In my early years as a teacher, I was assigned to an elementary school. One day, I was supposed to show an educational film to my fifth-grade students. At that time, video players were banned in households, but schools were permitted to use them for educational purposes.

With the help of the school janitor, I brought a television and a video player into the classroom. The students were excited, eagerly waiting for the film to start. However, I—the teacher—stood in front of the device, completely unsure how to operate it. In university, I had learned teaching methodologies, but no one had taught me how to use educational technology. The Ministry of Education had not provided any training either, and since I had never owned a video player at home, I had no prior experience using one. I placed my hands on the buttons, but I had no idea where to start.

For a moment, there was silence. Then, one of the students, Javad, spoke up: “Sir, shall we set it up for you?” Before I could respond, he and a few other students stepped forward, pressed some buttons, inserted the tape, and within seconds, an image appeared on the television screen. The film started playing. The classroom filled with excitement. But I wasn’t looking at the screen—I was reflecting on a profound realization.

Analysis: From Traditional Teaching to Lifelong Learning

۱٫ The Gap Between Formal Education and Practical Needs

This experience revealed a fundamental gap: formal teacher education does not always align with the practical demands of the classroom. In university, we learn pedagogical theories, but we receive little training in using educational tools, adapting to technological advancements, or addressing real-world classroom challenges. This gap was evident back then and remains a persistent issue in many educational systems today.

۲٫ The Teacher Is No Longer the Sole Source of Knowledge

This incident was an eye-opener: in the modern classroom, the teacher is not necessarily the most knowledgeable person in every domain. Students, especially in areas related to technology, may be ahead of their teachers. Javad, a fifth-grader, possessed a skill that I, his teacher, lacked. This shift highlights a critical transformation in education: the teacher’s role has evolved from a “knowledge transmitter” to a “learning designer.”

۳٫ The Necessity of Lifelong Learning for Educators

From that day on, I resolved not to wait for official training from the Ministry of Education but to take responsibility for my own learning. I realized that in today’s world, a teacher who does not continuously update their knowledge and skills will soon become obsolete. Lifelong learning is not merely an option for educators; it is an essential professional responsibility.

۴٫ Technology: A Threat or an Opportunity?

At that time, video players were seen as a potential threat—banned in homes but permitted in schools for instructional use. Today, similar debates revolve around smartphones, social media, and artificial intelligence in education. But is banning technology the solution? Or should educators embrace these tools, learn how to integrate them into teaching, and guide students in using them responsibly?

Conclusion: The Future Educator Is a Tech-Savvy Educator

That day in my fifth-grade classroom, I learned an invaluable lesson: if I wanted to be an effective teacher, I had to stay updated with technological advancements. I needed to embrace innovation, rather than fear it, and learn how to leverage it for educational purposes. Today, after many years in the profession, I still uphold this principle:

“The modern world is driven by technology. Embrace it, and you will thrive as an educator.”

As a character-building instructor at an elementary school in southern Tehran, I was responsible for organizing the morning assembly. Schools in Tehran are situated within residential areas, with many elderly and ill residents living nearby.

Every morning at 7:30 AM, the school bell would ring, and students, full of energy, would rush to their designated spots. The assembly was conducted in a military-like order: Quran recitation, a hadith, the national anthem, and loud political slogans.

One day, after the assembly, a man stormed into the school, furious. His father, who lived next door, had a heart condition and was distressed daily by the noise. I admitted responsibility and calmly apologized. Surprised, he softened. I invited him to the library, offered tea, and listened. He explained his father’s suffering. I apologized again and began reflecting: could I conduct the assembly differently?

The next morning, instead of ringing the bell, I used hand gestures. Students quietly lined up. The Quran and hadith were recited calmly, the anthem was hummed softly, and students walked to class politely. The results were astonishing: neighbors were relieved, and a sense of tranquility and respect spread among students.

Scientific and Educational Analysis

۱٫ The Impact of Social Environment

Schools function within communities, and their activities affect residents. The loud assembly caused distress, showing the need for schools to consider social responsibility.

۲٫ Conflict Resolution and Communication

Instead of defensiveness, empathy and adaptation resolved the conflict. This exemplifies constructive conflict management, crucial in education.

۳٫ Adapting Teaching Methods

Replacing loud commands with non-verbal cues showed that authority can be maintained through creativity and adaptation, reducing stress while maintaining discipline.

