A Discussion with Sheuly Clara Rozario, Secondary School Teacher, Bottomley Homes Orphanage School, Dhaka, Bangladesh
With: Sheuly Clara Rozario Berkley Center Profile
June 11, 2014
Background:
As
part of the Education and Social Justice Fellowship, in June 2014 student
Kendra Layton interviewed Sheuly Clara Rozario, a teacher at Bottomley Homes
Orphanage School (BHOS) in Dhaka, Bangladesh. Beginning in 1946 for orphan children of World War II, BHOS now serves over 1,600 female students from first through tenth grade. Around 140 of those students live in the orphanage next to the school, which results in a mixture of socioeconomic and ethnic diversity. In this interview Rozario reflects on the role of English in
Bangladeshi society, how to instill love and empathy in her students, and
challenges she faces, such as extremely large class sizes.
What is
your background, and how did you come to teach at Bottomley Homes Orphanage School?
I have been teaching at this school since 1999. I studied English and economics. I completed my master’s in Economics at Dhaka University. When I studied I got highest marks in calculus. Here at Bottomley Homes I teach English and economics, and now I am teaching English for class 9 and 10. I like grammar very much.
Do you find Bengali to be very different from English? Does it present difficulty for students?
Our mother tongue is Bengali. Many of the students are afraid of English. In the classroom I cannot speak in English all the time. When I do, they become afraid.
What would you say is the importance of learning English at this time in Bangladesh?
At the present, no one can prosper without learning English. I tell the students, “If you cannot learn in English, you cannot get higher studies.” I ask them to develop skills in listening, speaking, and reading. On the exam sheet, they only ask questions after reading. They read and then write the answer, but have no spoken English. Speaking is more important than writing.
What is your typical day like as a teacher?
I like teaching. I could do other jobs in an NGO or government office, but teaching is very interesting. Sometimes I feel bored because I have too many students and have to correct too many answer sheets.
Some of the students here come from affluent areas and others come from the orphanage. What benefits do you see in having socioeconomic diversity?
The students from outside know the orphanage students have no parents so they feel bad. They have sympathy and love and understand them. If somebody does not have parents, they recognize their disadvantages. It is beautiful that they love each other, and they can share their happiness. We always try to make sure students from rich families have sympathy. In the classroom, we take special care of the students from the orphanage; however many of the students who come from outside are from broken families, too. We always try to give them special counseling. We are teachers as well as counselors.
When you say you teach sympathy, how do you instill that love among them?
I always notice students and try to understand them. They never neglect each other nor think, “She is rich, and she is poor.” Every day the students change seats. The student who sits in the back row comes to the front row the next day.
How would you say your faith informs your work as a teacher and counselor?
I have faith that teachers are the builders of nations. People in other professions cannot do more than a teacher to build up a nation. A teacher can spread his knowledge among the people, more so than any other profession.
What are the greatest challenges you face?
There are many students in a classroom which makes it difficult to manage. I cannot give my lesson properly. We have no microphone so the student in the back cannot hear me fully. I feel very sad I cannot teach them properly.
Is there any limit on the number of students in every class?
In eighth grade, there are 72 students in a section. In class three, there are 90 students.
One teacher, 90 students?
Yes, in class six there are 95 students for one teacher.
Is there any discussion about having more teachers?
Yes, our school needs more teachers if possible.
What do most students do after they take their secondary school certificate?
They go to college, and many of them graduate and then get a master’s degree because they are living in the city.
Is there anything else you would like to add or share?
We have to take it easy, because we are living in a poor country.
Would you say education is the key to…?
Success. Yes, of course.
I have been teaching at this school since 1999. I studied English and economics. I completed my master’s in Economics at Dhaka University. When I studied I got highest marks in calculus. Here at Bottomley Homes I teach English and economics, and now I am teaching English for class 9 and 10. I like grammar very much.
Do you find Bengali to be very different from English? Does it present difficulty for students?
Our mother tongue is Bengali. Many of the students are afraid of English. In the classroom I cannot speak in English all the time. When I do, they become afraid.
What would you say is the importance of learning English at this time in Bangladesh?
At the present, no one can prosper without learning English. I tell the students, “If you cannot learn in English, you cannot get higher studies.” I ask them to develop skills in listening, speaking, and reading. On the exam sheet, they only ask questions after reading. They read and then write the answer, but have no spoken English. Speaking is more important than writing.
What is your typical day like as a teacher?
I like teaching. I could do other jobs in an NGO or government office, but teaching is very interesting. Sometimes I feel bored because I have too many students and have to correct too many answer sheets.
Some of the students here come from affluent areas and others come from the orphanage. What benefits do you see in having socioeconomic diversity?
The students from outside know the orphanage students have no parents so they feel bad. They have sympathy and love and understand them. If somebody does not have parents, they recognize their disadvantages. It is beautiful that they love each other, and they can share their happiness. We always try to make sure students from rich families have sympathy. In the classroom, we take special care of the students from the orphanage; however many of the students who come from outside are from broken families, too. We always try to give them special counseling. We are teachers as well as counselors.
When you say you teach sympathy, how do you instill that love among them?
I always notice students and try to understand them. They never neglect each other nor think, “She is rich, and she is poor.” Every day the students change seats. The student who sits in the back row comes to the front row the next day.
How would you say your faith informs your work as a teacher and counselor?
I have faith that teachers are the builders of nations. People in other professions cannot do more than a teacher to build up a nation. A teacher can spread his knowledge among the people, more so than any other profession.
What are the greatest challenges you face?
There are many students in a classroom which makes it difficult to manage. I cannot give my lesson properly. We have no microphone so the student in the back cannot hear me fully. I feel very sad I cannot teach them properly.
Is there any limit on the number of students in every class?
In eighth grade, there are 72 students in a section. In class three, there are 90 students.
One teacher, 90 students?
Yes, in class six there are 95 students for one teacher.
Is there any discussion about having more teachers?
Yes, our school needs more teachers if possible.
What do most students do after they take their secondary school certificate?
They go to college, and many of them graduate and then get a master’s degree because they are living in the city.
Is there anything else you would like to add or share?
We have to take it easy, because we are living in a poor country.
Would you say education is the key to…?
Success. Yes, of course.
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