"ENTER THE WALLS OF THE SCHOOL. (PassThePocorn.org)" "Hello!" "Stéphane..." "François..." "Everything well, François?" " Everything and with you?" "Does he/she continue with us?" " More prepared than never." "Good morning." "Where is it that put that?" "There back, please." "Good morning to all." "My name is Hervé." "3 years ago that give classes here." "I am teacher of Physical education." "I welcome to the new friends." "The students can be a little difficult but they are adorable boys." "Good morning to all." "My name is Olivier." "I am teacher of Physics." "And I am at this school 4 years ago." "My name is Patrick." "I am a teacher of times table." "and eventually of Mathematics." "I am a teacher in that school there are already some years." "Good morning, my name is Anne." "He/she gave classes in the suburbs of Lyon, and I am teacher of English." " Where are my new friends?" " Here." "Good morning, my name is Isabelle." "Good morning, I am Christiane." "I am Frédéric, I am a teacher of History and Geography, give classes in the suburbs of Paris and I am happy for being from turn to the city." "Good morning, my name is Julie and I am the coordinator." "I want good morning to all and I hope that year runs well." "Good morning, my name is Aline and I am the cook." "I want the welcomes to all." " Thank you, Aline." "Good morning to all, I am Gilles, teacher of Mathematics there are many years already." "I will retire in the end of the year and desire to the that ended of a lot of "force (Good luck)" to arrive." "Good morning, my name is François." "I am a teacher of French and this is my fourth year here." "All are welcome." "We were at noon in the tavern for a drink at the beginning of the year." "He/she was with to 4th fair as he/she wanted." "If he/she wants can change the 7º-3rd." "Well held, well held..." "Badly held, very badly held." "This is well held, this no, be attentive, it is very badly held, well held, badly held, this is not even anything well held." "Arthur, the cap." "Good morning!" "Calm down!" "You there, that still didn't stop!" "Begin removing the hood, doing the favor." "You two there behind, there is a place here." "One of you comes here to the front." " But there are places here also." "We will already explain a thing..." "They lost 5 minutes doing cribs outside, 5 entering and 5 for if acomodandarem." "We lost 15 minutes of one hour." "They have notion of what means to lose fifteen minutes of one hour?" "In 25 hours a week and almost 30 weeks a year, they are thousands of minutes that lost." "There are schools in that you/they work for a whole hour." "See the advantage that take on you." "It is later you are surprised!" "But we never had a hour of class!" " Lift the hand to speak." " What was?" " We never had a hour of class." "He/she was the teacher that said." "The teachers say that, but we never have a hour of class." "We began to the 8:30 and we finished to the 9:25." "That doesn't arrive at one hour." "Yes, it is true, they are 55 minutes." "Thank you." "The detail is very important." "Stop saying that the other ones schools have a hour of class." "I am only saying that lost time." "I eat now." "To begin, diffuse a paper leaf, you owe to bend her/it to the middle and to put on top of the wallet, so that they are visible, and they will write in capital letters his/her name and last name." "Because it is that we have that to write our names?" " For me to know who are you" " But you already know us!" "We had classes with you last year." "Emerald, I don't know if it repaired, but the half of the group is new!" "He/she should be happy, the people they will be knowing his/her name!" "Everything well, but I won't make that." "Only if the teacher writes also." "Very exactly." "For those that no me they know, I am Mr. Marin." "Sra." "Marin." "Is the teacher seafaring?" " That ducky." "That joke!" "He/she will make nonsense, teacher!" "We cannot waste so much time with that!" "They need to be faster." "They were long 5 minutes to write their names." "It cannot be." "A cookie for the first day?" "Rachel, a cookie he/she will do you well." ""Spiritual."" "It is a word that we go to try to understand more ahead." "There is more words than don't they understand in that text?" "Burak." "The word "condescension."" "Yes, it is a word quite complicated." "He/she makes some idea of the one what can mean it?" "Yes, but not I am sure." "He/she is not sure?" "Good, we will speak of her later." "Yes, Damien?" " "Argentaria (Silverware)."" ""Argentaria." What is what does mean "argentaria?"" "They are the... inhabitants from Argentina." "Exactly, they are the inhabitants from Argentina." "Of course is not that." "Damien, that name feels to the inhabitants from Argentina?" "They are "Argentários."" "You know well, you see soccer in TV..." "The players from Argentina are..." ""Soccer players (Players)."" "Continuing..." "There is more some other difficult word in that text?" "Henriette?" "There is some word nese text what didn't you understand?" ""From now on."" "Thank you for the help, Samantha." "I think for the time being arrives." "We will take a look in those words." "Very