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.

These were the early years of my teaching career, and I had a 10th-grade humanities class with six students. The class composition was unique: two exceptionally strong students, two average, and two weak. However, among these six, Mahdis stood out. No matter how hard she tried, she seemed to make no progress. With the help of teachers, the principal, and parents, she barely managed to pass 10th grade, but when she reached 11th, I was once again her sociology teacher.

The students were happy, but I was concerned. The 11th-grade sociology textbook was more challenging than the previous year. I knew the other five, with any difficulty, would pass. But Mahdis? No one had any hope for her. Not herself, not the other teachers, and not even her family.

Yet, I was certain Mahdis had potential; she just hadn’t found her way. Until one day, destiny arrived in the form of a deck of playing cards.

I entered the class and saw the students holding playing cards. I asked, surprised, “What are these doing here?”

The students laughed, “Miss, they’re Fatemeh’s! The assistant principal scolded her and returned them, saying, ‘As if we needed to turn the school into a gambling den!’”

Intrigued, I asked, “Fatemeh, do you know how to play?” She said proudly, “Miss, I’m a master!” “What about the rest?” One of the students said, laughing, “Miss, Mahdis is also very skilled!” This was interesting. I asked, “Where did you learn?” “Miss, we play as a family.”

The class was filled with energy. Then, the students asked me, “Miss, do you know how to play?” I smiled and said, “No!” The students were excited, “Miss, would you like us to teach you?”

That’s when something clicked in my mind. Perhaps this was Mahdis’s missing learning point! I had them for the last period, and since it was late March, we didn’t have much to do. I agreed, but on the condition that no one found out.

It was the first time the students eagerly awaited the last period. When I entered the class, they had put the desks together. Fatemeh excitedly began explaining the rules of the game, and I was amazed! How accurately, logically, and professionally they explained! Mahdis was just as capable. The game started, and Zahra—one of the class’s top students—and I won. The students were surprised how someone who had just learned the game could win.

During the game, I asked Fatemeh and Mahdis about their families, their perspectives, and even the Islamic ruling on the game. Interestingly, they knew a lot, but their view was merely entertainment.

That night, when I returned from school, my mind was occupied. How did Mahdis learn this game so quickly, but not her lessons?

She didn’t have a learning problem; her learning method was different.

I spent the Nowruz holidays designing a new game. I created cards that resembled playing cards, but this time with symbols from the sociology book. Important images, multiple-choice questions, fill-in-the-blanks, and concepts that needed to be related were all on the cards.

The first session after the holidays, I gave the cards to Fatemeh and said, “Distribute them among the students like playing cards.” When the students saw the cards, they were shocked! But soon, they started playing and became immersed in learning. And Mahdis?

She, who until yesterday avoided sociology, was now ahead of everyone in learning. In the following sessions, we reviewed the lessons using the same method, and by the end of the year, Mahdis passed!

That day, I learned that no student is truly weak; it is the teacher who must find their learning method.

Discovering Students’ Learning Paths: How the Right Teaching Method Leads to Success

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

Introduction

The story of Mahdis illustrates a fundamental challenge in education: the diversity of learning styles and the necessity of adapting teaching methods to students’ needs. In many cases, students’ academic struggles stem not from a lack of ability or effort but from a mismatch between teaching methods and their individual learning styles. This analysis explores the role of adaptive teaching methods, gamification in education, and the impact of teachers’ expectations on student performance.

Discussion

۱٫ The Role of Individual Learning Styles

According to educational psychology theories, students learn in different ways—some are visual learners, others auditory, and some learn best through hands-on experiences. Mahdis’s ability to master a complex card game revealed her strengths in pattern recognition, strategic thinking, and interactive learning. This suggests that her academic difficulties were due to inappropriate teaching methods rather than a lack of cognitive ability.

۲٫ Gamification in Education

Gamification is an effective strategy for increasing student motivation and engagement in learning. In Mahdis’s case, transforming sociology concepts into a card-based game made learning familiar, enjoyable, and meaningful. Game-based learning enhances engagement, improves conceptual understanding, and strengthens long-term memory retention.