۴٫ Empathy and Indirect Teaching

Explaining the reason for change taught students respect for others and awareness of consequences. Indirect teaching reinforced social responsibility and empathy.

Conclusion

This experience highlights the importance of flexibility. A small adjustment transformed tension into peace, benefiting both community and students. Teachers are not only conveyors of knowledge but facilitators of life skills, and even small changes can yield profound improvements.

Years ago, at the school where I was teaching, we had a vice-principal who was hardworking but short-tempered. One day, after repeated misbehavior, he lost control and slapped a fourth-grade student so hard that the child fell and injured his wrist. The next day, the boy returned with his arm in a cast, accompanied by furious parents. His father stormed in, demanding the vice-principal.

Realizing the danger of escalation, I quickly advised the vice-principal to leave and approached the father calmly. Knowing him from my neighborhood and sharing the same native language (Azeri), I invited him and his family to the library to talk. Masoumeh, the school caretaker, brought us three cups of tea—cups that would change the course of the conversation.

The father angrily recounted the incident. I acknowledged his pain and confirmed the vice-principal’s behavior was unacceptable. Gradually, the tension eased. After the first cup of tea, voices softened. I suggested forgiveness, reminding him of the vice-principal’s long years of service. He agreed—on the condition that such punishment never happen again. His wife protested, but he silenced her, insisting that when someone from his hometown asked for forgiveness, he could not refuse. By the second cup of tea, calm prevailed. They left without confrontation.

Later, the vice-principal, pale and shaken, thanked me. I told him firmly: “Never, ever, physically punish a student again.” And as long as I remained in that school, no student was ever subjected to corporal punishment by him again. I realized that sometimes, mediation means three cups of tea, patience, and knowing when to speak in someone’s native language.

Mediating Over Three Cups of Tea: An Experience in Crisis Management

Introduction

Educational environments are not only for knowledge transmission but also for social and moral development. This story illustrates a crisis managed through mediation, cultural awareness, and communication. It is analyzed from psychological-pedagogical, cultural, and sociological perspectives.

۱٫ Psychological and Pedagogical Analysis

Corporal punishment harms students’ self-esteem and creates fear. The vice-principal’s action caused physical and emotional harm and provoked social backlash. The teacher’s intervention—calm dialogue, shared language, and emotional validation—aligned with conflict resolution strategies emphasizing active listening and constructive solutions.

۲٫ Cultural Analysis

Language is a tool for trust. Speaking Azeri calmed the father and built empathy. Cultural ties and community bonds played a decisive role in resolving the conflict. This shows how local cultural capital can aid conflict resolution.

۳٫ Sociological Analysis

The story reveals power structures and gender roles. The father, as decision-maker, reconsidered when a trusted intermediary intervened. The mother’s protest was silenced, reflecting patriarchal norms. The vice-principal, initially an authority figure, was forced to change under social pressure.

Conclusion

• Emotional control is essential in schools; staff need training in regulation and behavior management.
• Mediation and communication skills can transform crises into constructive dialogue.
• Punitive discipline must be replaced with positive alternatives.
• Cultural and social ties can be powerful tools for de-escalation.

Ultimately, this story shows that teachers are not only educators but also mediators and agents of peace in schools.

In that small elementary school, Mr. Afshar, the sports teacher, was beloved by the young hearts. He not only taught the students sports but also ignited the spark of life within them. During the summer, the neighborhood’s alleyways became a playground for small-goal footballs. The youthful excitement sometimes mixed with the complaints of the elders. Balls breaking windows, street hazards, and occasional fights disrupted the neighborhood’s peace.

On a warm day in Khordad (May/June), Mr. Afshar and I shared our common concerns. What if we could channel this abundant energy into a safe and constructive path? The school’s small yard, despite its limitations, could be a haven for this enthusiasm. With the agreement of the caring principal and the cooperation of a local official, we initiated a new plan. The schoolyard would host small-goal football competitions during the summer.

We planned, scheduled, and informed the students. Mornings were for elementary and middle school students, and afternoons were for high school students. Mr. Afshar and I not only supervised the games but also ensured that the excitement did not lead to violence and conflict.

