe he has not been encouraged much before and doesn’t know how to handle the attention well. Though it was just the beginning of the term, I started to search the internet primarily to find ways of boosting his self-esteem. Strangely, I came across an article in a magazine that spoke of a scientific term ‘Selective Mutism’. As I read the article, it convinced me more and more of this child’s situation. He was an intelligent boy. He was comfortable with people of his choice. He had all the expression in stored but he shrunk his voice and presence in a crowd as a selective option.

I realised that all the while that I had been focusing on him was just what I was not supposed to do with him. I felt I needed help and with the permission of my Supervisor, I addressed the issue with the parents. They listened carefully and followed up with a child Psychologist. Eventually I understood the need to engage his abilities using indirect methods and means.

The Year end concert had all teachers complaining about his sudden urge to talk much at rehearsals and though he still chose to silence his voice often, there was a big smile that conveyed a mutual respect for each other’s individuality.

Some children need acceptance on being their own-self. This is possible only when the teacher understands the gravity of the situation and does not believe in labels.

C: There was loud applause in the playground as he won the medals one after the other. The teacher handling the Yellow House boys came to me in a while as he followed behind. “Ms. Shama, he gets into verbal abuse every two minutes with the boys who aren’t running as fast for the house. This is killing their enthusiasm. He does this in class too. I think he should be disqualified!”

The complaints from his teachers had become a routine and so I called up the father to speak to him. He was in his office. He heard me with patience and assured me that he would address the issue as soon as he would get home from school.

Just as I placed the phone down, my Supervisor asked me about the problem. As I related the issues to her, she looked me in the eye and asked, “You know his father gets quite physical with him?” I felt a shudder. “No, I didn’t know that!” She read my anxiety and made me sit down. “This boy has been with us since Kindergarten. His mother works too. The parents don’t have much communication. They have odd timings. The father basically attends to all his needs and is harsh most of the time.”

I left the office with the dreadful news cursing myself for placing the child in such a horrible afternoon. I walked past his classroom. He sat there lost and quite visibly anticipating the beating at home. I had to do something. I decided to call back.

“Hello Mr.X. I’m calling you back just to inform you that your son’s quite upset with my phone call to you. Probably he’s expecting a harsh scolding from you.” He listened quietly and then said, “Well, he should know when he’ll do something wrong, he will get punished.” The rules of the book were pretty much decided. “I’m just a little curious though. He is doing so well in school related to his academics and extra-curricular, then why is his behaviour such a matter of concern. I’m sure you must be very proud of him for getting such good grades and medals of honour!”

“You see teacher, his mother leaves home when he is sleeping and gets back after I have put him to bed. I have to teach him everything and do my work too. He tries to be clever with me and I don’t have the patience sometimes. I understand what you are saying but it’s difficult to make boys do things especially when they think they know more.”

I could sense his frustration and anger to have been cornered into the situation. I thought he needed acknowledgement for his committed part. “It’s kind of fascinating to see a concerned father like you. Mostly I see the women struggling in this area. I don’t know how you do it, but you’re quite right, it is exhausting and children challenge you all the time!” He finally gave a chuckle and lightened up a little. “I think he must miss his mother and maybe he is less expressive or rather lacks the softness in expression due to her absence.” He was moving in the right direction.

 “Well, since this is the arrangement for now Mr.X, then I suggest we calm down a little about it. I’m glad you know what’s missing in his life. It could just be possible that you start looking at this time that you spent with him as a chance to transfer your positive traits onto him. Bond with him in a way that both of you remember this time as great memories. He is a good boy! He needs your approval every now or than and I’m sure you can be a great team!

Some children hide their scars. The only way a teacher can tend to their wounds is to discard labels and believe in her own healing powers which are possible with the will to bring about a change.

D: I often saw him laughing with a merry heart during recess time with his friends. He was a different person in class. He was a usual visitor to the Head Mistress’s office and teachers had lost their faith in his abilities to clear his O’ Level exams. The laughter would disappear for days.

