Everyday the sounds of protesting echo around the campus where I teach. It’s usually led by some boy with a loud voice, vehemently yelling (in Darija) to a crowd of varying sizes. Sometimes the crowd agrees and chants back in response. Sometimes people simply listen. The administrative line on this activity seems to be “this is the problem with free education.” The thinking behind this is that if the students had to pay for education they would stop protesting everything the administration does, or doesn’t do, and go to class. But because it is free, they feel allowed to argue, fight, not go to class and ultimately fail “on principle.” This position certainly has some merit. Students at Wake Forest would probably not feel comfortable skipping their classes to walk around campus shouting about the unfairness of the system all day. This would, I imagine, be due in large part to the fact that we pay a hefty sum to attend classes. And the majority of students, in my experience, felt at least some desire to attend, or at least pass, their classes. If, for no other reason, than the mighty ass-whooping that would be dealt from mom and dad at the end of the semester when grades are received. I do agree that this lack of financial accountability has probably led many Moroccan students astray. However, over my past few weeks as a Moroccan University Professor, I have started to investigate the actual complaints that these students are voicing. Sometimes they call for accountability on the part of the professors. Such complaints include:
1. Professors don’t assign grades throughout the semester and then “arbitrarily” (in the eyes of the students) hand out grades on the final which suddenly count for their entire grade.
2. Professors refuse to discuss grades with students. Therefore, if a student receives a “0” on an exam, he or she is unable to meet and go over the exam with their professors.
I cannot attest to the validity of these arguments (although I suspect they are based in some truth) BUT if they are true, I certainly understand the frustration on the part of the students. A frustration that is probably not experienced by their peers at Wake Forest. Today, I got a first hand look at this frustration.
My 8 am class went by without incident. I heard protesting that was louder than usual and it seemed like the students were marching around. I dismissed it and continued teaching as normal. My 10 am class began much like the one before. I delivered a “pop quiz,” explained the updated syllabus and discussed both the concept of a “midterm” exam and what would be on theirs (to be given in two weeks). At about 10:45, and right before I was about to begin teaching the new lesson, I heard a knock on the door. A common occurrence, three boys I did not recognize walked in and asked for permission (in Darija) to speak to the class. I have recently begin to deny these students access. They, in my opinion, disrupt class unnecessarily. They proselytize from the front of the room and generally speak about things my students do not care about. I came to this conclusion after letting it occur for the first few weeks of class and asking my students their impression of it after the protestors leave. My students always expressed the same sentiment: “they are protesting the administration, we don’t care, let’s get on with the lesson.” After a few of these disturbances, I simply started refusing the protestors permission to speak to my classes. I always tell them “if you can do it in English, go ahead! But my class is an English-only environment and I won’t tolerate speeches in French or Darija.” This usually does the trick and after a few “puppy-dog” looks and beseeching pleas, usually in horrible English “Please Mrs., just two minute of time” they retreat defeated.
Today was different.
Today, these three boys refused to leave. They stood quietly behind me for a few minutes while I continued my lesson. I tried to get them to leave but quickly realized I had no actual power to do so. They refused to leave and I couldn’t physically force them. I continued teaching and quickly tried to come up with solutions in my head. A few of my students told them to leave, and they still refused. A verbal battle ensued, me vs. head boy, but because I refused to communicate with them in Darija, this accomplished nothing. Yes, I could have expressed my wishes in a language other than English. However I was not about to allow myself to get into a verbal exchange with such angry students in a language that was not my own. I turned to my students and asked “who wants to hear what they have to say?” No one raised their hand. I asked again, “raise your hand if you want to hear what they have to say.” Again, no hands. After a few minutes of continued angry glaring, and even yelling, they left. Cheers arose from my students, “Yay Miss!” “Miss Monica, good job!” and a million apologies for the disruption. I smiled, laughed with my students, and began my lesson once again.
And then the door opened again.
In walked five male students this time. They dispersed around the room and began yelling at my students. My students engaged and soon there were 5 or so shouting matches occurring. Then, before I knew it, 5 more boys entered the room. It became clear to me that these protestors were different. They were organizing a “strike.” Although this wasn’t a strike like I was used to; they simply went from room to room and
forced the students to leave. They stayed, and bothered the class, until the professor agreed and told the students to leave. When I realized this, I regained control of the room and asked my students: “who wants to leave?” No one raised their hand. Okay, try again: “If you want to leave, please do. I’m not stopping you. Please leave.” In unison, they all shouted “we don’t want to! We want to learn! We want
them to leave.” Hmmm. What to do, what to do? “Ahha! I got it!” I [naively] thought. I peered outside my class and saw a vacant room across the courtyard. I quieted down my class and the protestors, through some intense yelling and glaring, and said “I am going to the other room. If you want to come with me, come! If not, don’t worry about. I have your attendance already, you will all be marked as present for today.” I walked out of the room and into the other class. So did every single one of my students. EVERY one. I could have cried, I wanted to hug them all. But one student who had been battling especially hard with the “head protestor” came up to me and said “Miss Monica. I am so, so, so sorry. This is so embarrassing. But he just told me that they will follow us wherever we go. They will not let us learn today.” I sighed and thanked him for telling me. I told the students they should go and handed out the homework for next week. My students took the homework and still refused to go. The shouting matches continued, but this time it was my students fighting for their rights. They were angry, angry that these protestors were making them leave class. I was so proud of my students. I AM so proud of them. I will make up the class time, I assured them. This won’t hurt you in the end, I promised them.
After I handed out all of the papers and haphazardly collected homework etc. I entered into a conversation with another protestor, who was called in, who spoke English. He and I debated the merits of strikes, who is actually being hurt by them (in my opinion the students, not the administration) and the issues at hand. He said they have 49 complaints with the administration. I asked to see them. Hopefully he will give them to me. I told them that
in principle I do not disagree with some of what they are asking for but their approach is, in my opinion, wrong. I listed reasons for this:
1. They are hurting the students. They said that they are protesting the fact that when students get “0”s on the exams, they can’t fight their grade. I countered by saying that by making my students leave class, and miss the lesson, they significantly increased the chance that they will fail, and deserve the “0”.
2. They are pissing off the administration. They said that the strike will show the administration that they have support. I countered by saying that they are angering moderate faculty members, like me. By angering people like me, they are hurting their cause.
3. They aren’t actually accomplishing anything. Most professors who need to teach the lesson that was missed will simply reschedule (like me). So what’s the point?
My points were all well taken. To be honest, I doubt any faculty member has really discussed these issues with them. But it really got me thinking, what is the point? There has to be some benefit of demonstrating and striking, but what is it? For these students, is there a better way? I have no idea. Today my students didn’t learn the difference between the present perfect and the present perfect continuous, but they discovered that they have the desire to learn and I learned that they have this passion too.
For me, today was a success... but I probably got my first gray hair.