At night, when I went to the mosque, I heard the people’s prayers. The Imam thanked us for restoring peace to the neighborhood and for bringing smiles to the children’s faces. Those moments were our most valuable reward.

This memory is not just a simple story but a testament to the power of teachers to create positive changes in society. Teachers can be guiding lights and ignite hope in hearts, not only in the classroom but in every moment of life.

Analysis: School and Neighborhood Synergy

Cultural Aspect

Using the school space for sports activities during summer vacations, in addition to strengthening collective identity, demonstrates respect for the cultural and social traditions of the neighborhood. This action creates a bridge between the educational values of the school and the culture of local life, fostering a sense of belonging among students and residents.

Social Aspect

Transferring games from street spaces to the schoolyard reduced tensions and dissatisfaction among residents and prevented unwanted incidents. Direct communication between the school and the neighborhood fostered cooperation and solidarity among parents, teachers, and local officials.

Educational Aspect

Careful supervision and planning of sports games by teachers provided an opportunity to impart social skills such as cooperation, respect for rules, and responsibility. This helped children learn ethical and social values in a safe environment and develop their character through interaction with peers and adults.

Scientific Aspect

Regular physical activity in a controlled environment positively affected children’s physical and mental health, increased concentration, and improved academic performance. Studies show that exercise in safe spaces reduces stress and enhances brain function.

Reciprocal Impact

This experience demonstrates that the school and the neighborhood are in a reciprocal relationship. By providing a safe and planned space, the school strengthened its role in education and contributed to improving the quality of local life. On the other hand, the support of local officials and residents made the initiative possible and added to the school’s credibility.

Conclusion

Using the schoolyard as a safe space for play is a testament to the coordination between cultural, social, educational, and scientific dimensions. This reciprocal relationship not only reduced problems caused by street activities but also provided an opportunity to impart ethical values, strengthen collective identity, and improve children’s health. It reminds us that through cooperation and collaboration, the optimal use of resources can create widespread positive impacts on society and pave the way for the growth of future generations.

Over the years, I have encountered many different students in my classroom, but some of them leave a lasting story in my mind—one that I will never forget.

Javad was one of those students. He always sat at the back of the class, showed little interest in the lessons, and made just enough mischief to distract others. Not enough to cause major disruptions, but just enough to be noticeable.

For weeks, I tried various approaches to engage him, but nothing seemed to work. The conventional methods suggested sending him to the principal’s office, having him sign a commitment letter, or even applying disciplinary measures. But I have always believed that if a student has a problem in my class, it is my responsibility to find a solution.

One day, after class, when all the students had gone to the playground, I asked Javad to stay behind. In a calm and friendly tone, I asked: “Why don’t you pay attention during the lesson, and why do you keep disrupting the class?”

He hesitated for a moment, then asked: “Sir, if I tell you the truth, will you get mad at me?” I smiled and replied: “I promise I won’t. Just tell me why.”

He looked at me and said: “Because I already know everything you’re teaching. I get bored!”

His answer took me by surprise. I decided to test him. I asked a few questions from the next lesson—one I had not yet taught. To my astonishment, he answered all of them correctly, and not only that, but his explanations were clear and thorough.

At that moment, I understood why he was disengaged. But a more important question formed in my mind: How can I channel this hidden potential?

I looked at Javad and asked: “Would you like to be my teaching assistant? You can help answer your classmates’ questions and assist them with exercises.”

For the first time, I saw excitement in his eyes—an enthusiasm that had been missing before. He eagerly agreed.

When the students returned from recess, I made an announcement: “From this moment on, Javad is my assistant in this class.”

The students looked at him in surprise. But soon, the atmosphere of the class changed. Javad was no longer bored. Every time a student raised their hand, he eagerly stepped in, explained concepts, and helped them with exercises. And most surprisingly, the students listened to him attentively—because he spoke their language better than I did.

That day, I did not teach a lesson; I learned one. I realized that sometimes, a student’s problem is not a lack of knowledge but a lack of challenge. And sometimes, a simple shift in perspective—a small opportunity—can change the course of a student’s learning forever.

Sometimes, a teacher must become a student …

Psychological and Educational Analysis

Introduction

Challenging student behaviors are a common issue in classrooms, often stemming from a variety of factors, including learning difficulties, lack of motivation, and cognitive challenges. Traditional classroom management approaches typically focus on punishment and behavior suppression. However, research suggests that identifying the root causes of these behaviors and offering alternative solutions can be more effective.

