A Teacher's Truth-Clarification to Students

(Clearwisdom.net) Since returning to my school from a forced labor camp in July 2002, the "610 Office" of the education committee thought that my attitude was too "obstinate" (because I refused to give up my practice of Falun Gong) and incited the school's leaders to not arrange a teaching job for me. I was instead given a menial administrative position processing paperwork. However, the students were in need of having the facts about Falun Gong clarified to them, and I came here to assist Teacher in rectifying the Fa and to save beings, so how could I be denied contact with the students? Therefore I went to see the principal and inquired about a teaching job. There was a shortage of teachers in the Activity Classes for the first grade in middle school, therefore I took over the whole first grade's Activity Classes (ten classes). The Activities Class is an experimental class in education-reform, which doesn't have any teaching material. The teacher can freely choose the contents of the Activity Class. Therefore, I was free to clarify the facts. The following are my experiences while teaching the classes, which I want to share with my fellow practitioners.

I am always aware that I am a Dafa practitioner in the Fa- rectification period, and prepared to clarify the facts.

At first, I tried to find ways to excite the students in the classes so they would participate more in the discussions. I also tried to bring the students hearts close to me. Meanwhile, I required myself to speak and behave according to "Truthfulness-Compassion-Forbearance," so the students could learn the true me (some students knew that I practiced Falun Gong, but they were poisoned by the authorities' news media that slander Falun Gong, and had a prejudiced view of Dafa practitioners).

After the students got to know me, I told them that I was a Falun Dafa practitioner. I also let students see my behavior so that they knew that practitioners are good citizens with high moral character, who love their families, care for their jobs, handle their responsibilities well, and devote themselves to others no matter if they are at their work places, at home, or just in everyday society. Therefore, the students could see the differences between what the authorities say about Falun Gong practitioners and what practitioners are actually like.

As time went on, the students and I got to know each other better. To remove any suspicions or misunderstandings they may have had about Falun Gong, I designed the teaching material around clarifying the facts, which taught the students to think independently and improved their judgment, so they could learn the facts.

For example, I asked the students to perform without preparing, tell some stories, put on short skits, and other such activities during classtime. I used these methods to achieve the goal of clarifying the facts later. At end of each class, suitable to the occasion, I always had some comments on the events, and guided the students by using stories of ancient history to compare with modern issues, and showed the students that history repeats itself, as in the case of the persecution of Falun Gong. The longer I taught the class, the more the students liked the unfixed teaching methods. The free space to clarify the facts became larger and larger.

I noticed the things happening around the students, and meticulously planned so that the subject of the true facts would be made conspicuous by contrast.

During the SARS epidemic, my school was closed. Later, after the students returned, a rumor spread among the students that as soon as a baby is born he or she would have to "drink green bean soup and burn incense in the evening to avoid catching SARS." I planned an activity I called "deception and non-deception" in the Activity Class. Telling the truth was the principle of the activity. There were four "check points."

The first check point was that I asked whether the students heard the rumor of a new born baby, and I then asked the students to describe the environment at the time they heard the rumor, and how many students believed it. The results showed that part of the students were deceived, so they were eliminated.

The second check point was that something had happened to me and I was deceived. I asked the students to make a judgment according to the scene at that time. So another part of the students were deceived, and they were also eliminated.

The third check point was that during the Great Cultural Revolution, the former head of the country, Liu Shaoqi, was thrown into jail where he later died an untimely death. I required the students to put themselves in that situation and play the roles of the people voting on Chairman Liu's case, listing some of the charges against him (back then, the People's Congress Meeting which was the highest institution of China for making decisions, and with the exception of one representative who gave up his voting right, several thousand representatives voted that Chairman Liu was a criminal.). So a third part of the students were eliminated.

The fourth check point was that since July 1999, some slander of Falun Dafa was broadcast on television. After watching the slander, how many people believed it? The students were asked to put their hands up if they had believed it. The results were shocking - almost all the students in the class had been deceived.

The results were a shock to the students. They were anxious to learn more truths about Falun Gong. Meanwhile, they were reminded to be rational, learn to think things through for themselves, and to kindly and objectively see through the issue of Falun Gong.

Teacher requires us to do the three things well. Clarifying the facts isn't all we need to do. I set aside some time to study the Fa every day. Before and after clarifying the facts, I always send righteous thoughts.

I hope that fellow practitioners can point out with compassion any errors in my understanding.

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