By Pranshi Upadhyay | Fellow, Teach For India
Azger, from Grade 5, is one of the most colorful kids in the class. A born leader, he is one of those students that define the classroom culture. You’d find him confidently walking up in front of the students during school’s morning assembly to inform everyone that he heard of an accident taking place due to kids being careless, and that we shouldn’t be playing on the road. You’d find him taking the lead during morning sharing circles to get everybody to settle down and start the procedure. You’d also find him enthusiastically joining his friends to dance to a patriotic Telugu song, without a care in the world, like the champ he is.
He wasn’t always like this.
I’ve seen many days of struggle with Azger since last year when I joined the fellowship. I was surprised by how moody and potentially violent he was, and the least bit of teasing from a classmate, or even a rude word from a teacher, would leave him extremely aggravated. I’ve seen him run out of classroom because he found my dealing with a certain conflict that he was involved in, unfair. There was no talking and reasoning things out with Azger. He would feel left out and unrepresented at school, and that was making him extremely mistrustful of me.
I tried becoming his confidante, someone that he can feel comfortable around, but that backfired. He would feel deceived if I exercised the consequence system of the class on him. I saw no way I could reach through to him.
I had gathered early on that he had lost his mother at an early age, was being raised entirely by his grandmother, and that the little that he sees of his father, he’s pampered to no end. The father figure, for Azger, had gradually become a fascinating and fun person who would be there and take care of him no matter what. He would create similar troubles at home, and was a subject of concern for his old grandmother and his elder brother too, what with the financial troubles going on at home and his grandmother’s constant ill-health.
Getting through to him was a hard and long process, but I’m extremely glad and proud that I did. I met his grandmother often and have grown rather close to her by now. My reports and her sharing of family troubles ended in both of us holding various sessions of intervention with him, explaining why it important for him to take school and education seriously, and why he can trust his teachers.
Today Azger is a much more peaceful and happier little boy. It gives me extreme joy to see him take up responsibilities on his own and feel belonged in the classroom.
*Names changed to protect identity
By Kiranmayi | Fellow, Teach For India
By Sree Harsha | Fellow - Teach For India
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