Experiences which are not Talked about in Teacher Trainings
By: Narjes Nasrpour
Editors’ Note:
Surprise in teaching doesn’t always come from dramatic moments or unexpected events. Sometimes, it emerges quietly, in the revelations we uncover through deeper connections with our students. In this piece, Narjes reflects on seemingly small interactions that led to surprising insights about the importance of listening, motivation, and encouragement in the classroom. These stories remind us that even the smallest gestures—a conversation, a pencil, or a carefully chosen word—can lead to unexpected and profound outcomes, shaping both student and teacher in the process.
Listening to Your Learners
One of the biggest lessons I’ve learned is the importance of listening to your students. I had an Iranian English student who loved to chat with me, and at first, I didn’t mind. But then, as she started sharing family issues and personal secrets, I realized that she needed someone to talk to. When I discussed this with school counselors, they advised me to just listen without interrupting. This simple act helped her open up about her problems, showing how vital it is to be there for our students.
Homework Struggles
Another challenge many teachers face is when students don’t complete their homework. I had a student who never turned in assignments until I had a heart-to-heart with her. When I asked why she wasn’t doing her homework, she said she just wasn’t in the mood and felt tired. I probed a bit deeper and asked her what “being in the mood” meant—she couldn’t explain it! So, I asked her about her future aspirations, and she said she wanted to be a teacher. I explained that if she wanted to teach one day, she needed to do her homework now to learn and share knowledge with her future students. This motivated her, and she ended up doing her homework really well.
The Magic of Gifts
I also like to give my students little gifts to encourage them. One of my favorites is a “soft, high-quality pencil” that I call a “magical pencil.” While it’s not actually magical, the idea that it could be helps spark their imagination and enthusiasm for learning. For those students who struggle more or tend to make mistakes—especially with erasers—I give them a “magical eraser.” I tell them that using it will help them write the correct answers afterward. With this gift, they believe in themselves; they use the eraser less and trust in their responses.
The Power of Labels
Lastly, I want to touch on the impact of “labeling.” If a child hears negative labels like “dumb” from parents or teachers, they might start believing it themselves, even if it’s not true. This can be incredibly damaging. To counteract this negativity, research suggests that for every negative comment, we need at least 17 positive affirmations to neutralize its effect. So let’s be mindful of how we talk about our students; our words can shape their self-perception!
In summary, listening deeply, understanding student struggles, providing thoughtful gifts, and being careful with our words can create a more supportive learning environment for our young learners.
Narjes Nasrpour, kids’ teacher studying for an MA in TEFL