well." ""Austrian."" "It was Wey who chose the "Austrian" word." "Yes, Emerald?" "Every world knows what means "Austrian."" "They are the inhabitants from Austria." " Yes, only that Wey doesn't know and..." "Everything well, but it is the only aquibque doesn't know." "Certain, we already understood." "But there is still little didn't know what meant "deceiving", nessse case thinks you he/she cannot speak a lot." "Yes, but whole "Austrian" world knows what means." "He/she always has imbecile algúm..." "Imbecile is you!" ""Austrian" is not a word very important, Wey." "He/she refers to the inhabitants of Austria, that is a very small country." "We are going besides the meaning he/she gave term." "Somebody knows how to tell me the name of a famous Austrian?" "Mozart." ""Wolfang" Amadeus Mozart." "How is it that he calls?" ""Wolfang" Amadeus Mozart." ""Wolfang" maybe, if it went English, but Mozart is Austrian." "In every case, there are others famous Austrians?" "The rigidity, if Austria disappeared nobody would feel bill." "Now serious, it is a country that is to the south of Germany." "He/she has to look in the map, Wey." "You will see where it is." "Souleymane, because not is he/she writing down the words?" "I forgot my things." "Somebody was able to Ihe to lend a leaf?" "I can copy later home." "You will copy home." "Clear, I imagine that yes." "Then that his/her strategy." "He/she doesn't make anything in the class, but he/she makes everything home." "I am speaking serious." "If he/she could be sure that you really work home..." "Don't worry." "...I would agree." "Thank you." "Well, we will pass the "succulent." It is a word that I would like that you tried to guess the meaning." "In "succulent" what is there?" " Juice..." "To suck." "Very funny, Boubacar." "Very spirituous." "I will write a sentence with the "succulent" word." "Bill is eating... a succulent one cheeseburger." " Cheeseburger is a dirt." "Who did that say?" "I went me." "Reason a cheeseburger?" "If you think the cheeseburgers they are a dirt it is because for you the cheeseburgers they are not succulent." "Everything well, but they are a dirt." "So that they imagine what is "succulent"" "the one that I have just said should have them left with the flea behind the ear." "What does that mean?" " The something?" "The thing of the flea..." ""Flea behind the ear." Does nobody know that expression?" ""To be with the flea behind the ear" he/she means to have a distrust." "When I say that for Cherif the cheeseburgers they are a dirt, that are not succulent, that should help them to understand what means "succulent."" "And because it is that doesn't stop of Bills to say?" " What Bills?" " Bill, the name." "You always use strange names." "It is not strange." "It is the name of a recent American president." "But because it is that doesn't use Aïiïssata or Rachid or Ahmed or..." "He/she always uses names of "ducks" (idioitas)" " Names the something?" "Of "babtou (branquelos)."" " What is a "babtou?"" ""babtou", French, toilet paper faces..." "And you are not French?" " No, I am not French." "Ah no?" "He/she didn't know." "I am, but I don't have pride in that." "Ah, everything well, clear, me also not." " It was ironed!" "But then because it is that you does he/she always use that name type?" "Khoumba, if it begins to choose the names in function of the different origins here of the room, that won't never end." "Then vary a little." "And what is the one that proposes?" "Aïiïssata." "Fatou..." " No, Aïiïssata!" "Hello." "Everything well?" "With license, you give classes of French to the 8º-3rd?" "Yes." "It is am also the group coordinator." "And you already know what book will they read?" "No, I didn't still decide." "In History, I will begin for the Old Regime." "If he/she wants to do an united work, what works does think we would have?" "There is Iluminismo, but that it is difficult for the 8th year." "And is Voltaire, very difficult?" "It is not easy." ""Cândido" is simple..." "Not for the 8th year." ""Zadig.".." "Yes, but..." "In my opinion he/she doesn't give." "I will correct in 20 seconds." " No, teacher, please!" "We still didn't end." "We cannot be two hours only with the imperfect." "Dalla, you can ask the hours diretamenta for me." "Teacher, my pen he/she burst." "It is a dirt." "Who is that he/she has a handkerchief..." " Me!" "Rabah..." "Do ask to get up, right?" "Can I get up?" " Yes." "Calmly, right!" " That perverted!" "He/she played in her petos!" "And, give the handkerchief." "We spared comments, Boubacar." " His/her pedófilo!" "Filthy!" "He/she already arrives!" " Teacher..." "Because imperfect of the indicative?" "Stop with that!" "Because it is that is not alone imperfect?" " He/she already arrives, Souleymane." "Good question, Emerald, because it is that we say of the indicative?" "If I knew, no tava asking." "Yes, he/she is right." "Somebody knows because we specified imperfect of the indicative?" "And because not just imperfect?" "Nassim." "Go wash the hands?" "Yes, it is well, he/she will wash the hands and we are going continuing." "But fast!" "Quickly!" " He will be long one week!" "I am going