Andrew was a new student in my class, who had emotional management problems. Since he had been suspended from class many times in previous years, I assured the worst when he came to my class.
Andrew sat at the back of the classroom. Every time I talked in front of the class, he would chat with the students around and even laugh loudly. Every time I called on him to answer a question, he would respond with a casual “I don’t know”. If I gave him a slight criticism, he would become really angry. As an experienced teacher, I can always get students involved in class discussion or at least motivate them to sit quietly and listen attentively. But for Andrew, I was really powerless. He was just noisy and rude.
One day, Andrew was talking loudly in the class when I was teaching. I said in the usual tone of voice, “Andrew, why don’t you join in our discussions but have one of your own?” Hearing that, he got up from his chair, pushed the books over and shouted something. I couldn’t hear clearly what he said other than several rude words. After the class, Andrew was sent to my office, where I gave him a discipline referral—a week’s out-of-school suspension. Deep in my mind, though, I didn’t expect referrals to be effective since students would return behaving even worse than before. But what else could I do with such a trouble-maker?
I had to admit this was one of my most awful teaching experiences. Andrew’s anger was almost unexpected and out of control. The week without Andrew’s presence was a wonderful time, and the class went on smoothly and efficiently. However, with his suspension week drawing to a close soon, I felt restless and uneasy. Would he disturb the class as always? Would he take revenge (報(bào)復(fù)) on me?
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On the day when Andrew was supposed to return, I waited for him at the door.
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A flash of surprise spread over his face.
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