Читать книгу Who's In My Classroom? - Tim Fredrick - Страница 8

I may not be the smartest in the class, but I am generally ambitious and hard-working. For a long time, though, math and science classes were an exception. I was content to get by with lower grades in them. That mindset changed thanks to my sophomore year physics teacher, Mr. Stevens (not his real name).

Taking physics seemed like some type of punishment. I brought a poor attitude with me to class each day, just wanting it to be over.

I ended up failing the first marking period. I convinced myself that it wasn’t a big deal and continued with my sour outlook throughout the second marking period. I guessed that my teacher could see I didn’t care and would be happy to keep failing me. But one day at the end of the second marking period, something unusual happened.

When the bell rang, I hopped out of my desk and started gathering my things. Just then, Mr. Stevens called my name.

I looked up. He said, “I’d like to speak to you once you’re ready.” I nodded. Great! He was going to give me a boring lecture on how I should take advantage of the free education I had been given or start asking why I didn’t care about school. Blah, blah. He didn’t know me; he just knew my performance in this one class, so I wouldn’t let his aggression affect me. What could he do? Threaten to call my parents? So with my head up high I walked over to his desk, ready for anything he was going to throw at me.

Right away, he gave me a welcoming smile and asked how my day was going. Surprised at his friendly manner, I told him I was actually a little stressed about a geometry exam, but other than that, I was all right. I assumed it was small talk before he landed the big speech, but what he had to say next surprised me even more.

“I just wanted to let you know that I know you’re not doing as well as you could be in your class. I’m positive you are capable of way more, Neha. I picked up your transcript from the guidance counselor’s office today and I see you have good grades in your other classes. Physics is a little difficult for you, huh?”

I couldn’t answer. I was trying to digest the fact that he actually went and reviewed my transcript. I wondered if it could be that he was actually curious about me as an individual.

But part of me was just defiant. He said I was struggling in “my” class—Hello? Physics was his class. Not mine. I was just forced to take it.

He continued, “I want to invite you to tutoring. I tutor Tuesdays and Thursdays and plenty of students come in. It does get crowded sometimes, so I can’t always guarantee I’ll be able to help you on the particular topic you’re struggling with. But I’ll try.”

I tried to read his face, wondering what the catch was. The tutoring sessions weren’t news to me, but I never expected him to reach out and invite me. Most teachers only pay attention to the students who look like they care. My geometry teacher always told us, “I’m not even going to bother with kids who do not want to help themselves.” This teacher obviously had a different approach.

—Youth Communication writer Neha Basnet, from “How I Conquered Physics, with Unexpected Help”