Week 1: Understanding Shaheen — The Beginning of a Challenging Journey

 Week 1: Understanding Shaheen — The Beginning of a Challenging Journey

 

Context:

Class: Grade 7

Subject: Mathematics

Topic of the Week: Fractions (Basic Concepts)

School Days: Sunday to Thursday

 

Sunday: First Observation

 

It was my third period class when I first properly noticed Shaheen. While I was explaining equivalent fractions on the board, most students were following along. But Shaheen—he was different.

 

He was:

 

Constantly tapping his desk

Turning back to talk to classmates

Dropping his pen repeatedly

Avoiding eye contact when I asked questions

 

When I asked him a simple question—“What is 1/2 equal to?”—he stood up, smiled awkwardly, and said, “Sir, I don’t understand these things.”

 

That was my first clear signal:

👉 Conceptual gap + behavioral restlessness

 

I didn’t correct him immediately. Instead, I noted his behavior pattern.

 

Monday: Identifying the Root Cause

 

Instead of starting with teaching, I started with observation and informal interaction.

 

During classwork, I quietly went to Shaheen and asked:

 

“Which part do you find difficult?”

 

He replied honestly:

 

“Sir, from the beginning… I never understood fractions.”

 

This was critical. His hyperactivity wasn’t just behavioral—it was avoidance due to fear and confusion.

 

Action Taken:

 

I gave him very basic problems (like identifying numerator and denominator)

Reduced his workload compared to others

Avoided public questioning to reduce pressure

 

Outcome:

He attempted 2 out of 5 questions. That’s small—but significant.

 

Tuesday: Building First Connection

 

I changed my strategy.

 

Instead of treating Shaheen as a “weak student,” I treated him as a student needing engagement.

 

During class, I said:

 

“Shaheen, come here and help me draw a pizza.”

 

The class laughed a little, but Shaheen came forward—curious.

 

I drew a circle and asked him to divide it into 2 parts.

 

He did it.

 

Then I said:

 

“This is 1/2. You already know fractions.”

 

For the first time, I saw:

 

A slight smile

Eye contact

Reduced restlessness (for about 5 minutes)

 

Technique Used:

👉 Kinesthetic + visual learning

 

Wednesday: Controlling Hyperactivity (Soft Approach)

 

Shaheen was still hyperactive—but now I knew when and why.

 

He became most restless when:

 

He didn’t understand

Tasks felt too long

 

So I introduced:

 

Micro-tasking Technique

Broke problems into very small steps

Gave him 1 question at a time

Checked instantly

 

Also added a subtle rule:

 

“Complete this, then you can stand for 10 seconds.”

 

Instead of forcing him to sit still, I channeled his energy.

 

Outcome:

 

Completed 4 short tasks

Less disturbance to others

Still active—but now purposefully engaged

 

Thursday: First Sign of Progress

 

I decided to test something small.

 

I asked the class:

 

“Who can tell me what 1/4 means?”

 

Before I could pick anyone, Shaheen raised his hand—halfway, unsure.

 

I gave him the chance.

 

He said:

 

“Sir… 1 part out of 4 equal parts.”

 

Not perfect in language—but conceptually correct.

 

The class clapped lightly.

 

Shaheen sat down quietly. No desk tapping for the next 10 minutes.

 

End of Week 1 Reflection

 

Key Observations:

 

Shaheen is not incapable—he is conceptually behind

His hyperactivity is largely:

Escape behavior

Attention-seeking

Frustration-driven

 

Strategies That Worked:

 

Personal attention without embarrassment

Visual + practical examples

Breaking tasks into micro-steps

Allowing controlled movement

Positive reinforcement (even for small success)

 

Progress Level:

 

Academic: ⭐ (Very basic understanding started)

Behavior: ⭐⭐ (Slight improvement in control)

Engagement: ⭐⭐ (Beginning to participate)

Teacher’s Note

 

Week 1 was not about “teaching mathematics.”

It was about:

 

Understanding Shaheen as a learner and as a child.

 

The real transformation hasn’t started yet—

but the door is now open.