Often when I'm teaching English at the dar chebab (Darija, or Moroccan Arabic, for "youth center") here in town, kids are unruly. Usually they divert other students' attention by talking to them in class. However, sometimes they engage in other, more disruptive classroom misbehavior.
I've gone so far as to kick talkative or otherwise distracting kids out of the classroom. While I prefer not to resort to such extreme measures, after expelling multiple misbehaving students out of the classroom, I have found that the remaining students, who are more serious about learning, are more able to focus on the lesson. Consequently, we have more efficient and productive lessons.
However, at times I've also called upon the moudir (Darija for "director") of the dar chebab to help me with especially disruptive kids. For example, on one recent night, I was teaching an English class. Given that it has started getting warmer, the moudir had left the windows of this particular classroom open before I started teaching this class. Thus, the students in the classroom and I quite clearly heard the ear-piercing whistle which a child made right outside the window. I purposely kept teaching for a few more moments to avoid acknowledging, and thus to avoid drawing attention to, his misbehavior, which, I suspected, was exactly what he wanted. However, after a few moments, I left the classroom and spoke with the moudir about the loud whistle. He went outside the dar chebab and took the boys outside the window by surprise. Later that night he told me that he had decided that they would be banned from the dar chebab.
He's also mentioned to me the idea of bringing rebellious kids to the gendarmes, who are the law enforcement officers here in town. Generally, although I imagine that doing so would tend to be highly effective in reining in kids' unruly behavior, it seems to me that doing so might be an extreme measure. However, at least some of the time, I would definitely encourage such a course of action. With the very loud, screeching whistle, one is starting to consider noise complaints, which, at least in the US, law enforcement officers handle. However, I also recognize that Moroccans might call upon law enforcement here in Morocco for additional and different reasons other than those which lead people to utilize law enforcement agencies in the US. Furthermore, I completely respect the moudir's authority and his decisions to ban certain youths from the dar chebab and/or to bring them to the gendarmerie.
In managing misbehavior while I'm teaching and/or tutoring kids in English, I've also been reminded of certain cultural phenomena here in Morocco. Youths, as well as adults, sometimes expect me to become violent when I attempt to deal with disruptive kids. In addressing classroom misbehavior, I also try to get kids to respect each other.
A specific example comes to mind. Last week, I was tutoring a student in English. He told me that he was going to give a presentation in school about how youths drop out of school. He's one of the most devoted students who comes to the dar chebab for help in learning English. He often asks me questions about English. He's also relatively quiet, gentle, modest and soft-spoken. As I was helping him with words and phrases in English related to his presentation topic, he was making a good number of mistakes, sometimes by misspelling words, and sometimes by using the wrong verb tense. Other kids were in the room, and a couple of them were watching and listening as I was tutoring this student. One of the ones who was watching was laughing as my tutee was incorrectly composing sentences. I became angry and told him and another youth who also was distracting us to leave the room. I was especially incensed in this case because not only were they making it more difficult for my tutee to concentrate, and thus to learn, but the one kid was implicitly mocking his attempts to learn. I was especially agitated because potentially, given his seemingly sensitive nature, my tutee seems particularly susceptible to the destructive effects which such mockery can have on one's psyche.
I thus followed the two youths out of the dar chebab, in an attempt to explain to them why they must not laugh at students who are trying to learn. However, when they saw me coming, they ran away. I believe that they assumed that I would hurt them, or at least grab them, if I got close enough to them to do so. I returned to the classroom and finished tutoring my student. The two students who had sped away had returned and were lingering just outside the front doors of the dar chebab. I again tried to speak with the disrespectful students, and again they fled; this pattern recurred a few times. Each time I looked outside to see if they were still there so I could talk with them, they became scarce.
Finally at one point, I was standing outside of the dar chebab when I saw the youth who had been laughing at my tutee. From afar, I strongly stated to him in Darija that he must not laugh at another student who is trying to learn. In English, he said, "I am sorry." I responded in Darija that he had to say that to the student at whom he had been laughing.
Having addressed his disrespectful behavior, I re-entered the dar chebab, where the moudir, as well as the moudir of another dar chebab in a nearby village were conversing. I began speaking with them about this situation which had just occurred while I had been tutoring. I explained to them that the reason I had been so irritated was because if a kid laughs at another kid when he's trying to learn, that youth who's trying to learn might later have psychological problems. The moudir of the dar chebab here in town indicated that he understood.