with him!" " Calmly." "If we say imperfect of the indicative it is to distinguish of other imperfect." "What imperfect that is?" "Agam?" " It is the imperfect of the subjunctive." "Exactly." "The imperfect of the subjunctive!" "Somebody can give me an example of the imperfect of the subjunctive?" "No ownership to believe, Khoumba, but I want to listen." "I can be wrong..." "I think is very possible." "I was." " I was, very well." "Of the verb it is "?"" "I don't know." " I stowed." "I was, we were, you were..." "He/she is not badly, but it is not using the verb correctly." "He/she has some vacates memory of the imperfect of the subjunctive." "Imagine that I say..." ""It is necessary... "" ""that I am... "" ""... in form."" "What is this is "" here?" "Eva?" " It is the present of the subjunctive." "Very well." "It is the present of the subjunctive." "If we want to build in the imperfect of the subjunctive, we have to do the agreement of the times." "I will put here in the past:" ""It was necessary... "" ""It was necessary that me... " Khoumba?" "It was." "You do find that I will say for my mother:" ""Was it necessary what I had been?"" "It is not "that I had been."" "Learn how first to conjugate." ""It was necessary that I was in shape."" "Nobody says that!" "I was right!" "I was right." "It was "that I was!"" "I can answer to the question what did make me?" "If it is that are interested even." "Yes, I authorize." "It is that before even of they know to conjugate the imperfect of the subjunctive, they are already telling me that him he/she doesn't go is for anything." "Begin learning how to conjugate, and later question his use." "Teacher, does he/she speak serious?" "They are right, because the people they don't speak like this nowadays." "Not even my grandmother speaks like this." " Nor his/her great-grandfather!" "That is of the Medium Age!" "It is not anything of the Medium Age." "Of course is!" "It is bourgeois!" "Which was the last time what did hear anybody speak like this?" "Yesterday, among friends, we used the imperfect of the subjunctive..." "No, somebody normal!" "Everything well, everything well..." "Can I answer?" "Yes." "It is good very good the debate, but calmly." "In fact, nor all the people speak like this and they are rare the people that make him/it." "He/she would say same that only the people snobs they use the imperfect of the subjunctive." "What does snob mean?" "Snobs are people a little affected, with meneirismos, that you/they speak full of habits." " Are the homosexuals?" "No, they are not the homosexuals." "We can be affected and refined and we be not homosexuals, Boubacar." "In any way, it is true that this registration can to seem formal and a little affected, and even middle-class." "But the important is to notice that different registrations exist, as I have statement repeatedly, everyday, for you, and to know to alternate among them:" "the relative, the colloquial, the formal, the oral and the writing, in short, to know to travel among all and to dominate them." "Yes, Lucie?" "But as we know which is the one of the writing and which is the oral?" "As it is that we know that the word if better adéqua to one of the registrations?" "Usually, that is a thing that it is learned with the practice." "It is necessary to know to use the intuition." "What does mean "intuition?"" "The intuition is when we didn't use the reason." "When we are not able to..." "It is not so much a subject of to know or not to know, but of feeling the things." "The intuition is when we felt the things." "And if we don't feel?" "If we didn't feel, good..." "The intuition is acquired practicing the language a lot." "It is like this that we learned to distinguish almost automatically between the oral and the writing." "Teacher?" "Souleymane he/she wants to say a thing." "He/she shuts up!" " What does he mean?" "He/she speaks there!" "You are a gossip!" "What is that he/she has to tell me?" "Stop with that!" "Anything of fights!" "You deserve some blows!" "Go ahead!" "Souleymane, what is that there is?" "Boubacar, he/she sees to the front!" "What is that will say?" " Anything." "He/she doesn't swim, seemingly." "Don't order him for the direction." "If I say, it is going me to order is for Guantánamo!" "Guantánamo!" "Guantánamo!" "I still iron myself, it lets to be." "Nothing is not ironed." " No, not..." "But you have some question?" " I have..." "Then, ask." " It is very bad..." "It is not anything." " It is very embarrassing for you." "Say there at once." " Do I have his/her word?" "Say soon!" "That was what I heard..." "I didn't go me that he/she said, but I heard to say..." "That the teacher he/she liked men." "I didn't go me that he/she said!" " Who is that that said?" "The people." "Everybody says that the teacher Marin likes men." "They are the others that say, but you not?" "Doesn't that interest you?" "I am not nor there!" "Then because it is that he/she asked?" "Because of the other ones." "I am a spokesperson." "But doesn't that subject interest you?" "It likes himself men, it is with you." "Exactly." "But is it true?" "Even so you ask!" "Homosexual no it is an