One day during the school assembly, his name was called out to receive a trophy. I clapped louder than ever on finding out that he had lead the school football team to victory. He gathered his team mates and decided to receive it together. His face lit up with the immense applause and he patted all team mates for their roles. I was impressed with the maturity that he conducted himself.

I was the Grade 3 teacher and we were planning our termly newsletter at that time. I always engaged my students in the content and designing of the letter. But this time, I decided to add something important that would teach not just my students a skill but also allow other teachers to begin to talk about student strengths and aptitudes more.

“I would like “Y” to dress up for an interview and come to my Grade 3. The children want to interview the School Football Captain about Football as a sport and about Sportsmanship.” The Senior Supervisor got the message to the boy who walked up to me later on and asked, “Teacher, should I wear a suit for the interview?” I fell in love with his innocence. “Of course! It’s quite formal! And do prepare a little introduction to get the questions started.”

The whole event was filled with pride. He spoke exceptionally well about the sport itself. He attached his personal dreams of making it to an international team. And like any good mentor, advised the students to understand the importance of teamwork and peer support.

Some children need platforms to support their dreams. This is possible only if the teacher is able to drop the label and adjust her focus towards a win.

All of these children were part of my teaching years and the reason why I decided to write about them was to put forward the argument that: An Intuitive Teacher can identify the hidden fears and underlying deficiencies of any child provided she/he has the vision to acknowledge the many possibilities trapped in a box of labels.

School Playgrounds Become Graveyards MubeensBlog #MubeensLaw

 MubeensBlog #MubeensLaw

This Article has been written in response to a successful Twitter Trend run by Pakistanis around the globe to create an awareness and state of emergency to wake up our nation to our deteriorating values and Educational System.

The past two months have been buzzing with more or less the same Political nonsense in Pakistan. As usual the point of focus has been our distinguished Leadership. The never ending debate on inflation, power-cuts and cowardly foreign policy has been the driving force for many social networking sites. Television has practically become a Political forum for politicians to come together and deface each other.

Amidst this hue and cry, I began to come across snippets of a strange kind of viral disease infiltrating our society silently but surely. “A topper Kamran, from Grade 7 committed suicide by burning himself over not being able to wear a new uniform which his parents could not afford coming from a poor family. His father earned his living through odd jobs. His treatment was an estimated 2 million rupees of which the parents were able to collect just 50,000. Before his treatment began, he lost his life owing to some incredible desire to wear a new uniform.”

No sooner than that happened news of another young 7^th grader studying and residing in an elite school’s hostel in Abbottabad started to make waves. “The name was Mobeen and he often spend weekends at home with his family. One dreadful weekend, he came home to wrap up his entire life into a loop of shame and humiliation that he faced at the hands of the teachers who taught him and the misbehaviour of management at the hostel. 

Mobeen left a note in his school jacket that revealed his frustration and shocking revelations on being punished and fined Rs. 5 for using Urdu in school. More evidence of his trying days at the school was printed in his personal diary that he mentioned in his last note.”

And to add to this grievance, a 6^th grader in Karachi made a successful suicidal attempt at failing an assessment in school in North Nazimabad.

Along with these shocking tales of dead ends, off and on we hear the news of physical beatings and sexual abuse in lower level schools by teachers and headmasters alike. News of children being rushed to hospitals because they were unable to answer the teacher’s question should become a matter of grave concern for all of us.

Our Education System has failed to deliver the sanity of learning to our children and playgrounds are slowly becoming harsh realities of graveyards.

Education aims primarily to provide equal opportunity to each child and equips them with the tools to reason well. The above examples of students as old as 12, claiming their lives indicates a huge shift of priorities and clearly reflects the presence of a rigid force that adamantly denies a system failure.

There would be much debate upon government schools versus private institutions. The middle class struggles to get their children admitted to Private schools despite the high fee structure. Once they are able to get in, the entire pressure to perform is shifted to the child who neither applied for the honour nor anticipated the cut-throat competition. Here the child’s ability becomes irrelevant to the result expected. The father wants the fee to be justified through an “A” performance and the school sends reminders consistently to meet their high standards.