A short time later, he told me that the moudir of the dar chebab from the nearby town would walk with me to my apartment. I headed out from the dar chebab with him. After walking with him for about a minute, I began to wonder why he was walking me home. It occurred to me that perhaps it was because I had berated the one youth in public. Moroccans tend to observe the rule of praising others in public, and reprimanding them in private. However, I'd kept trying to take the two disruptive youths aside to privately counsel them, but hadn't been able to do so. Given the potentially damaging effects of his mockery, I felt it might have been urgent immediately to address his misbehavior. Further, during some periods, I have not seen this particular youth, the one who had been laughing at my tutee, for months on end. Still further, I'd seen the moudir of the dar chebab here in town chide students while others were watching and/or within earshot. Nevertheless, as I was walking home with the moudir of the dar chebab of the nearby town, I asked him if I should not have chastised the student in public, and if I should have waited until I was able to privately speak with him. He responded that there hadn't been a problem with how I had handled the situation.
As we continued walking, once we were much closer to my apartment, it occurred to me that maybe he wanted to come into my apartment, perhaps to counsel me in private about this situation. Accordingly, when we reached the front door of the apartment building in which I live, I asked him if he wanted to come inside. He declined, which not only seemed to be a genuine reply given the look on his face and his general demeanor, but also seemed to make sense since he hasn't been feeling that well.
Once I had gotten inside my apartment, I finally realized why he had walked me home. He had done so because Moroccan men and boys often make sure that other men or boys in a physical altercation actually part ways, and often accompany them on their way to make sure that they're not going to go back to find the other--or each other--to restart the dispute or fight. However, I'd had no intention of harming, grabbing or even touching either of these youths. During physical confrontations, Moroccan men and boys exchange harsh words and threats, shove each other, and, at times, put their hands to the throat of the other male, as if they are about to strangle him. They rarely use weapons while fighting, and nearly no private Moroccan citizens own guns. Given how Moroccan men and boys sometimes interact with each other, certainly I understand why Moroccans tend to expect me to become violent with youths who are disruptive while I'm trying to teach and/or tutor.
However, I don't become violent. I have hoped that the next day I communicated that I follow this behavioral aspiration. I was at the dar chebab when both of the youths who I had ejected from the classroom the previous day walked right up to me. I calmly said to them in Darija, "Look: you have to respect other kids. It's very important to respect them when they're trying to learn. That's all." I was glad to see that they seemed to be serious and attentive to the message I was trying to communicate to them. It occurred to me that they might have become so meek because they were concerned that the moudir was going to ban them from the dar chebab, and/or take other punitive measures against them. I figured that I was probably correct in my suspicion when the student who had laughed at my tutee seemed concerned a little while later as he asked the moudir whether he could attend Spring Camp. However, I hope that these two students are not just changing their behavior out of self-interest. I hope and pray that they truly are repentant, and that they have reached such a psychological and spiritual place out of compassion for their fellow student. I know that if they feel and believe so, they will have benefited infinitely more than from having gained any knowledge of, or skill in, English.
I've gone so far as to kick talkative or otherwise distracting kids out of the classroom. While I prefer not to resort to such extreme measures, after expelling multiple misbehaving students out of the classroom, I have found that the remaining students, who are more serious about learning, are more able to focus on the lesson. Consequently, we have more efficient and productive lessons.
However, at times I've also called upon the moudir (Darija for "director") of the dar chebab to help me with especially disruptive kids. For example, on one recent night, I was teaching an English class. Given that it has started getting warmer, the moudir had left the windows of this particular classroom open before I started teaching this class. Thus, the students in the classroom and I quite clearly heard the ear-piercing whistle which a child made right outside the window. I purposely kept teaching for a few more moments to avoid acknowledging, and thus to avoid drawing attention to, his misbehavior, which, I suspected, was exactly what he wanted. However, after a few moments, I left the classroom and spoke with the moudir about the loud whistle. He went outside the dar chebab and took the boys outside the window by surprise. Later that night he told me that he had decided that they would be banned from the dar chebab.
He's also mentioned to me the idea of bringing rebellious kids to the gendarmes, who are the law enforcement officers here in town. Generally, although I imagine that doing so would tend to be highly effective in reining in kids' unruly behavior, it seems to me that doing so might be an extreme measure. However, at least some of the time, I would definitely encourage such a course of action. With the very loud, screeching whistle, one is starting to consider noise complaints, which, at least in the US, law enforcement officers handle. However, I also recognize that Moroccans might call upon law enforcement here in Morocco for additional and different reasons other than those which lead people to utilize law enforcement agencies in the US. Furthermore, I completely respect the moudir's authority and his decisions to ban certain youths from the dar chebab and/or to bring them to the gendarmerie.
In managing misbehavior while I'm teaching and/or tutoring kids in English, I've also been reminded of certain cultural phenomena here in Morocco. Youths, as well as adults, sometimes expect me to become violent when I attempt to deal with disruptive kids. In addressing classroom misbehavior, I also try to get kids to respect each other.