۳٫ The Impact of Teachers’ Expectations on Student Learning

A key factor in Mahdis’s progress was her teacher’s belief in her abilities. When teachers hold higher expectations, students often perform better. While others believed Mahdis was incapable of learning, this shift in perspective created a positive cycle of increased motivation and improved performance.

۴٫ Social Learning and Group Interaction

Based on social constructivist views, learning is more effective in interactive and collaborative environments. When course content was introduced through play and peer interaction, Mahdis not only gained a better understanding of the concepts but also boosted her confidence.

Conclusion

Mahdis’s experience demonstrates that flexible teaching methods tailored to students’ learning styles have a direct impact on their academic success. While traditional approaches work for some, many students require innovative strategies such as gamification and collaborative learning. No student is inherently incapable; it is the teacher’s responsibility to discover the right approach for each learner.

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.

A few months ago, I visited a girls’ elementary school to meet with first-grade teachers. As the session concluded, and I was about to leave, the school’s vice-principal, with a smile, suggested: “Would you like to participate in the religious celebration for the third-grade students for a few minutes?”

It was an unexpected invitation. I attempted to politely decline, but the vice-principal’s smile indicated there was no escape. “Now that I’m going to speak, what should I say?” I inquired. She confidently replied, “Just say the things that are always said at these ceremonies. It’s not difficult!”

We walked together to the prayer hall. I had only a few moments to gather my thoughts. But what could I say that would resonate with these children?

As I stood behind the podium, I looked at their small, curious faces. I couldn’t be cliché. I decided to share a personal story. “Let me tell you a story … the story of my mother and me.” Their eyes lit up. Children love stories.

I continued: “My mother always asked me to tell her grandchildren to use their phones less when they came to her house. She said, ‘I want them to be truly present when they’re with me, not lost in their phone screens.’”

At that moment, one of the children excitedly asked, “What’s your mother’s name?” I smiled and said, “Mom Bahar.” A group of students exclaimed enthusiastically, “We have a Bahar too!”

I continued that one day, my mother asked me, “How do these phones even work?” To explain, I tried to introduce artificial intelligence in her own language. When she understood that my phone could hear, analyze, and respond, she said with astonished eyes: “Then ask this artificial intelligence what to do for my knees!”

Suddenly, the classroom erupted! Someone asked, “Which artificial intelligence do you use?” Before I could answer, several others excitedly responded: “ChatGPT is the best!” “No, Copilot is more accurate!” “Gemini is smarter!”

Each of them enthusiastically spoke about their favorite features. They were third-grade students … yet, in the world of artificial intelligence, they were ahead of many adults.

I glanced at the teachers, the vice-principal, and the principal. Their eyes were wide open. It was as if they were seeing for the first time how the new generation has grown up with technology, how they live it.

And I, right there, understood a simple but terrifying truth: Education is still trying to keep children away from phones, but it doesn’t even have a specific plan for teaching the proper use of artificial intelligence.

In the future these children will live in, artificial intelligence is not a tool, it’s a language. And if education still seeks to close the doors to this new world, who will be responsible when this generation leaves school and we were not ready for them? Our schools must change, before they fall behind forever …

The Generational Divide in the Age of Technology: Challenges and Opportunities in Artificial Intelligence Education

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

Introduction

With the rapid advancement of technology, new generations are growing up in an environment where their learning methods and interactions with the world are fundamentally different. This has posed significant challenges for educational systems, families, and teachers. The narrative illustrates how third-grade students are already familiar with AI concepts, while the educational system is still grappling with limiting mobile phone usage. This highlights the generational gap in understanding and utilizing modern technologies.

Discussion

• Educational Challenges: Traditional systems emphasize outdated methods, while students use AI and digital tools. Without planning, inequality grows. Solutions: revise curricula, train teachers, implement blended learning.
• Shifting Social Values: Older generations emphasize direct communication, while children rely on digital tools. Instead of prohibition, families and schools must teach responsible use.
• Psychological Impact: Today’s children multitask, process information rapidly, and learn digitally. Risks include reduced concentration, device dependence, and weaker social skills. Promoting responsible use is essential.