Government schools on the other hand hold no motivation what so ever for either student or teacher. The concept of interactive learning is almost nil and the future for these children is acceptably decided which kills their dreams to think big. Here the teachers set no expectations of their students and the parents harshly unveil their disappointment by reminding them of the effort being made to educate them despite being poor.

Crushed between these two forces, the school and the parent, the child begins to struggle more with his weaknesses than his strengths. The focus is always the failure, the inadequacy or the childish attitude! This vicious cycle leads the child to believe and take responsibility for these failures, inadequacies and childish attributes. Any abuse at this difficult time, physical or emotional, can damage the reasoning ability of the child. At such a tender age the amount of stress to produce expected results ignites a spark of frustration. There is dislike for oneself. This dislike and constant negativity leads to drastic consequences which are sometimes fatal.

A perfectly harmonious system begins with a fair distribution of resources to schools from the government. Standard Training programmes for teachers to promote desired teaching methodologies and incentives to progress and grow in the profession. Create standard criterion for hiring teachers and indulge in regular school inspections to evaluate the learning happening. Children should be involved in etching their learning graph. Provisions for support classes and teachers should be made available to all schools to release the stress of being alone in the process. The focus should be to enhance the strengths of each child and provide equal opportunity to move ahead.

Parental involvement in academic and social changes should be welcomed and voluntary work should be encouraged. This will awaken the parents to the reality of most situations related to their child’s fundamental growth. It will help them relate to their children’s problems. Communication will definitely identify the working of the mind and maybe the hopelessness of meeting with a dead end could be avoided. Faith in our children encourages them to admissions and confessions.

But most importantly, the impact of over-competition needs to be aborted at once. Every child needs to experience a moment of glory which remains the responsibility of the teacher. Identifying the strongest needs and desires of the pupil and creating a stage for its attainment is indeed one of the most noble gesture and efforts made by a teacher.

Punishment of any physical nature should be labelled a criminal act by law. The parliament of our country should work in collaboration with school systems to devise a law that protects and safeguards the rights of these innocent children who deserve a happy school life. Any teacher who raises the hand to exhibit his power should be expelled with a heavy fine and be barred from this noble profession.

It’s difficult to imagine those young chaotic minds that carried such huge scars. The little hearts that dreaded another day at school. The fear that engulfed them on announcing their failure and the injustice that devoured their sense of pride.

Children are the future. We must take charge of this drowning situation which is growing at an alarming rate. Our government needs to take notice of this epidemic and invest its energies into formulating a much needed Education System that runs a fair and Balanced Academic Programme for all and is monitored by firm Laws and Strict Accountability!

Reality With Equality

After a break of 3 years I shall finally be reverting to my passion of teaching and learning. I was fortunate to land a job in an absolutely new School environment. The management hired me as an English Language teacher for Grades 4 and 5 and as the Language Co-ordinator.

I spent a week with them to get myself Oriented with the system and routines. I was pleasantly surprised at being greeted by the students with my name though I had interacted with them through a demo lesson almost a month and a half back. Their smiles welcomed me with warmth and I felt a strong sense of belonging already.

Having taught English for almost 10 years, I felt I only needed to get myself acquainted with The American Curriculum which is again a fresh concept to me. Well, quite honestly what is a book to a teacher? The challenge is always to create a story around the content and concept to facilitate the learning process. But I believe there will be surprises thrown my way this coming academic year!

I attended an English Workshop at the school through the week and as always it was a great adrenaline rush! It challenged all my prior concepts on teaching language, methodology, possibilities and doubts. I was seated with fellow language teachers and luckily the programme being discussed was to be implemented the coming year and so the term, “Balanced Literacy Programme” was new to all.

The philosophy behind the programme should touch the heart of every True Educationist. Every classroom, especially one composed of Non-native speakers, consists of different levels of objectives. One of the teacher declared she had six different levels in her class with regards to Reading and Writing. To meet the needs of all these levels was a task for her and planning six different lessons an impossibility and an accepted failure at application too.

