‘Just tell them something. They’ll listen. You’re the writer.’ With these words, I was led into the classroom. The students followed, nine of them in total. They sat down and looked expectantly in my direction. I introduced myself and told them about Crossing Border, the Chronicles project, about publishing a book, about writing in general. I wasn’t under the illusion that I’d really be able to teach them much in an hour. I hoped I’d say one sentence that might stick, one thought that might be useful to one of them in some way, whatever that might be. Even that was aiming too high.
My words had no effect; the only response was a rather chilly and standoffish stare. I didn’t know whether to make a joke to break the ice, but I decided not to, because as I stood there telling my story, I suddenly started to identify with the students. It so happens that eighteen months ago, I was still at school myself, and more or less the same age; an age when you slowly begin to realise that you’re becoming an adult and so you don’t want to have anything to do with younger people but, at the same time, you look down your nose at older people for the simple reason that they’re older and so have seen more than you. But, even more than that, it’s an age of boredom. And if one thing was true of this class, that was it: an unmistakable, intense boredom.
I decided to try a different approach, so I asked whether there was anything specific they wanted to know about writing, or about another subject.
Silence.
I carried on talking for a few minutes. Then came a question from the back of the class. Did I still live with my mum? A few people sniggered and someone saw the question as a reason to embark on a noisy conversation, but when I said yes, their expressions froze and the room fell silent again.
I handed out worksheets; after all, the idea of the session was that everyone would write something by the end of it. But they didn’t start writing.
I tried to motivate them by talking about what they were interested in, about everyday sources of irritation. After a while, I said, ‘So, do any of you actually like writing, books, reading?’
The only reaction was an isolated shake of the head.
‘Is this a compulsory subject?’
A resounding ‘yes’.
I carried on talking and gave them as many tips as I could. I even got pretty enthusiastic for me. There was a moment when I thought: hey, this is going well, this ambassador from the Chronicles is doing a really good job. But I soon noticed that nothing had changed for the students; by the end most of them had managed to squeeze out just a few lines. The word ‘lazy’ definitely wouldn’t have been out of place. I once heard someone say that laziness is a desirable quality, because it forces you to look for creative solutions. But no creative solutions were forthcoming, and, what’s more, the students’ laziness turned out to be relative: the moment the sign came to join the rest of the class, they leaped up and swiftly took to their heels.
As we walked back to the meeting point, I told the teacher about how the lesson had gone, the things we’d discussed, the advice I’d given them.
But afterwards, when a student from my group had to summarise what we’d done in front of the whole class, all she could come up with was, ‘The writer talked a lot and he still lives with his parents.’