My Introduction to the American Classroom

When I first immigrated to the United States I had high hopes of the type of schooling I would receive. America is the nation of freedom and individualism, humanity and equality, democracy and justice. Why should the classrooms be any different? Classrooms in Iran modeled something like an authoritarian jail cell, where teachers did most (if not all) of the talking, and students would be reprimanded for not paying attention in class or offering incorrect answers. The teacher did little more than make learning into an Olympic event in which all students were competing with each other for glory and the pat on the head that signified our accomplishments. Compared to this experience, the American classroom could not be any worse.

I am so glad that my first introduction to an American education presided in Mrs. B.'s class. She possessed a teacher's information and guidance, a mother's patience and love, and a grandmother's comfort and wisdom. No other classroom could have been more appropriate for a seven-year old non-English speaking girl. From the very first day, she introduced me to the other children and initiated some cooperative activities to get me more comfortable with my classmates. Since language was a barrier, she made sure these activities focused less on speaking skills so that I would be more involved and less intimidated. That first day gave me great insight into my new teacher: she cared. Above and beyond anything else that I can remember and say about Mrs. B. is that she cared greatly about my development, about my acquisition into a new setting and a new culture, and about my general happiness and well-being.

Mrs. B. and I had established our very own lunch dates once a week to secure my understanding of things we had learned in class and to also get me to practice speaking and developing my English skills. I loved these lunch dates and looked forward to them every week. We would discuss not only key concepts she had taught in class and problems I may have had with homework assignments, but also how I felt about this new environment and about my relationships with my fellow classmates. In a way, Mrs. B. became my confidant and friend, stepping outside of her duties as a teacher. For this I will always be grateful to her. I know that my first year in an American classroom would not have transitioned so smoothly for me had it not been for the warmth of my second grade teacher.

Even now, sixteen years later, I remember and carry with me all the valuable lessons I learned in Mrs. B.'s class. Her teaching went beyond the curriculum provided by the second grade textbooks; she taught me how to believe in myself, to strive for excellence despite the obstacles in my path, to overcome any barrier that prevents me from cooperating and learning from others, and most of all to succeed. I would not have reached the goals and accomplishments that I have achieved without the help of Mrs. B. She invested her time, effort, dedication, and belief in me, and she helped establish the foundation for future triumphs. I could not have asked for a better introduction.

-- Submitted by Sheila Tehrani, American University