insult, teacher!" "He/she is saying that it is not an insult, but he/she seems that that is a problem for you." "It is not evident that there is men that like men." "Maybe it is, I don't know." "But is it true or not?" "No, it is not true." "Satisfied?" "Ah, yes?" "Everything well." "Excuse if I disappointed you." "If Souleymane doesn't care, now that already solved their psychological problems, we will return to the imperfect of the indicative." "That, like this!" "The one that you tá doing there!" " He/she sneaks out!" "Did anybody call you?" "He/she looks for your face!" "Everything is well, it will iron!" "Take the picture of those stupid ones, but later you will see!" "He/she goes, it goes, all of backs!" "Those guys are all some clowns!" "One more!" "He/she takes out alone the quality of the screen of that machine!" " You can have faith!" "Doesn't he/she have how to get me one?" "You don't have money." "But how much cost?" " It is very expensive." "I am not a pauper like you!" "She made a mistake there." "It began for the verb to "have faith."" "No, it is the verb to "grow." Me "creço."" "Justine..." "It is "had faith."" "Justine, do for his/her head." ""We want." It is better, it is a mixture of the two." "It is "created!"" "She wrote "them credem!"" "Very well, thank you..." "He/she tries "creiem!"" "It can go to his/her place." "We will see..." "She doesn't know how to write!" "Doesn't she know how to write?" "And do you know, Rabah?" "Of course yes!" "Then, go!" "Correct what she did badly." "To begin before the "i" he/she has a "t."" "No." "Continue." "Stop with that!" "No, it is a "You" with a "t."" "Also not." "You should maintain the mouth closed, expensive!" "I am playing." "To 1st and 2nd person of the plural they are not written like this." "Then as it is?" "CRO..." "It is not with I." "Because, well." "It is not with I." "Frankly, Rabah, because it is that picked on Justine, is not it known more than she?" "But I know more than she!" "Justine at least in the first three..." "Now already it arrives!" "You are unable to concentrate for more than 20 seconds, they seem 3 year-old children." "If you if they held as people of 13, 14 or 15 years they would answer to the question in one minute and if he/she didn't speak more in this." "He/she is very heavy pegendo with that game!" " I don't find." "Everybody finds that." "I am with her." "Everybody thinks, or only you that thinks?" "No, everybody!" "Everybody thinks and me also I think you are abusing." "If I leave you in peace, they will never go to place none!" "But that is not reason to enjoy of us!" "It was exactly for the reason that I have just said!" "I am tired of those clowns!" "Cançado!" "I don't get nor to look for them!" "They are not anybody, they don't know anything, it seems that you/they look through us when we tried to teach them." "Then that continue in the shit!" "I am not me that will run behind!" "They are so basic, of a bad faith, always removing tartars." "Then tá, rapaziada." "Be there in yours shit neighborhood." "They will die for there and it is well done." "I will have a meeting with the director and I am going Ihe to say that not I return to give classes to the 7º-2nd." "They won't have computer science classes to the end of the year." "Worser for them." "Already 3 months passed and they didn't make strictly anything." "Did they already look at them in the recreation?" "It seems that are in the rut!" "Always on top some of the other ones, they seem animal!" "It is a madness!" "And they make the same in the room." "Kevin spent one hour he/she completes in that..." "I never saw a thing like this in five years of teaching!" "Enough." "He/she already arrives." "We are not animals." "Excuse." "Me..." "That imbecility." "Come will take an air." "It was not very complicated to read one chapter for today." "Did nobody read?" "We are wasting time." "We will read again." "Who wants to read?" "But that good..." "That beautiful work atmosphere we have today." "Khoumba, can begin." "I don't want to read." "Because not?" "I don't have will." "And from when does his/her will prevail?" "I don't have will!" " And me with that?" "What was that that Khoumba he/she has just done?" "Wey?" " Gibe." "I refer to the attitude." "What did she demonstrate?" "Insolence." "Exactly, you are a specialist." "You seem that "worships", that he/she adores to be picking on me!" "And the one what is that?" "That is not true." "But he/she tries to speak in French colloquial." "Am I the something?" ""Scallop shell."" "Say in French colloquial." " He/she has some thing thing against me." "Now yes, it is French colloquial." "I only asked that you he/she read, only that." "I think I am entitled of Ihe to ask to read." "Don't agree?" "No." "Nobody read the book and it is with me that the teacher implicate." " It is not true." "I only want us to work and I chose you, as it is my right." " Good Tá, let to be!" "Remain silent now." "Begin to read." " No." "First you say for me to remain silent and later it orders me to read." "Is the something that?" "What is the something?" " Decide!" "Think a little." "In the end of the class we talked." "I guarantee