Teaching from the Heart: Stories that Shape Young Minds
By: Narjes Nasrpour
These stories are from my five years of teaching experience at a kids’ institute. The first three stories focus on social awareness, the middle section is about self-awareness, and the final stories highlight self-management.
All names used are pseudonyms, and students’ personal information has been kept confidential.
Social awareness, in my opinion, means understanding society and recognizing that people are different in language, culture, and even skin color. But in the end, we are all human, and we must respect each other. Everyone faces challenges, but humanity still exists—so it’s important to empathize and understand what others are feeling. As the Persian poet Saadi wrote, “Human beings are members of a whole, in creation of one essence and soul.” (Saadi. Gulistan, Chapter 1)
This verse focuses on the interconnectedness of all people, regardless of nationality, culture, or background.
Self-awareness is about recognizing your own emotions, values, and personality. It means understanding how to express your thoughts and manage your feelings. Everyone knows themselves better than others do, so we should be mindful of how our emotions affect us and how to control them.
Self-management is about how we handle difficult situations—managing our stress, emotions, and actions. When done well, self-management helps people become more responsible and independent. Teachers should remember that their role is more than teaching; they play a particular part in shaping their learners’ characters. It’s important to find a balance—not be too strict or too playful. How you treat your students today can shape who they become tomorrow—philosophers or less admirable occupations.
Social Awareness Stories
Story 1: Ariyan, the Energetic Boy
Ariyan, an 8-year-old boy, was often noisy and irresponsible. Instead of telling him things like “Ariyan, sit down!” or “Don’t do that!”, I gave him responsibilities. Boys often enjoy leadership roles, so I made him the class monitor. When I wasn’t in the classroom, he helped maintain silence and checked homework like a mini-teacher. Every child has a unique personality. Ariyan is the kind of child whose energy needs to be directed positively. If not, he can become a distraction to others.
Story 2: Extroverts, Introverts, and Friendship
In every classroom, there are both extroverts and introverts. Extroverted children are sociable and energetic, while introverted ones are quiet. Nora, a 6-year-old girl in my class, is an introvert. She is the youngest in her family, and since she has no playmates at home (her siblings are many years older than Nora), it makes her be silent (somehow a little shy).
In my classes, I use games and songs for learning. These group activities help introverts feel included. I remember one cute, lovely moment: one of the extroverted kids asked an introverted classmate: Are you, my friend? She said, “No, I’m new in this class.” The first kid said, “When you sit here on this bench, you are my friend.” Now, they go to the same school, and this bench-sharing moment has become a classroom friendship rule!
To understand kids better, you have to become one of them—sing, play, and walk in their shoes.
Please never say things like: “Come on, make friends” or “Hey Sara, go be friends with Ali.” Don’t force children to do anything, even if it’s good for them. When you make groups, don’t insist introverted kids join right now. Give them time, and they’ll join on their own, and extroverts may even invite others to play and join the group. In the end, they get along easily.
One of the biggest rules in my career that I suggest to other teachers is: first be a friend for kids, then be a teacher. The teacher has a significant role in kids’ learning; when I was 10, I went to the English class. My teacher called on me to answer a question. While I was answering, she said something that made my classmates laugh. In that situation I was really embarrassed, and I didn’t return for one year. Now, when I remember it, I laugh, but for a 10-year-old girl, it ISN’T funny.
In peer groups, children can express themselves freely, without judgment or pressure from adults. Some parents always say: “Sit down.” “Don’t talk;” “Don’t run.” But children need to talk, run, and make noise Because all of these actions make kids kids. If they don’t do these things, they are adults, not kids.
Story 3: Balancing Home and Classroom Learning
Roughly 50% of a child’s English learning happens at home—through media and materials we provide to parents—and the other half happens in the classroom.
Here’s a tip: When reviewing material with students, first ask the high-achieving kids questions. This not only reinforces the lesson but also encourages others.