Discussion

۱٫ Cognitive Challenge and Learning Theories

One of the main reasons for Javad’s inattentiveness was the absence of cognitive challenge. According to Piaget’s theory of cognitive development, effective learning occurs when a learner experiences cognitive equilibrium. If the content is too simple or repetitive, the learner may experience boredom, leading to disengagement. Javad already knew the material, so he disengaged.

۲٫ Motivation and Self-Determination Theory

According to Deci and Ryan’s Self-Determination Theory (SDT), three needs drive intrinsic motivation: autonomy, competence, and relatedness. Initially, Javad lacked all three. But when he became a teaching assistant, he gained autonomy, demonstrated competence, and felt valued—leading to intrinsic motivation and engagement.

۳٫ Peer-Assisted Learning and Role Theory

By transforming Javad’s role into “assistant teacher,” the teacher leveraged Peer-Assisted Learning. Students often learn more effectively from peers. Social Role Theory also explains that individuals adjust behavior based on roles; Javad’s new role increased his responsibility and positive behavior.

۴٫ Classroom Management: From Punishment to Motivation

Instead of punitive measures, the teacher used Positive Classroom Management—addressing root causes, fostering intrinsic motivation, and increasing participation. This improved engagement, strengthened relationships, and created a supportive environment.

Conclusion

This case shows that disruptive behaviors often stem from lack of challenge, not lack of ability. Punishment is ineffective; opportunities for active participation can transform behavior. Sometimes, a teacher must become a student—not to teach, but to understand and innovate for meaningful growth.

My years of teaching in underprivileged areas have been full of lessons—both bitter and sweet. However, one experience remains etched in my memory.

During my first year of teaching, one day during recess, the school’s intercom buzzed. A father, whom I recognized as a parent of one of my students, entered the office. He had been summoned to discuss his daughter’s poor academic performance. She sat quietly beside him, her head lowered.

The father, however, launched into a speech—not to support his daughter, but to accuse her. He praised himself for all he had done: the expensive phone he had bought her, the clothes, the financial support. Yet, behind his words was nothing but blame. He called her a disgrace, insisting she was ungrateful and careless about her studies.

But I knew the truth. At home, she endured a different reality—verbal abuse, shattered glass, and the heavy burden of fear. She was not failing because of negligence; she was struggling in an environment that offered her no peace.

As I watched her break into silent tears, too afraid to defend herself, my heart ached. She could not reveal what truly happened at home—she had to protect her family’s honor.

I could not remain silent. Gently, I put my arm around her, hoping she would feel less alone. Turning to the principal, I said, “This student performs well when she is mentally at peace. She does not deserve to be humiliated like this. I assure you, she will pass by the end of the year—she just needs a chance.”

Eventually, she was given an opportunity to improve. But I knew that what she needed most was a safe space. From that day on, I made my classroom her refuge—a place filled with warmth, encouragement, and brief escapes from the chaos of home. And in the end, she passed all but one subject.

That experience taught me that teaching is not just about delivering lessons. Sometimes, it means becoming a shelter, recognizing unseen pain, and offering a hand to a child who silently pleads for help.

The Role of Emotional Support in Student Performance: A Case Study

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

Introduction

Education is widely recognized as a fundamental right and a key driver of personal and societal development. However, academic success is influenced not only by cognitive abilities but also by students’ emotional and psychological well-being. Research has shown that adverse childhood experiences (ACEs), including emotional neglect and family conflict, significantly impact students’ academic performance, self-esteem, and motivation. This paper explores the relationship between emotional distress and academic outcomes through a real-life case study of a student struggling in a challenging home environment.

Discussion

The case study presents a female student whose academic performance was labeled as poor by her father, who saw her struggles as a personal failure rather than a reflection of her circumstances. The father’s emphasis on material provision—such as expensive clothing and technology—demonstrates a misunderstanding of educational success, which extends beyond financial support to include emotional and psychological stability.

Psychologists argue that Maslow’s hierarchy of needs provides a useful framework for understanding this phenomenon. If a child’s basic psychological and safety needs are unmet, their ability to focus on higher-order tasks, such as learning, is severely compromised. The teacher’s intervention—providing emotional reassurance, creating a supportive classroom environment, and advocating for the student—demonstrates the critical role educators play in addressing non-academic barriers to learning. Studies indicate that positive teacher-student relationships improve academic resilience, particularly for students experiencing adversity.