The Balanced Literacy Programme aims at creating different learning centres within the classroom and creating homogeneous student groups. All students within a group reflect the same levels of understanding and work towards achieving the same language targets together. The year begins with homogeneity and the desired plan is to build them into heterogeneous groups as the levels improve.

The idea comes across beautifully but I do wonder if the concept would be smooth and workable. It is possible to create four distinct Language Skill Centres within the classroom but how would these centres function independently as the teacher would skip from one group to another. Would the writers be comfortable with their thoughts while the readers would recite their lines aloud? Could the grammar activities be carried out without teacher intervention? More importantly, could the students benefit more from their peers than the teacher?

I raised a few of my concerns.

“Anything that’s new, takes a little time to seep in. It’s not just adopting something new but also letting go of something old and familiar.” 

The Supervisor encouraged all the questions understanding the natural reaction of most teachers towards the need for such a change.

“There’s been a huge debate after a recent evaluation of many Private Schools whereby it was reported that almost every child was oblivious of his/her growth and role in the educative process. These were brilliant students and it was eye opening to observe their absence of reasoning and logic.”

“The second glaring discrepancy to meet the eye was the presence of many different student levels within the classroom resulting in lack of 100% engagement through a singular lesson. The Knowledge and Human Department Authority issued their expected criteria to schools to fill in these two very important learning pits.”

“It takes about a month for this programme to settle in. The centres remain for a week and student groups rotate every day to a new centre. The assignments are all computer generated and it’s a more Scientifically graded programme.”

“The Programme allows a certain healthy noise level to persist within the class walls. Students share ideas and problems to find solutions and are far more aware of their growth and learning. The objectives are written by them and ticked off upon attainment.”

Looking at the programme from the very definition, there is a balance that can be envisioned rightfully. To me, anything that promises Reality with Equality is welcomed with much excitement.

So what if I hold a few reservations. The opportunity to try out something new that might actually work around to bring justice within a system is definitely worth an honest attempt!

Eastern And Western Packages

My life has always been quite surprising with regards to my state of mind! On days when I am absolutely positive and prepared, it can really topple my confidence with its unpredictable swings. On the contrary, when my anxiousness appears to be the order of the day, it elevates me to astounding heights!

This ebb and flow sunk into my nervous system which was jittered and calmed by the following events which happened coincidently or with a purpose in a sequence.

“It’s a good school and the KHDA has rated it well. I think we should get our children registered there for the next academic year,” my husband suggested having reservations about their present school. “I think we should approach the Admissions Office in time or they might put us on the waiting list,” he continued determined to change their school.

We completed their papers and met all requirements mentioned on the school website and drove in with hope to find them a place for the coming year. The ladies at the reception were from India and guided us through to the admissions office. While I filled in some forms handed over to me by the Admission Officer, my husband walked about the corridors getting a feel of the place.

The fee was paid and the boys got registered to be called in for an entrance exam on a later date. “Do you think I should also drop in my Resume for them to consider me for an appropriate position next year?” I asked my husband who confirmed it as a good idea. I met with the PA to the Principal who too was an Indian by origin.

She quickly glanced at my CV. “If you don’t mind my asking you, where are you from?” I smiled and answered, “I am from Pakistan.” She nodded her head taking the conversation forward. “You do understand you cannot be given an administrative post here,” she looked at me. I got a little confused. “And what do you define as an administrative post?” I asked her trying to clear any doubts in my mind. “Well, it says in your CV here that you have worked as a Curriculum Specialist. That post level is only given to British Certified Teachers!”

“And why is that?” the question practically fell from my mouth. She gave me a sarcastic look. “If you place your child in a British Curriculum you would want your child to have that accent! You will not compromise on anything less than that! That influence and contact is important to Asian parents.” I was surprised at her acceptance being an Asian herself.

I knew the conversation would not end fruitfully. “Ms. X, just help me understand this. If I am in an administrative post, I don’t really interact with the child much. It’s always the teacher who holds the maximum influence and contact as you say. So, how many British teachers does your school have?”