that won't be beautiful." "Everything well." "Yes, everything well, but therefore it won't be so well for you." "Emerald, is also on strike as his/her friend or can he/she read for us?" "The life belongs to her." "I don't want to know." "In that case, can he/she read for us?" "With a lot, a lot of pleasure." "Very well, Emerald, we are Ihe hearing." ""Dear Kitty, am known for being full of contradictions. "" ""As already several times he/she told you,"" ""my soul is divided in two. "" ""On a side, my exuberant happiness,"" ""my ironic glance on everything, my pleasure to live,"" ""and, above all, my form light of facing the things. "" ""With this, I want to say that I don't see problem in the seduction,"" ""in giving a kiss or to hug somebody,"" ""or to say a joke of bad taste. "" ""This side is quite more sharpened and it hides the other side"" ""that is more beautiful, purer and deeper. "" ""The truth is that nobody knows Anne's most beautiful side"" ""and it is for that that most of the people it doesn't support me. "" ""I can be an entertaining clown during the afternoon,"" ""but already soon afterwards all already had an enough quota of me. "" ""In society, never nobody"" ""he/she saw sweet Anne. "" ""But in the solitude, she always appears. "" ""Yours, Anne Frank." "Here it finishes Anne Frank's diary. "" "Here it finishes the diary of Anne Frank." "Reason?" "Because the police he/she appeared at the rooms where he/she hid her family and they were all deporteds." "And Anne Frank died little time later." "As he/she had already said for you." "When I read that, I discover things on Anne Frank she talks about their feelings, about his/her personality and that allows me to know her." "When I ask for you his/her escreveren self-portrait," "I wait for the same thing:" "that you/they reveal me things, that express feelings, sensations, that tell me histories that he/she is permitted to know them better." "Lucie?" "Yes, but that that we write it won't be so captivating as the one that Anne Frank wrote." "Our lives no they are so captivating." "I understand..." "Juliette?" "That would be comprehensible for a 70 year-old person, but to the 13 years we don't have anything to count." "To the 14, 15, even 13 years, they already had experiences." "But less than a person of 70, that he/she already lived much more." "Yes." " She knows much more about the life." "The funny is that you not they find their interesting lives." "But we are only going to the school, we returned home, we ate and we slept." "They are going to school, they eat and they sleep." "If we only look at the facts, our lives are annoying." "But that that you/they seat is interesting." " But that is deprived." "Yes, but I say that I concern." "But with you it is different." "Because it is that is different?" "Because he/she is the teacher." "But he/she is not the teacher that he/she is speaking." "It is his/her work." " He/she is the human being." "I think he/she is only saying that because he/she wants us to speak and such, but it is not true." "Ah, yes?" "What is not true?" "The fact of being interested in knowing that everything." "You find, then, that am lying, that I am not interested in you, and that am forcing a little to convince them of what is interesting?" "No as much as he/she is saying." "Maybe be exaggerating a little." "Like you they don't agree with me, it is natural that I exaggerate." "But in the bottom, I am being sincere." "Because it is that is a problem so big for you do they speak about their lives?" "Boubacar?" "Good, because there are things that..." "There are things that are deprived." "Of course yes." "What is that can be difficult to count on his/her private life?" "Burak?" "We can be embarrassed of counting certain things." "It is that, clear, it is a subject of shame." "They are things difficult to say and still more of writing." "In their private lives, when is it that feel shame?" "We can be embarrassed of a friend's mother." "Reason?" "Because they find her ugly?" "No." "For instance, when I was the house of Rabah..." "His mother invited me to eat lunch but I refused, because he/she was embarrassed." "He/she was embarrassed of eating with the mother of Rabah?" "Reason?" "He/she didn't find her worthy of you?" "It is not that!" "I don't understand." "Explain to me." "I am embarrassed of eating with her because to I respect." "He/she never eats with people what do you respect?" "No, it is not that!" "She is not my girlfriend!" "Do you only eat with his/her girlfriend?" "Or with a friend?" "We go, explain to me better, Boubacar." "That I concern." "I don't know how to explain." "What matters, it is that am embarrassed..." "Rabah is my friend, I am always with him, and for that respect his mother." "I don't eat with her, and ready." "Therefore, if Boubacar not to eat with us it is because it doesn't respect us." " No, it is not that!" "You don't understand." "I don't understand, I am not sufficiently intelligent?" "It is not that." "It is that you don't understand." "Rabah?" "Another day I went at a party where there were only "breads with butter."" ""Breads with butter?"" " Yes, as the