Conclusion

Schools can no longer rely on traditional methods; they must embrace technology and adapt learning accordingly. Teachers must become facilitators and designers of learning paths. Parents must balance family values with the digital world. If education fails to align with the needs of the new generation, children will forge their own path without it—and then, there will be no opportunity to accompany them.

The teachers’ lounge was perpetually filled with discourse, ranging from the price of gold and refrigerators to mother-in-law anecdotes and endless debates about students. I often pondered, “Is this truly a school? We were meant to be educators, not adjudicators of students’ personal lives.”

On that particular day, I resolved to defy convention. I retrieved my phone and asked my seasoned colleagues: “How do you address students’ profanity? How do you manage classroom disruptions? How do you interact with obstinate students?”

As I awaited their responses, the school’s amiable religious studies teacher nudged me gently and whispered with a smile: “Refrain from posing such questions. They will perceive you as inept in classroom management!” At that moment, I realized that in this society, inquiry is equated with incompetence, not intellectual growth.

Undaunted, I proceeded. The following week, I was scheduled to teach a lesson on the Seljuk dynasty. But I entered the classroom with a distinct approach. I drew a map on the blackboard: the Roman army advanced from one flank, while Alp Arslan, with his small forces, confronted a far greater adversary. I asked: “Envision yourselves in his position. A formidable, superior, and well-equipped enemy stands before you. What course of action would you pursue?”

Their eyes widened. Silence filled the room. No one dared to respond. I continued: Instead of making a hasty decision, Alp Arslan sought counsel from his vizier, Nizam al-Mulk. They deliberated on strategies. Ultimately, he not only avoided defeat but captured the Roman commander.

The classroom erupted in excitement. Students cheered, pencil cases flew into the air. They felt like participants in the battle. At the height of their exhilaration, I posed the pivotal question: “Had Alp Arslan refrained from seeking counsel due to fear of ridicule, what would have transpired? Had he relied solely on pride, could he have achieved victory?”

A profound silence descended. Slowly, index fingers rose. The courage to inquire began to shine in their eyes. I asked: “What questions linger in your minds, questions you have never dared to ask? Which queries have remained dormant only because of fear of others’ judgment?”

One hand went up, then another, then a third… and discussion blossomed. Silence gave way to curiosity. I smiled inwardly. “Alp Arslan was a powerful monarch, yet he sought counsel and asked questions at critical moments. Why should I, a humble teacher in a modest town, refrain?”

As the book The Boy, the Mole, the Fox and the Horse says: “What was the bravest thing you ever said?” “Help.”

The Power of Inquiry in Education: From Fear of Judgment to the Courage to Learn

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

Introduction

In traditional educational systems, teachers are often perceived as omniscient figures, expected to exhibit no weaknesses. This perspective stifles growth and fosters a culture where inquiry is equated with incompetence. The recounted experience exemplifies this challenge, where a teacher, upon posing questions about classroom management, encounters resistance from colleagues, yet subsequently imparts the value of inquiry to students.

Discussion

• Sociological Analysis: Schools as hierarchical institutions expect teachers to be infallible. This discourages inquiry. Progressive systems, however, view teachers as lifelong learners.
• Psychological Analysis: Fear of judgment (akin to the bystander effect) prevents risk-taking. Yet when a safe space was created, students dared to ask questions. This aligns with cognitive offloading theory.
• Classroom Management: Storytelling (the Battle of Manzikert) engaged students emotionally and cognitively, resonating with Mayer’s multimedia learning theory.
• Learning Theories: Constructivism emphasizes active engagement—“If you were Alp Arslan…” spurred critical thinking. Bandura’s social learning theory shows that observing a questioning teacher encouraged students to inquire.
• Professional Development: Donald Schön’s reflective practice distinguishes reflection-in-action (adjusting during teaching) and reflection-on-action (post-analysis). The teacher embraced both.