Moreover, the response of the broader school environment highlights another significant issue: the reinforcement of a deficit perspective. Some teachers aligned with the father’s criticisms rather than recognizing the student’s distress, a reaction that may stem from traditional educational attitudes that prioritize discipline over emotional support. This underscores the need for teacher training programs to incorporate social-emotional learning (SEL) strategies, equipping educators with the skills to identify and address students’ psychological needs.

Conclusion

This case study reinforces the argument that academic performance is deeply intertwined with students’ emotional and social environments. A purely academic approach—focused solely on grades and discipline—fails to account for the complexities of students’ lives. Instead, a holistic perspective that integrates emotional support and social-emotional learning is essential for fostering true academic success. Schools must move beyond punitive measures and adopt strategies that nurture student well-being, ensuring that education becomes a source of empowerment rather than another site of distress.

By acknowledging and addressing the hidden struggles of students, educators can create inclusive learning environments where every child has the opportunity to thrive. This case study is a testament to the power of empathy in education, highlighting the profound impact a single teacher’s intervention can have on a student’s academic journey and overall well-being.

It was the first day of Mehr, marking the beginning of the new academic year. The atmosphere in the school was filled with excitement. My former students eagerly took their seats, making the class lively on their own. However, in the third period, the situation was different. I entered a classroom where all the faces were unfamiliar. This was the very class that two of my experienced colleagues had warned me about: “Maintain control,” “Be strict from the start,” “Some of them were admitted under special conditions,” and “Enter with a serious demeanor to establish authority.”

With these preconceived notions, I decided to assert my authority from the outset. When discussing classroom rules and examinations, I spoke firmly, even warning that if I caught any student cheating, I would tear up their exam paper. Suddenly, a student from the back of the class, seemingly the class representative, stood up and said in a serious tone: “Why do all teachers start the first lesson with threats? You could simply take the paper and deduct marks without making a scene.”

Laughter erupted among some students, but I paused. He had a valid point. I looked around the class and realized that I had unknowingly judged them based on my colleagues’ opinions. Perhaps these students did not need rigid discipline but rather a teacher who understood them.

As days passed, I gradually discovered the root of their behavior. Their previous teachers had largely ignored their needs, resorting to threats of low grades to enforce discipline. In response, these students sought refuge in mischief, trying to make the classroom more bearable for themselves.

I decided to take a different approach. Instead of confrontation, I sought connection. I focused on the same student who had challenged me on the first day—someone who showed little interest in academics and openly admitted to being a “last-minute crammer.” But instead of reprimanding him, I established a rapport. I designed a study plan tailored to his needs, shared my own learning experiences, celebrated his small achievements, and encouraged his active participation in class discussions.

Initially, he did not take my efforts seriously. But gradually, he changed. Today, he is no longer the same student he was at the beginning of the year. He is now the top student in the class. In his midterm exams, he scored above 18 in all subjects, including History, Sociology, Philosophy, and Psychology.

This experience taught me a valuable lesson: sometimes, rather than imposing strict rules, all students need is a teacher who listens to them and helps them find their motivation.

Scientific Analysis

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

Introduction

Teacher-student relationships are fundamental to the learning process. Numerous studies in educational psychology have demonstrated that classroom management strategies and teachers’ interactions with students directly impact motivation, academic achievement, and students’ attitudes toward learning. Theories of intrinsic motivation and cooperative learning emphasize that fostering a supportive learning environment, rather than relying on punitive approaches, leads to more positive outcomes. This narrative presents a practical example of how shifting from a rigid, authoritarian teaching approach to a more empathetic, student-centered method can yield significant educational benefits.

Discussion

In the narrative, the teacher initially entered the new classroom with preconceived negative assumptions based on warnings from colleagues. At first, they attempted to assert authority using traditional classroom control methods, including rigid rule enforcement and verbal threats. This approach aligns with psychological theories of extrinsic control, which suggest that strict control may lead to short-term compliance but often reduces students’ intrinsic motivation over time.

