Four years of studying, striving, and absorbing a myriad of educational theories culminated in this moment: my inaugural formal class. To project an air of professionalism and experience, I donned formal attire. I knocked on the classroom door, greeted the students, and stepped inside. Eleven twelfth-grade humanities students regarded me with keen attention. Nervous, I busied myself arranging my belongings for a couple of minutes to regain composure. Then, I gathered my wits and began: introductions, sharing my passion for sociology, which I hailed as the “God of all subjects,” and outlining the class rules:

• Food and drink were permitted, provided they were shared and did not disrupt the class.
• Each student was allowed to plead “I haven’t studied” twice during the semester, exempting them from a failing grade, but the management of these two sessions was their responsibility.
• If you accompany me, I will accompany you.

The students embraced the rules, and the class became a vibrant forum for discussion. We connected sociological theories to the complex world beyond their small village. The school was nomadic and boarding, drawing students from neighboring villages, an old, traditional, and remote area. Yet, in our class, even Marzieh, who had remained silent for eleven years, found her voice.

One day, the school prepared a soup, distributing it among everyone. Teachers were called to collect their share in the courtyard. I stood in line among the students, who graciously offered me their places. As I received my soup, I noticed a penetrating gaze. It was Mohaddeseh, a twelfth-grade humanities student, an Afghan girl with a boyish haircut and an incisive look. She observed me intently, never averting her gaze. Her presence in class was also distinct. She listened meticulously, offered examples, and scrutinized my behavior in the office, the classroom, and the courtyard, everywhere! It was as if she sought to ascertain whether my actions aligned with my words.

This sharp observation slightly unnerved me until one day, she came to the office, sat across from me, and said: “Madam, in all my time, I have never seen a teacher as knowledgeable and kind as you. My father insists I attend university, but until now, I had no inclination. However, after seeing you, I want to expand the small world of our village.”

I smiled. She continued: “After school, I always speak highly of you at home. My mother has named you ‘the little teacher’!”

Mohaddeseh, the class’s bright student, had made a significant decision. We stayed connected through the Shad platform, and I supported her whenever she needed assistance. She aced her final exams and was accepted to study sociology at the University of Tehran. She proudly declared that she was now the second Afghan girl to study at the University of Tehran.

At the end of the year, the twelfth-grade students discovered that it was my first year of teaching and that my home was far from the school. They were astounded that “the little teacher” had performed so professionally in her debut year. And most importantly, I learned that professionalism has nothing to do with formal attire.

First Class, First Lesson: How Can a Teacher Be Inspiring?

Hossein Talebzadeh — Department of Social Sciences, Farhangian University of Tehran

Introduction

Teaching, beyond the mere transmission of knowledge, is a complex and impactful process wherein a teacher can alter the trajectory of students’ lives. Teachers, through their behavior, attitudes, and interactions, play a pivotal role in shaping students’ futures, not just through educational content. This analysis focuses on four key areas: classroom management, motivation enhancement, teaching in underprivileged areas, and the attributes of an inspiring teacher.

Discussion

۱٫ Classroom Management: Balancing Rules and Flexibility

The novice teacher created an interactive environment by setting clear yet flexible rules. According to William Glasser’s classroom management theory, students’ responsibility and motivation increase when they feel involved in establishing classroom rules.

۲٫ Student Motivation: The Impact of the Teacher’s Role Model

Mohaddeseh, initially uninterested in higher education, decided to pursue university after observing the teacher’s behavior. This aligns with Bandura’s social learning theory and Ryan & Deci’s self-determination theory, which emphasize role models and intrinsic motivation.

۳٫ Teaching in Underprivileged Schools

The teacher transformed limitations into opportunities by using tangible examples, respecting students’ culture, and breaking stereotypes. According to Lave and Wenger’s situated learning theory, learning deepens when the teacher is part of the students’ community.

۴٫ Characteristics of an Inspiring Teacher

• Clarity and flexibility in classroom rules
• Consistency between words and actions
• Connecting education with real-life experiences
• Providing equal opportunities for expression

Conclusion

This inaugural teaching experience reveals that professionalism is not contingent upon years of experience but on attitude, interaction, and methodology. By creating an interactive environment and effective communication, teachers can alter students’ life trajectories. This narrative exemplifies the inspiring power of a teacher who expanded a student’s world from a small village to the University of Tehran.