The Rhythm of Understanding: A Tale of Teachers, Students, and Active Listening

[Sadia Jafrin]

In our school at Jashore, Bangladesh; a beautiful drama staged on the 16th of December 2023.

The stage was set, and our students, guided by dedicated teachers, showcased a performance that aimed to shed light on the critical issues of child marriage and child labor. The community eagerly gathered to witness the spectacle, anticipating a thought-provoking experience.

As the drama unfolded, it became evident that the community members were not fully immersed in the narrative. There was a missing link, a connection that failed to materialize. It wasn't until the introduction of dance, accompanied by high-energy songs, which the audience truly engaged with the performance in cultural program section. The lively beats resonated with the spectators, injecting a sense of enjoyment into the atmosphere.

Curiosity led me to question our teachers about this apparent dichotomy. Why did the community respond more enthusiastically to dance and energetic songs? The answer revealed a crucial oversight – the choice of songs was not aligned with the theme of the drama. The teachers had initially selected Bangla folk songs, but the students, desiring a more upbeat tempo, opted for different Bangla songs, unwittingly selecting lyrics infused with patriarchal tones.

In a post-performance reflection session, I raised my concerns with the teachers. Why hadn't they reviewed the selected songs more thoroughly? Their response was illuminating. They had chosen songs that they believed were culturally fitting, only to discover that the students had chosen a different path, driven by a desire for more lively music. The crucial moment of connection was missed.

However, this realization became a turning point for our educators. Instead of imposing their choices, they acknowledged the importance of listening. A collaborative approach was needed – one where the teachers understood the preferences of the students and engaged them in a dialogue about the song choices. By doing so, the students would have been more aware of the potential contradictions between the chosen songs and the theme of the drama.

In a subsequent meeting with our teachers, the transformative power of listening emerged as a central theme. They recognized that teaching goes beyond imparting knowledge; it involves understanding the needs and preferences of students. By actively listening to the students' perspectives, educators can create an environment that fosters mutual respect and collaboration.

This experience highlighted the importance of bridging the gap between generations and perspectives. The incident taught us that effective communication is a two-way street, and it is only through active listening that true understanding can be achieved. Our teachers, now armed with this knowledge, are better equipped to guide and inspire their students, fostering an environment where creativity and expression can flourish.

In the end, the drama served not only as a vehicle for raising awareness about pressing social issues but also as a valuable lesson for both teachers and students alike – the lesson of the profound impact of truly listening to one another.

[Sadia Jafrin]

Thank you so much Rituu for your very kind words. 

[Rituu B. Nanda]

What great insight on listening! Thanks Sadia for this blog and for the vivid explanation, I felt I was there! We have been using drama, music and arts in different ways in CLCP and SALT.