Conclusion

This narrative illustrates how a culture of silence and fear of judgment impedes learning. Conversely, teachers and students who dare to ask questions are the true learners. Through storytelling, critical thinking, and fostering inquiry, the teacher reshaped classroom culture. Ultimately, the bravest act is to ask for help—and no one, including teachers, should fear posing questions.

I had four students with autism, each with their own unique challenges. For each, I had to find a specific communication method. Omid would focus when I held his face and looked directly into his eyes. Sahil was interested in food, so I incorporated food into his lessons. Amir Ali, who had higher intelligence, was drawn to the subject with a little attention and affection. But Armin…

A month and a half had passed since the beginning of the school year, and I still hadn’t found a way to connect with Armin. Every effort I made hit a dead end. Food, stars, cars… nothing caught his attention. I felt helpless. Consulting with the educational supervisor, the vice principal, and experienced teachers was of no use, as this was the first year the school had a special class for students with autism. I was left alone with Armin, who was in his own world.

Every day during recess, I went to the yard and observed him. One day, after a lot of aimless running and jumping, he suddenly stopped. I followed his gaze; he was staring at the flags at the school entrance, watching them with a beautiful smile. In that moment, I felt that perhaps this was the spark I was looking for.

I immediately went to the school office, picked up a small flag that was on the principal’s desk, and took it to the classroom. A moment I will never forget: as soon as Armin saw the flag, he excitedly came towards me, took it from my hand, and shook it with great enthusiasm. He smiled, walked around the classroom, and played with the flag. For the first time, he looked into my eyes. In that moment, I realized that a bridge had been built between his world and mine.

I gently sat him on the chair and began teaching him the colors of the flag. I spoke, and he repeated. It was a small miracle. Gradually, I was able to teach him concepts such as up and down, less and more, left and right, using the flag.

The flag became my winning card. Through it, I found a path to Armin’s world and brought him into the world of learning. The moment Armin first told me with his eyes, “I am here,” made me forget all the hardships.

Innovative Approaches to Teaching Students with Autism: An Analysis of a Successful Experience

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

Introduction

Teaching students on the autism spectrum is one of the fundamental challenges in the educational system, requiring deep understanding, patience, creativity, and the use of innovative teaching methods. These students often exhibit unique characteristics in social interactions, sensory processing, and learning, making traditional teaching methods less effective. This article examines the successful teaching experience of a teacher in establishing communication with students with autism, particularly one student who was difficult to engage.

Discussion

In this case, four students with autism had different educational needs. Each responded to different stimuli—some through eye contact, some through food, and others through affectionate interaction. However, one student (Armin) did not respond to any of the conventional methods, presenting a significant challenge in the teaching process.

Through careful observation, it was noticed that Armin had a particular fascination with the school flags. By leveraging this interest, the teacher was able to establish an effective connection with Armin for the first time. This moment became a turning point in his education, and through the use of the flag, concepts such as colors, directions, and spatial awareness were taught.

Learning Theories Applied

• Interest-Based Learning Theory: Aligning learning with intrinsic interests enhances effectiveness. Armin’s interest in the flag boosted his concentration.
• Behaviorism: Using the flag as positive reinforcement encouraged desirable behaviors.
• Sensory Processing Theory: The flag’s movement and colors likely appealed to Armin’s sensory sensitivities, increasing focus.
• Social Interaction Theory: The flag created motivation for communication, leading to Armin’s first eye contact with the teacher.

Conclusion

This teaching experience illustrates that recognizing the individual characteristics of students with autism and employing flexible, interest-based teaching methods can significantly enhance learning and communication. Teachers must carefully and flexibly identify the most suitable means of connecting with each student.

Practical Recommendations for Teachers

1. Carefully observe student behavior and non-verbal cues.
2. Use personal interests in teaching to engage students.
3. Gradually reinforce eye contact through appealing tools.
4. Be flexible in teaching methods and seek guidance when needed.
5. Create an interactive, multi-sensory learning environment.
6. Enhance social skills through group activities, storytelling, and role-play.

