“Stammering has Made me a Better Teacher”
Having to think deeply about his own communication means that Abed Ahmed is more able to help students with theirs…
- by Abed Ahmed
Most children find the transition from primary to secondary a daunting experience, but for me, there was an extra element to consider; the fact that there would be so many more students in my new school meant that I was more likely to be bullied about my stammer.
I’ve been struggling with my stammer since I was four years old, and it’s made it difficult for me to communicate fluently.
It wasn’t until I reached 19 that I started to stammer more openly and confidently – yet even today, at the age of 25, being bullied and mocked about it is something I still face.
Being asked, “Oh, have you forgotten your name?”, or being told, “Oh, it took you a while to say that!” can understandably make you feel stupid and embarrassed.
And the worrying thing is that around 5% of children in the UK stammer and are likely go through the same kinds of experience. This is where teachers come in. We are in such powerful positions to make a difference in a child’s life and help them overcome any obstacles.
Support and confidence
As it turned out, my journey through secondary school as a pupil was not as bad as it could have been.
I was lucky enough to have a supportive network of friends. That was coupled with the quality of confidence I gained whilst studying GCSE drama, which I believe is a very useful trait when it comes to living with a stammer.
While I was in the sixth form (an age where you become even more self-conscious), I finally decided to seek help from a speech and language therapist, and this was life changing. I didn’t learn how to speak fluently – this was not the purpose of therapy – but I learnt to become happy.
I then went to university and decided to become a maths teacher. Working in classrooms with a stammer, I have found myself developing certain professional and personal traits.
I firmly believe that the best teachers are those who have mastered the art of listening and who give their students time to express their thoughts, feelings and views. My stammer has forced me to adapt in precisely this way.
For example, I’ve learned to listen more than I speak. I give pupils a chance to explain the reasons for their actions or behaviour, and I have found that young people really appreciate it when you give them a chance to express themselves.
And while they are explaining their perspectives, I usually have the time to assess the situation and then choose the right words to reply.
That’s another thing I’ve developed: I reflect before I utter any word, so I tend not to say things I regret. Moreover, I know I will most likely stammer more if emotions such as anger or stress overcome me – so, to communicate in the way I want to, I need to remain as calm as possible.
Again, my stammer has forced me into the most productive way of teaching, Both of these things should be standard practice for teachers. I feel lucky that my stammer helped me recognise them so early.
Flourish and thrive
More recently, I have started to run my own stammer support sessions where I help young people who stammer to become more confident. This is what teaching is all about – making a difference in a child’s life.
I believe I can be a role model for these pupils as I can relate to how difficult it can be to deal with stammering on a day-to-day basis.
Ultimately, I piloted these sessions because I aim to give all pupils a voice. It is important that all students of all abilities have a positive mindset and the confidence that is needed to achieve their goals, whatever barriers they may face.
The impact of these sessions on participants’ personal development and confidence has been colossal. The young people have flourished in character, and I have found it a gratifying experience, particularly because I can relate to their struggles.
As a pupil, I felt isolated and nervous because I was not given the support I needed throughout the vital years of development. The students I teach now have access to what they need in order to enable them to thrive.
They say that your disability (not that I personally think of my stammer in that way) should never define you. But I think that my stammer hasdefined me.
What may surprise you, though, is that I think its impact has been, on the whole, positive. Despite the challenges, I believe I am a better teacher because of it. And perhaps my experience could help you, too; both to improve your own teaching and to support your pupils who stammer.
6 Ways to support students with a stammer
- Do not tell people who stammer to ‘take their time’ or to ‘breathe slowly’.
Abed Ahmed is a maths teacher and lead practitioner at Washwood Heath Academy in Birmingham. He was Highly Commended in the Communication Champion of the Year Award category at the 2019 Shine a Light Awards. Organised by Pearson in partnership with The Communication Trust, the awards celebrate innovative work and excellent practice in supporting children and young people’s speech, language and communication development.