She became a little uncomfortable. “Well, we have a few but our policy is like that.” She flipped a few pages and asked me, “How come you haven’t mentioned your nationality and age on the resume? It’s the basic information required!” she had now decided to even up.

“I don’t think my profession is defined by my place of birth or my age. I am a teacher and to me that is a Universal term. If you would have paid attention to the details in the resume, you would have considered me as someone with a good qualification and experience in the field.” I was completely ticked off by now.

“Well all I can say is that we have high standards to meet and if we do consider your CV, we’ll give you a call.”

I left completely annoyed by her logic. As soon as I sat in the car my husband asked me what was wrong. I related the incident to him. He suddenly took a U turn and brought me back to school.

 “I want you to go and speak to the Principal about this woman’s attitude and racist comments. Also inform them that we will not be admitting our children to their Psycho-School!” I looked at him a little unsure. “Don’t think! What nonsense! All of their staff is Indian. I saw the classrooms and except for two staff members, all were Asian nationalities. The Head of the school must know about how prospective candidates are being interrogated!”

His support helped me understand the need to report the disturbing event.

The Principal of the school was a British gentleman. My presence near his office threatened his PA, the lady who had interviewed me and she came to me, “He is awfully busy today. You will have to wait a long time.” I nodded and sat down. She walked in and out of his office nervously sending in teachers and parents to delay the process hoping I would leave. I stood up and walked up to check if the waiting line of parents had shortened.

“Why aren’t you sitting in your place? You can’t just barge into his office like that! Ma’am please sit down!” I actually wanted to slap her across the face for her high tone and assumption on my intentions but I didn’t want to leave without meeting him.

After waiting for about forty minutes she came to me, “He is very busy but will spare five minutes he said!”

I walked in. He did not stand up to greet instead motioned me to sit down. “You wanted to see me?” he asked. “Mr.Y, my husband and I got our children registered with your school an hour ago but I must tell you I’m most disappointed by the School philosophy and policy which was put forth to me by your PA.”

“Is that so,” he acted surprised, “and what did she say to you?” I related the incident to him in a calm manner as the purpose was to let him know and not fight.

“I take it that she was just trying to inform you about the school policy which has been approved by the Ministry of Education. We have two packages. The Western and the Eastern package. I’m not commenting on what is right or wrong, but that’s the way it is.”

“And so, as per the Eastern package, I may never progress or grow in my profession as it’s my misfortune that I was given birth on the Eastern side of the globe?” I asked him smiling.

“Well, if you had a degree from the west it would have helped you more is what I can say!”

“Mr. Y, clearly teachers aren’t made out of degrees but passion. The most passionate teachers are ones who are determined to eradicate intolerance and racism from the society. I can’t be judged by the colour of my skin or be rated by the country of my origin.”

“I believe you are purposely labelling my school as racist and I find that very offending!” he became a little dramatic holding up his hands. “Well, if you are trying to defend the lady and endorse her comments as the policy of the school, then yes, you and your school are by all means racist!” I was firm in my voice. 

He looked at me and said, “Can you prove that she used any racist words or phrases?”

“Racism has no face Mr.Y and I’m sure you know that. I entered your school for its academic brilliance and it didn’t matter to me if all your staff was Indian. For I believe teachers are born with the passion to give. Of course education and training are important, but why would you assume that the candidate who walks into your school is needy and less informed because he/she does not come from the west?”

He shrugged his shoulders, “I don’t know what to say except I’m sorry you feel that way!” 

I stood up to leave. “No Mr.Y, I’m sorry that you feel this way. My Resume clearly states my qualification and the fact that I carry both the Eastern and Western degrees. The very fact that I was cast off before being given a chance is proof enough that your school is an unhealthy place for my children. Thank you for your time.”

A week later I was called in by another school for an interview where the Director of the School, a lady and a complete stranger, delivered these words to me in confidence, “Before you are interviewed by the panel, I want you to know…There is a belief or rather myth in the Middle-East that Asian teachers don’t possess the capabilities to match their western counterparts. Today I want you to break this myth! Your resume is impressive and your confidence is promising. Speak with confidence. I’m with you all the way!”