teacher." "Explain what is a "bread with butter?"" "They are people that they don't like cheese." "Then you were to a party where did nobody like cheese?" "All were of suit and tie." "I went of wide pants and all looked at me of side." "And were you embarrassed?" "That." "Because of those strange glances." "Therefore, they were your embarrassed, and you were their embarrassed." "They were not embarrassed." "They looked at me as if I went an extra-terrestrial one." "But you are an extra-terrestrial one!" " "Because it is that this Arab one is here?"" "Ah, then was a race subject." " I don't know, I don't know." "But the French fries they had bacon flavor." "Is it then?" "I had to refrain." "Ah, right." "Bacon, ham..." "I already understood." "Wey?" "The youths today they are not embarrassed." "The youths today?" "Like you, for instance?" "Lower the pants!" "Els are not embarrassed." "But it is normal." "It is always everything normal." "And you, is Wey, like them?" " No, I am not like them." "Are you embarrassed, sometimes?" " Yes, shame for them even." "He/she looks that put an end to you!" "All can speak, but they are educated!" "Wey, you can explain because does shame feel for them?" "Because they are not embarrassed." "They scream, they are hurt." "They make jokes, they annoy the people." "They are not embarrassed." "Wey, you would not be confusing the shame with the discipline?" "You think all the other ones they are not disciplined and educated." "But it can also be shameful." "Louise?" "We can be embarrassed of our appearance." "Of course yes, we can have shame of our appearance." "Tell me, Louise, of the one that you feel shame in his/her appearance?" "Of my ears." "Of their ears?" " Can we see?" "You are embarrassed of their ears?" "What do they have of badly?" " They are flappy ears." "You think he/she has ears of ventilator." " My also." "I think we already saw all of the subjects, and that you/they already have everything that you/they need to pass to the action." "Catch their notebooks." "And they will write down the house work to the next 5ª-fair." "It is very simple:" ""Write his/her self-portrait."" "I should remind them that a self-portrait it is not an autobiography." "I don't want that tell me their lives." "I want that describe me who are, about his/her personality." "We will read them in the class and later we will see what to do with them." "Don't forget." "Khoumba!" "You know that I want to speak with you." "Feel his/her notebook." "Reason?" "You know reason very well." "No, surrender politely." "Per hour, it already arrives." "You have to put a picture here." "He/she finds normal you to refuse to read when does a teacher Ihe ask?" "Does he/she find normal?" " Yes." "There was other in the room." "But when you make nonsenses, I am not able to to look to the side." "Don't find?" "What did in the Summer happen?" "What did happen during the vacations?" " I didn't see him/it in the vacations." "Yes, I know." "And it is for that that am intrigued." "In the end of last year, in June, we felt very well, we had ourselves expert, you participated in the classes." "Since September, since the beginning of the year, don't cooperate, you are always of trunk, I ask that he/she reads, and he/she doesn't make him/it..." "What is happening he/she?" " I don't like to read, it is alone that." "Could he/she finish, please?" " I still didn't finish!" "Explain to me." "Because it is that did the things change suddenly?" "I cannot be a girl forever." "Then, to cooperate is girls' thing?" "Then, it is that." " There are other people in the group." "Clear, when you work, that is..." "We still didn't finish." "I am with hurry." "My mother is waiting for myself." "But first I want that piece excuses." "I want that is excused for the that did there is little." ""I apologize, teacher, for it being insolent with you."" "Excuse." "Good Tá?" " No, not "excuse."" ""I apologize, teacher, for it being insolent with you." I am waiting." "Excuse it was insolent..." "No, I "Apologize, teacher, for it being insolent with you."" "But he/she says sincerely." "I want that is a true apology." "Can it finish with that, please?" "My mother is waiting..." "Piece excuses." "Do you know how to speak, tá seeing?" "I want to hear the sentence, I want that is sincere and that he/she stays like this until the end of the year." "Because we are not able to to continue like this." "I apologize for it being insolent... with you." "With more conviction." "I won't repeat that 50 times!" "You two!" "What is that you/they are doing there?" "We are waiting." "Do I can?" "Walk, I am waiting!" "I apologize for having been insolent with you." "Can I leave now, please?" "Stop with that!" "I was not sincere." "Two weeks ago, during the last meeting, of the permanent commission the teachers suggested the introduction of a system of penalização for points for the students based on the system of the transport letter." "If a student infringes a rule, he/she will lose points." "As the idea belongs to the teachers, step-Ihes the word." "Since September, we noticed an increase of problems in the school." "The punishments no longer