A pivotal moment was when one student openly challenged the teacher’s authoritarian approach, questioning the necessity of threats. This response can be analyzed through the lens of the “autonomy in learning” theory, which posits that students resist excessive control when they feel their independence is being undermined. The gradual shift in the teacher’s approach—from strict enforcement to supportive encouragement—aligns with social learning theories and Self-Determination Theory (SDT). By fostering positive interaction, reinforcing intrinsic motivation, and providing structured yet flexible guidance, the teacher successfully altered the student’s perception of learning.

The results were evident. A student who initially showed little interest in academics eventually transformed into one of the top achievers in the class. This transformation supports psychological perspectives that emphasize the effectiveness of encouragement and student engagement over punitive measures.

Conclusion

This experience illustrates how transitioning from rigid control to a supportive, student-centered approach can profoundly impact students’ academic progress. Findings in educational psychology confirm that collaborative methods, particularly in classroom settings, enhance intrinsic motivation, active participation, and overall academic success. Teachers should prioritize motivational strategies and positive interactions over external control and punishment to foster meaningful and sustainable learning for their students.

It was summer, the heat of the air mingling with the excitement of children playing in the alley. Suddenly, the sound of breaking glass shattered the silence! Their soccer ball had hit our house window, breaking a pane approximately 30 by 40 centimeters. Such incidents were more or less common in summers, but this time, it was to teach me an unforgettable lesson.

I was the top student in school and had won the top prize in the regional mathematics competitions that year. After inquiring about the price of the glass, my father came home and asked me: “Calculate the price of the glass so the glazier doesn’t overcharge us.”

The problem seemed simple to me. I measured the glass and began calculating. Minutes later, the glazier finished his work, pulled out an old calculator, and quickly gave the price. I was still calculating! My father looked at me and said words that still echo: “If you can’t even calculate this, why are you going to school?”

I felt crushed. I had expected praise, maybe even a gift, but instead I heard that. Sadly, I replied: “Do they teach us glazing in school?” He answered firmly: “I don’t know what they teach you, but if school can’t teach you these simple things, you might as well not go.”

Months later, when tutoring a boy on the concept of area, the memory returned. I re-measured the same glass and solved it in minutes. I realized the glazier had overcharged us nearly threefold. Why couldn’t I do it that day? That question stayed with me.

Years later, at university, a strict professor gave us a long economics problem. Students filled the board with formulas, only to be told “Wrong.” When my turn came, I wrote a simple multiplication. The professor slammed the desk: “Bravo! Correct.” It wasn’t about the math itself, but its application—the same lesson my father had tried to teach me years before.

Now, every Nowruz brings mixed feelings: pride in a father who taught me life lessons beyond school, and sorrow, because he passed away on the third day of spring. For me, Nowruz is no longer just renewal, but a reminder of his absence.

Analysis: Applied Learning and Lifelong Lessons

Pedagogical Insights

• Applied vs. Abstract Learning: The story highlights the gap between abstract school math and real-life problem solving.
• Discovery Learning: Solving the glass problem independently created deeper understanding than rote learning.
• Facilitator’s Role: The father acted as a facilitator, posing challenges instead of giving answers.
• Lifelong Learning: Education extends beyond school; life itself is a classroom.

Psychological Insights

• Emotional Impact: Shame and inadequacy became motivation for growth.
• Motivation: Intrinsic motivation proved more powerful than external rewards.
• Self-Efficacy: Successfully solving the problem later boosted confidence for future challenges.
• Memories: Emotional memories shape lifelong learning attitudes.
• Emotional Intelligence: The father’s calm but firm tone modeled constructive guidance.

Conclusion

This narrative is more than a personal memory; it is a lesson on the importance of applied learning, discovery, and the emotional dimensions of education. It reminds us that true education is continuous, practical, and deeply human.

She was never mischievous enough to sit at the back of the classroom, nor studious enough to belong in the front row. Dina always occupied the middle ground—quiet, almost invisible. It was as if the only thing noticeable about her were her eyes, peeking out from above her mask.

She never volunteered, never expressed an opinion, and barely spoke to her seatmate. No one had ever heard Dina’s voice.

Until one day …

The beginning of a transformation

In mid-November, I decided to form a theater group for the Khwarizmi Festival. The moment I announced it in class, twelve hands shot up like windshield wipers in the middle of a snowstorm. The confident students, the high achievers, those who spoke eloquently.