I had the best interview and was asked to join the school with much pride!

   

Relationships Take Time

The beginning of a new term brings hope for every life that comes in collaboration to meet the basic objectives of growth and progress. Whether it’s the student, teacher or parent, there is the desire to be able to achieve new targets and in some cases, fix or amend the previous year’s errors.

Here, the point that I would really like to highlight is the complicated levels of expectations that come together at one time. Parents look at the teacher as the magician who would sort out their problems at once. The teachers look at the parents imagining a perfect synchronization of thoughts. The students in the meantime carefully study both parties well to absorb their overwhelming energies.

The Orientation Day is specifically organised to break the ice for all joining hands for the coming year. The teachers meet with their prospective students and parents to discuss classroom systems and the School Programme.

In my initial years as a teacher, my focus of discussion with the parents was always the class rules, the class time-table, homework policy and assessment procedures. I thought, once these were discussed and outlined well, the chances of a confused or blinded year would decrease incredibly.

Still as the year progressed, I realized the number of issues related to these class rules, time-table, homework and assessments would always be on a rise. It was baffling. Despite such clear instructions and discussion on policies, the level of understanding and execution would become a task. The entire first term would be dedicated to seeking a common ground to move forward. My entire focus would be meeting humongous expectations to be able to do a good job.

And then with growing years, I learnt that there was one very important point that I would always miss out or forget to discuss on the Orientation Day each year. To most, it was common sense, but to me, if not placed in words it had the power to uproot an entire plan.

“Relationships take time,” I pointed out to a group of parents who sat across the classroom listening carefully. “To think that we have met today and therefore know each other really well now, is an unrealistic and fairy-tale thought!” A few heads nodded in agreement. “I am a teacher. I’m excited to have your children with me this year. I’m sure, each one is special and has plenty of contributions to make. It’s thrilling to have this diversity of thoughts and ideas to learn from.”

The room remained silent. It was an important message that was being conveyed and all were interested to hear and see what the ‘magician with her magic spell’ was planning to do for their children.

“Some of you would like to see your child’s handwriting improve this year and for some, the Literacy skills need to be enhanced. I’m sure each one of you has some hidden desire that places your child on that coveted spot that you truly believe to be his/her destination.” There was agreement.

“I’m more interested in knowing how you’re going to achieve that!” The question came from a concerned father. I handed them all a piece of paper with a pencil. “Please write down your areas of concern related to your child this year. Everything that you would like him/her to achieve.”

The responses were as anticipated. A whole list of concerns, some as long as 10 points. One of them tried to hand me the paper but I motioned him to keep it.

“Now, Look at the list carefully again. Underline the most important points that you feel cannot be ignored at all.” They followed as instructed. Some understood the objective of the activity and realistically analysed their concerns while others felt strongly that all 10 points were pertinent and couldn’t be ignored. As a teacher I secretly marked the names of these parents to call them in for independent meetings and convince and help them frame more realistic and useful goals.

“I will collect these from you to help work out programmes to engage your children and get you copies to carry home. It is important to discuss these points with your children who at the end of the day will need to put in an effort to make our set plans a success.”

The idea was not to accept or decline any concerns but to help parents understand that each year begins with a few set targets that everyone agrees upon. We have a jumbled up mind to begin with and feel overwhelmed with so much to achieve. Having realistic expectations can free the mind of much anxiety and fear of failure.

In life, we plan to do many things. However, everything cannot happen together at the same time. We need to prioritize and break up our goals onto a time-line beginning with what we consider as the most important.

The journey is spread over a year. To achieve all set targets, teachers need time and space to build a positive relationship with the student primarily and the parent as well. To expect results in a month or two is a false notion. Teachers who promise you rewards in short time periods aren’t really working on leaving long-term impressions.

Like I said, Relationships take time. They need clarity of thoughts. Mutual understanding on objectives and consensus on what’s most important to achieve.