they produce effect in the students, then we have had this idea of a system of penalização for points." "Each student would have, for instance, six points, and in function of the gravity of the mistake it can lose 1 or 2 points." "And when no longer they have points what is that happens?" "They will owe if it directs to Council to Discipline." "As representative of the Commission of Parents," "I think that is typical of the line of orientation of the school." "They are always ready to punish but never to value the students." "The students are valued alone." "They are valued by the notes, passing of year, and we valued them in the class pieces of advice, encouraging them when the average is not good." "There is also the honor picture, the recommendations..." "All this bill!" "In his/her system, they remove points of who commits mistakes, but because it is that didn't take the far away system, attributing points to who does he/she make the things well?" "Type medals!" "I am in favor of the valorization of the students, but if a student accumulates points and to end with 34 points, suddenly it is with an enormous margin to do the whole type of nonsenses, and later we don't go to get to control them." "Even without those hypothetical 34 points, six points to begin it means that can cause problems without they be punished." "To lose 1 or 2 points, for me, it is not a true punishment." "It can create a feeling dangerous of impunity." "For me, this is one false typical good idea." "In that case, we could try to find a punishment in that the students lose all of the points at once." "But like this the system he/she would lose his/her interest." "It is not simple." "That that you call feeling of impunity gives us a maneuver space." "When we have to work with punishments too rigid, we cannot apply them in the same way the all of the cases." "I don't agree." "The rules owe if it applies in the same way the all of the students." "If they infringe them, they are punished." "If it doesn't go like this, for something we do worry ourselves?" "But it is for there being such strict rules that he/she grows up an enormous tension." "The control of the cellular ones, for instance." "All agreed with the rule that the cellular ones were forbidden in the classroom." "Excuse, but I broke the rule because it was not a problem for me." "He/she has there to be a maneuver space, an area of tolerance." "That is the kingdom of the outrage." "No, it is the law and the spirit of the law." "We could be speaking here to the midnight, but that is not possible." "We have other themes to approach." "Namely, an essential subject, and very delicate: the machine of coffee." "That the teachers have been approaching." "It is true, it is a delicate subject!" "All agree that this year exists a true problem." "The price of the coffee arose of 40 cents for 50 cents." "This can seem mean, but as we drank several coffees a day, at 8 o'clock, to the 10 or 4 in the afternoon, this if it turns a great expense, in such a way that in the quotizamos" "to buy a machine of coffee." "It is serious, we can drink the coffees that we want, without having to do bills." "Mr. Pierre will have the pleasure of Ihe to answer." "Before anything else, this machine it was installed in 2001 to substitute a machine that he/she needed the intervention of an external company to restock her, to repair her, etc." "It was extremely expensive and profitable." "We changed for a new machine that, for the time being, it is not still a lot profitable." " Lament to hear that!" "And it was for that that increased the price of the coffee 10 cents." "That has to be economically viable." "Is nobody shocked?" "I think clear and logical." "Good night, ladies." " Good night." "Don't be inconvenienced." " We have to go." "We still didn't finish." "The respect." "The adolescents learn gradually to respect their teachers because of their threats or for the fear of arranging problems." "To begin, I respect him/it and the respect should be mutual." "For instance, if I don't say that the teacher is hysterical, because it is that the teacher does he/she call me of that?" "I always respected him/it, and it is for that that I don't understand because I have to write that." "I know that he/she has any thing against me, but I don't know reason." "I decided to sit down in the bottom of the room to avoid more conflicts, unless it provokes me." "I admit that can be insolent, but only when they provoke me." "I will look at him/it again so that he/she doesn't say again that my glance is insolent." "Usually, in a class of French, we should speak about French, and not of our grandmother, of our sister or of the girls' period." "And it is for that that, from now on, I don't speak to you again." "Signed Khoumba." "What is that?" " It is a secret." "A secret?" "It won't be secret for very more time." "Emerald, why you changed of place?" " For anything." "I had will." "Is there some problem?" "No, none." "Problem none." "He/she wanted to change of air." "Ready, I think already arrives." "We will work." "No, teacher, please!" "Please, teacher!" "They are only copying what had done home." "They