Expat Eyes

This blog contains the photographs, observations and reflections of Rena Diana, an educator and writer, during extended stays in the Arabian Gulf, China, and Mongolia.

Lessons from My Students Part 2

“Building good citizen (s) is the aim of each country that plan (s) to develop itself and provide  (a) good life for its people. Education is the main and only road to have good citizen (s). The more the country provides (an) advanced education system, the more the country achieves progress in all fields.”
Abbas , prospective university student
Education City, Qatar

(Corrections in parentheses are mine.)

Once again, in this post, I am protecting the privacy of my students. These are not their real names. (See May 14 Post: Lessons from My Students Part 1)

So here I am with my remaining seven students. Abbas, father of a four-year-old boy and twins – boy and girl- aged two. He is serious, hard working, and earnest, often asking the questions that fuel further learning for the entire group. Siraj has two boys and a little girl, whom he calls “his heart”. Siraj is a charmer, our class comedian, with an open and endearing manner. Very witty, ambitious, quite anxious about his skills in English and his prospects academically. He calls me “Teacher”, and I call him “Student”, in an on-going playful banter. Quiet, mysterious and dignified Naseem is the only unmarried one in the group. He has very little confidence in his ability in English and tends to miss class often. His deep, expressive eyes speak volumes.  I get the feeling he is overwhelmed with his life in general these days. Basim has an easy smile and a sweet disposition. He has two young sons. A first he stays virtually silent, as if he cannot believe he will ever be able to utter a word of English- much less read and write it- but as the weeks move along, he speaks out more and more, and smiles more and more. The most confident student in the class is Abdul, who puts in many hours revising his essays and taking practice tests in both reading and listening comprehension. At first, he politely rebuffs me, as if he needs no teacher. He is proud and intense, the father of two daughters. As the class proceeds, he relaxes, participates more, and begins to ask for help. This pleases me because his contributions to our class conversations are helpful.  Hani is the cool dude in the group.  Another charmer.  On a couple occasions, he arrives in class in jeans or some neat, casual outfit, which always throws me, as I am accustomed to seeing him clothed in Arab attire. He is very smart, a quick study, deceptively so. One of those students who appears to be distracted, then excels on an assessment.  Hani is warm, kind, clearly a leader, and totally devoted to his three young children, sometimes showing me their photos on his iphone. And, finally, there is Shihad, the oldest of the group at 37. Indeed he seems like “an elder” to me as well, with his direct, intelligent gaze and his no nonsense, mature approach to all assignments. The others respect him and look up to him as a sort of spokesman for the group, and so do I.

Finally, I could pave my way to my dream to study to get a degree in my favorite subject at one of the most well known universities. I believe that this will give me a tremendous opportunity for my future career. I am committed to being a student at University. I promise to study hard  and do my best in order to encourage (other) young Qatari (s) to join  (a) university and also to be an ideal example of my company. I am sure that the excellent quality education system in the University will be very helpful to my career and my life. Also (it will) contribute (to) the growth of education in Qatar and … the well being of the people here.”
Abdul

 

These are grown men in a traditionally male-dominated culture. They are vulnerable in this class, however, and I am aware of that, so I tread lightly. I cannot exactly tell them what to do in the same way I would the American middle schoolers I have taught (although how much even they complied is certainly debatable!) I am with these seven students for as many as five hours a day, several days a week. Everyday there is a break to observe the Call to Prayer- and to smoke and drink coffee. Sometimes these breaks extend to 45 minutes. After a couple weeks of this disappearing act, I decide to exert a bit more discipline and control in the group. One day, as they leave, I say, “Okay, gentlemen. Take your break, but be back here at exactly 3:00 o’clock.” Within a split second, Siraj responds, “3:00 P.M. or A.M.?!” –At that moment, I know we are all going to get along just fine…

Next Post: Lessons from My Students Part 3

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