Throughout years of teaching and counseling, every educator and psychologist encounters students and clients who, in some way, become a pivotal point in their professional life. One such memorable moment for me was meeting Melika, a young girl with eyes full of unanswered questions and a world brimming with hidden secrets yet to be discovered.

Melika entered my classroom, and the moment her gaze met mine, I sensed her distinctiveness. When the school bell rang, I noticed Melika anxiously covering her ears, tears welling up in her eyes. She was afraid of loud noises. In that instant, I realized I needed to be more than just a teacher; I needed to be her attentive listener, to create a safe haven for her.

Following that day, I resolved to transform the classroom into a secure and tranquil space for Melika. I asked her classmates to speak softly and refrain from making sudden noises. I designated a cozy and quiet corner in the classroom for her to retreat to whenever she felt the need. These measures proved beneficial not only for Melika but also for all my students, fostering an atmosphere of mutual trust and respect.

Within a short period, Melika began to communicate with me. Sign language and drawing became her tools for self-expression. Gradually, I discovered Melika’s extraordinary talent for drawing, through which she could articulate her inner world.

One day, Melika showed me a drawing in which she depicted herself flying in the sky. This painting, with its vibrant and cheerful colors, portrayed a world full of hope and freedom. At that moment, I felt I had gained access to her inner world and had played an effective role in her growth and flourishing.

However, as the path is not always smooth, Melika occasionally exhibited behaviors stemming from anxiety or despair. These challenging moments provided an opportunity for me to identify the causes of her behaviors with patience, empathy, and meticulousness, and to help her cope with her emotions.

Working with Melika taught me that each individual possesses a unique world, and to understand and support that particular world, one must be patient, creative, and compassionate. Melika taught me that there are no limitations to human growth and flourishing. With support, attention, and a proper understanding of needs and emotions, one can overcome challenges and achieve a fulfilling life.

Conclusion

As educators and life guides, we bear a significant responsibility. Every student who enters the classroom may bring their unique world. It is our duty to assist them with diligence and empathy in facing all the challenges and obstacles in their path, enabling them to grow and flourish. This story serves as a reminder that nothing can prevent individuals from reaching their full potential, except for a lack of support and a proper understanding of their needs.

The Impact of Learning Environment on Student Development: A Case Study of Melika

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

Introduction

Teachers are not merely transmitters of knowledge but architects of the future and facilitators of students’ personal and social growth. Each child enters the classroom with a set of unique talents, challenges, and characteristics, and it is the teacher’s responsibility to design the learning path in a way that allows all students to thrive.

Analysis of Melika’s Experience

• Recognizing Individual Differences: Gardner’s theory of multiple intelligences shows that students learn through different pathways. Melika communicated through drawing, indicating her proficiency in visual and artistic learning.
• The Role of Environment: Behaviorism emphasizes that environment shapes behavior. The sudden sound of the school bell caused Melika anxiety. Adjusting the classroom environment reduced stress and optimized learning.
• Emotional Connection and Trust-Building: Bowlby’s attachment theory highlights the need for a safe environment. Melika began to communicate once she felt secure and understood.
• Social Interactions: Vygotsky’s social learning theory stresses the role of interaction. Melika’s first peer interaction helped her feel belonging in the classroom.

Conclusion

Melika’s story demonstrates that teachers, with deeper understanding and creative methods, can pave the way for student growth. Success requires creating an environment that fosters security, connection, and growth. Teachers not only transmit knowledge but also create hope, trust, and new opportunities for students’ futures.

Key Points for Teachers

1. The classroom is the student’s second home. Make it safe and calm.
2. Each student is a unique world. Tailor learning paths to their needs.
3. Emotional support is the key to effective learning.
4. Strengthen social connections; learning happens in interaction.
5. Be flexible; sometimes the best teaching is listening to untold stories.