A specific example comes to mind. Last week, I was tutoring a student in English. He told me that he was going to give a presentation in school about how youths drop out of school. He's one of the most devoted students who comes to the dar chebab for help in learning English. He often asks me questions about English. He's also relatively quiet, gentle, modest and soft-spoken. As I was helping him with words and phrases in English related to his presentation topic, he was making a good number of mistakes, sometimes by misspelling words, and sometimes by using the wrong verb tense. Other kids were in the room, and a couple of them were watching and listening as I was tutoring this student. One of the ones who was watching was laughing as my tutee was incorrectly composing sentences. I became angry and told him and another youth who also was distracting us to leave the room. I was especially incensed in this case because not only were they making it more difficult for my tutee to concentrate, and thus to learn, but the one kid was implicitly mocking his attempts to learn. I was especially agitated because potentially, given his seemingly sensitive nature, my tutee seems particularly susceptible to the destructive effects which such mockery can have on one's psyche.
I thus followed the two youths out of the dar chebab, in an attempt to explain to them why they must not laugh at students who are trying to learn. However, when they saw me coming, they ran away. I believe that they assumed that I would hurt them, or at least grab them, if I got close enough to them to do so. I returned to the classroom and finished tutoring my student. The two students who had sped away had returned and were lingering just outside the front doors of the dar chebab. I again tried to speak with the disrespectful students, and again they fled; this pattern recurred a few times. Each time I looked outside to see if they were still there so I could talk with them, they became scarce.
Finally at one point, I was standing outside of the dar chebab when I saw the youth who had been laughing at my tutee. From afar, I strongly stated to him in Darija that he must not laugh at another student who is trying to learn. In English, he said, "I am sorry." I responded in Darija that he had to say that to the student at whom he had been laughing.
Having addressed his disrespectful behavior, I re-entered the dar chebab, where the moudir, as well as the moudir of another dar chebab in a nearby village were conversing. I began speaking with them about this situation which had just occurred while I had been tutoring. I explained to them that the reason I had been so irritated was because if a kid laughs at another kid when he's trying to learn, that youth who's trying to learn might later have psychological problems. The moudir of the dar chebab here in town indicated that he understood.
A short time later, he told me that the moudir of the dar chebab from the nearby town would walk with me to my apartment. I headed out from the dar chebab with him. After walking with him for about a minute, I began to wonder why he was walking me home. It occurred to me that perhaps it was because I had berated the one youth in public. Moroccans tend to observe the rule of praising others in public, and reprimanding them in private. However, I'd kept trying to take the two disruptive youths aside to privately counsel them, but hadn't been able to do so. Given the potentially damaging effects of his mockery, I felt it might have been urgent immediately to address his misbehavior. Further, during some periods, I have not seen this particular youth, the one who had been laughing at my tutee, for months on end. Still further, I'd seen the moudir of the dar chebab here in town chide students while others were watching and/or within earshot. Nevertheless, as I was walking home with the moudir of the dar chebab of the nearby town, I asked him if I should not have chastised the student in public, and if I should have waited until I was able to privately speak with him. He responded that there hadn't been a problem with how I had handled the situation.
As we continued walking, once we were much closer to my apartment, it occurred to me that maybe he wanted to come into my apartment, perhaps to counsel me in private about this situation. Accordingly, when we reached the front door of the apartment building in which I live, I asked him if he wanted to come inside. He declined, which not only seemed to be a genuine reply given the look on his face and his general demeanor, but also seemed to make sense since he hasn't been feeling that well.
Once I had gotten inside my apartment, I finally realized why he had walked me home. He had done so because Moroccan men and boys often make sure that other men or boys in a physical altercation actually part ways, and often accompany them on their way to make sure that they're not going to go back to find the other--or each other--to restart the dispute or fight. However, I'd had no intention of harming, grabbing or even touching either of these youths. During physical confrontations, Moroccan men and boys exchange harsh words and threats, shove each other, and, at times, put their hands to the throat of the other male, as if they are about to strangle him. They rarely use weapons while fighting, and nearly no private Moroccan citizens own guns. Given how Moroccan men and boys sometimes interact with each other, certainly I understand why Moroccans tend to expect me to become violent with youths who are disruptive while I'm trying to teach and/or tutor.
However, I don't become violent. I have hoped that the next day I communicated that I follow this behavioral aspiration. I was at the dar chebab when both of the youths who I had ejected from the classroom the previous day walked right up to me. I calmly said to them in Darija, "Look: you have to respect other kids. It's very important to respect them when they're trying to learn. That's all." I was glad to see that they seemed to be serious and attentive to the message I was trying to communicate to them. It occurred to me that they might have become so meek because they were concerned that the moudir was going to ban them from the dar chebab, and/or take other punitive measures against them. I figured that I was probably correct in my suspicion when the student who had laughed at my tutee seemed concerned a little while later as he asked the moudir whether he could attend Spring Camp. However, I hope that these two students are not just changing their behavior out of self-interest. I hope and pray that they truly are repentant, and that they have reached such a psychological and spiritual place out of compassion for their fellow student. I know that if they feel and believe so, they will have benefited infinitely more than from having gained any knowledge of, or skill in, English.
No comments:
Post a Comment