Fard with an i
Fard. This is how Farid spelled his name when he entered my class. He always forgot the i.
4. This is the number that Farid wrote when I said 3.
Nothing. This is what Farid often replies with when I say something to him in English.
Having a student like Farid in a class is not unique to any school or any country. There are always students who are farther behind, who don’t understand as much as the other students and simultaneously become a discipline problem. In my discussions with other teachers about Farid (which believe me, they are often), I continually find myself saying, “well, I am his teacher, I must do absolutely everything I can to help him succeed” (or it sometimes sounds more like- what more can I do??) I often struggle with this statement because with Farid “everything I can do” doesn’t ever seem like enough.
Farid is not a student on scholarship. He does not live in poverty and come to school with torn clothes. Farid’s family is actually pretty wealthy. The problem is that they just don’t care. Even after parent meetings (believe me, these were tough to get), it becomes even clearer that he is neglected at home and does not get the love and support he needs. He comes to school tired or already upset at the world. He yearns for attention and so desperately wants to learn, even though there is something holding him back.
Another teacher is helping me tutor Farid in the afternoons and yesterday she informed me that when they were practicing something on the board, he began to imitate me and a certain game we had played in class. When she told me this story, I was filled with such joy. He really was paying attention.
So everyday when Farid lazily walks into the classroom (late), I welcome him as I do to all my students. I support and love him as I do all my students. And I search for the ways to help him succeed. I look for the moments when he has a spark in his eye and take advantage them. I find patience in moments when I never knew I would have it. And when I get discouraged, I find strength in knowing that he now remembers to write the i.
4. This is the number that Farid wrote when I said 3.
Nothing. This is what Farid often replies with when I say something to him in English.
Having a student like Farid in a class is not unique to any school or any country. There are always students who are farther behind, who don’t understand as much as the other students and simultaneously become a discipline problem. In my discussions with other teachers about Farid (which believe me, they are often), I continually find myself saying, “well, I am his teacher, I must do absolutely everything I can to help him succeed” (or it sometimes sounds more like- what more can I do??) I often struggle with this statement because with Farid “everything I can do” doesn’t ever seem like enough.
Farid is not a student on scholarship. He does not live in poverty and come to school with torn clothes. Farid’s family is actually pretty wealthy. The problem is that they just don’t care. Even after parent meetings (believe me, these were tough to get), it becomes even clearer that he is neglected at home and does not get the love and support he needs. He comes to school tired or already upset at the world. He yearns for attention and so desperately wants to learn, even though there is something holding him back.
Another teacher is helping me tutor Farid in the afternoons and yesterday she informed me that when they were practicing something on the board, he began to imitate me and a certain game we had played in class. When she told me this story, I was filled with such joy. He really was paying attention.
So everyday when Farid lazily walks into the classroom (late), I welcome him as I do to all my students. I support and love him as I do all my students. And I search for the ways to help him succeed. I look for the moments when he has a spark in his eye and take advantage them. I find patience in moments when I never knew I would have it. And when I get discouraged, I find strength in knowing that he now remembers to write the i.
posted by Anna | 9:31 PM
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