Kia, a smart first-born boy with a baby sister, usually did well. But sometimes he struggled. I never punish students for not answering correctly—it can damage their mental health. Maybe Kia was nervous or distracted. I asked his mother why he couldn’t answer well, and his mother told me they had just returned from vacation; or, another time, she said he was busy with school exams, and next session he would be ready to answer.
As teachers know, there are some clever kids, and anytime you ask questions, they have answers. But if one day they can’t answer you, don’t be disappointed, and you don’t always need to give marks.
It’s a common rule between teachers: you can delete the lowest score for each student.
Self-Awareness Stories
Story 4: Mirrors of Kindness
Children reflect what they see. I had a student named Pariya, age 7. Whenever she forgot her breakfast, I shared mine. One day, I forgot my food, and she offered me a banana and an apple, saying, “Which one do you like?” Children mirror kindness. They remember and repeat our actions.
Story 5: Self-Assessment for Building Confidence
Self-assessment is great for 8–10-year-olds. I often ask them, “If you were the teacher, what score would you give yourself?”
Faya and Mary are the two students in this story. Faya is independent—her mother is a nurse, so she handles things on her own. Mary is very dependent; her mother even helps her with her shoes. Faya confidently gave herself a 10/10. Mary, unsure, said, “Ask my mom what I should give myself.” I told her, “Sweetheart, this is about you.” She replied, “I give myself 8/10 because I’m not perfect.” I told her, “No Mary, I give you 10/10,” and listed her strengths. This builds self-esteem and helps us assess our own teaching methods, too.
To me, a kid with self-esteem or even self-respect is better than a kid with top grades but without any self-confidence. Marks and scores can be easily achieved by studying hard, but you can’t buy self-esteem for your child at the confidence store.
Self-Management Stories
Story 6: Encouraging Learners to Believe in Themselves
Weak students also deserve encouragement. Nika, an 8-year-old girl, came to class with her older sister. Her mother focused on the older daughter because she was smart and big enough to do her tasks, but the little girl, Nika, had a weak body, and it was obvious that she needed some help when doing her assignments. I noticed that I had to repeat words five times for her. Over time, I understood her better and gave her more support. I encouraged her progress, gave her small rewards, and helped her build confidence step by step by giving her opportunities to share with her peers, for example, through singing and telling stories.
Story 7: Rethinking “Rude” Kids
Some students are labeled as “RUDE,” but often, they aren’t rude. They only haven’t learned that certain behavior is unacceptable, and some families don’t care about their kids’ behavior. Sam, a 5-year-old in my summer class, didn’t greet anyone. I wondered if he could even talk! By the third session, I played a fun “hello and goodbye” song at the start and end of class. It worked—Sam began saying “hello” loudly, and if I forgot to play the song, he reminded me. You wouldn’t believe it if I said when his mother texted me, she didn’t say hi in her messages. I realized that greetings didn’t have any meaning for her. I would have liked to play special songs for his mother, but she was too old to listen to these songs.
Conclusion
At the end of the day, these stories aren’t just classroom memories or experiences—they’re lessons about how a teacher can influence children’s emotional well-being. I understand that teaching is not just about books and marks; it’s about feeling souls, noticing emotions, and helping kids become better humans.
One lovely word from a teacher can build confidence, and one harsh reaction can break it. Kids remember how we made them feel, even more than what we taught them. That’s why we must teach with kindness, with patience—and most of all, with heart. I truly hope these classroom stories remind other teachers that behind every student is a person growing, changing, and just needing someone to believe in them.
I hope you enjoyed reading these stories. If you have any questions or comments, feel free to email me. I’d love to hear from you.
Narjes Nasrpour is an Iranian EFL teacher and MA TEFL student with five years of experience. Her work centers on social-emotional learning and storytelling, emphasizing how education fosters kindness, confidence, and self-awareness in children. She believes teaching is not just about lessons—but about shaping hearts.