But I was rooting for the underdogs. I wanted to give a chance to those who had never won, yet had never truly lost either.

The chosen play: The Tale of Zal and Simorgh.

Except for two members, the rest of the group was composed of what the school often labeled as “troublemakers.” Zeynab, overwhelmed with anxiety, fidgeted with her shirt’s button so much during practice that it eventually came off. Her constant stammering disrupted every rehearsal, forcing her to apologize repeatedly. Hananeh, the sensitive one, cried from stress more times than we could count. No matter how much we reassured her, she always felt inadequate. She withdrew from the group a thousand times, only to return a thousand times more.

But Dina …

Dina was like a skilled swimmer who had never been given the chance to dive into the water. Slowly, she removed her mask—both literally and figuratively. She unlocked the words stored deep in her mind. Before we knew it, she became the most creative member of the team. She crafted a horse for herself, made a mustache and a hat for Sam Nariman, and even deepened her voice to match his character.

Dina was no longer just a pair of silent eyes—she became the voice of the group.

The performance day: A turning point

The day of the final performance arrived. They had to perform in front of the entire school.

Ours was a two-level institution, meaning students from seventh to thirteenth grade were in the audience. The fear of being ridiculed by the older students loomed over them. If they failed, if they made mistakes, the taunts could haunt them forever.

I gathered them in the library—our version of a locker room before a big match. I told them to step onto that stage like Persian lionesses and to embrace the courage to fail.

After all, none of those so-called “big guys” in school—the ones towering over others with their intimidating presence—had the courage to perform on stage. And a person who tries and fails is far superior to one who does nothing but mock others.

I hugged them and said, “No matter what happens, just look at me. Watch how I cheer for you with excitement.”

I shared my own struggles—the moments when failure had nearly broken me, when anxiety gnawed at my stomach like a relentless mole burrowing deep inside.

Truthfully, I didn’t entirely trust that they would succeed. I had prepared myself for forgotten lines, for nervous breakdowns, for technical mishaps. I was even ready to step in if someone broke down in tears mid-performance.

But …

That same quiet Dina, that same sensitive Hananeh, that same fearful Zeynab—

They recited the Shahnameh with such passion and confidence that I felt blossoms sprouting from my cheeks.

And for the first time in the history of Kahak district, an eighth-grade theater group from a rural school won first place in the city of Qom.

A perfect score in my teaching career

Today, Dina is no longer a shadow in the classroom. Now in ninth grade, she stands tall, participates in school events, writes poetry, reads aloud in front of audiences, and even introduces books in class.

I tell myself …

Even if every other day of my teaching career had been wasted, even if I had drowned in mediocrity, I still have Dina—a perfect score in my personal teaching record.

The Transformative Power of Theater in Education: Empowering shy and overlooked students

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

Introduction

Traditional education systems primarily emphasize standardized assessments and academic performance, often overlooking students’ social skills, self-confidence, and self-expression. Many students, especially introverts or those who have experienced social setbacks, have limited opportunities to express themselves. In such cases, alternative educational methods, such as theater, can provide a platform for these students to flourish.

This case study examines how staging a play based on the Shahnameh transformed shy and low-confidence students into courageous, creative, and empowered individuals, highlighting how theatrical experiences foster personal and social development.

Discussion

• Providing opportunities for overlooked students: The teacher intentionally included students who were neither high achievers nor entirely disengaged. With supportive scaffolding, students grew beyond their current capacities.
• Developing social and emotional skills through theater: Theater nurtures anxiety management, emotional expression, teamwork, and creativity. Students who were silent learned to project their voices and share ideas.
• The teacher’s role in building confidence: Encouragement and normalizing mistakes created psychological safety. Teachers’ belief in students strongly influences outcomes.
• Outcomes beyond expectations: Formerly hesitant students performed confidently, won a regional award, and became more active in school—proof that experiential learning drives both academic and personal growth.

Conclusion

Alternative approaches like theater can profoundly impact students overlooked by traditional systems. When environments support all learners, hidden potentials emerge. Theater is not merely art—it is strategy: building social skills, confidence, and achievement. Dina’s transformation shows that small opportunities can open new paths. Educators must look beyond conventional methods and embrace innovative practices that let every student be seen and heard.