already had a long time." "Emerald..." "We want Ihe to hear." "Am I thank you?" "Yes, absolutely." "My name is Emerald Ouertani, am 14 years old, alive in the avenue Père Julien Dhuit, number 20, with my parents and with my three siblings and sisters." "Of here the one years, I want to be a policeman." "because the people say that there are only police bad and for that we needed of good." "If no, it would like of being rapper and I am fan of Bakar," "Médine, Younes, Marvin and Mafiak'1 Fry." "On the other hand, I like to eat, to sleep and to walk for the "ghetto."" "Or then?" "Neighborhood." "Because it is that he/she doesn't say directly since he/she knows?" "When we wrote, we used the registration average." "Don't hope Ihe corrects." "Wey, now you." "My name is Wey, I am Chinese," "I have 15 years, two sisters, I am the newest of the family." "I adore video games, and I can play for 4 hours." "I have difficulty in using French correctly." "It is so difficult to express me that the other ones don't understand me." "That is one of the reasons because not I communicate so much with the other ones." "I hardly ever leave." "Almost anything I interest outside." "The atmosphere is not good for me because I am allergic but I don't know "about the" something." "It is allergic to you even, it is that that is." "Very well, Wey." "I feel that Ihe knows better now that I heard his/her self-portrait." "It was that the objective:" "To count things." " He/she had to be him." "When it is he is good." "When we are us, it is never good." "That is not true." "When Wey makes the things well me Ihe congratulate the, and if you do the things well, I will be the first to congratulate them." "Rabah, read for us his/her self-portrait." " No." "How can Ihe congratulate if you don't read?" " I don't need that." "Decide!" "We are waiting." "My name is Rabah, I am 14 years old," "I hear rap." "I adore my village in Cabília and I am going all there of the years." "Music taste rap and the slan." "I have two siblings but I don't like the school." "I don't like of cheap." "Taste of Zidane," "I like to speak and taste of the videos Psy 4 of there Rhymes." "We are going Marseilles!" "We can pass without Marseilles." " We are going Paris Saint-Germain!" "We didn't need that in a self-portrait." "He didn't read everything!" "He/she jumped two lines!" "Stop with that!" "Return, expensive!" "I like to do love." "I never wrote that!" " I like to settle for them, and taste a lot of the summer to can to see the neckline girls." "Because no, Rabah?" "I never wrote that!" "He/she seems his/her letter." "Does it think is my letter?" "No, it is not." "It is not shame any to like of the summer to see the girls' necklines." "It is not sinned." "Souleymane, for of balancing and read for us his/her self-portrait." "I am very curious." "Here he/she doesn't have "ah, no."" "I didn't write anything." " But there is still little saw writing you." "No, I didn't write anything." " He/she wrote, yes." "I didn't make anything." " We are waiting." "My name is Souleymane." "I don't have anything to say on me because only I am that I know myself." "He/she already arrives, it already arrives." "Very well." "Maybe a little too long." "Because it is that no if did he/she make an effort how the other ones?" "I don't like to speak of my life, only that." "And because it is that the other ones made an effort for their lives and you to count..." "That is their problem." "I don't like to speak of my life." "He doesn't know is to write, it is that!" "Because it doesn't shut up, oh police?" "Are you speaking to me, police?" "Criminal, guilty!" " He/she already arrives!" "Will arrest people, instead of speaking with me." "Does he/she already have the handcuffs?" "It is good that you are quiet!" "You have bad breath." "It is better to silence the mouth!" " Did he/she already hear to speak in Aquafresh?" "Souleymane, it is not worthwhile to offend." "He/she wants that me Ihe lends my toothbrush?" "You are much better in the insult oral than in the writing." "Him nor he/she knows how to write his/her own name!" "He/she is quiet there!" "What is that is written here?" "Save us of his/her Corão." "He/she shuts up." "Which is the problem of Corão?" "You will arrest in a cell until calming down!" "And is that Corão, some time?" " Less noise!" "It is Corão, it shuts up." " What tattoo is that, Souleymane?" "Because it is that is showing her?" " He/she says that is Corão." "What tattoo is that?" "Because it is that is showing her?" "He/she means silences the mouth!" "He/she doesn't want to say anything of that!" "Then give us the right translation." "Go there, tell us." "I don't want." "He/she is showing at my room of class, for that tells us what wants to say." "Remember well than it is written here:" ""If that has to say is less important that the silence, remain silent. "" "It was what I said!" " It was not anything!" "It was yes!" "I said." " It was not anything." "Because it is that is not the same thing that he said?" "It is different." "And I think is more beautiful." "Very well said." "Souleymane, if you wrote those such interesting things in the paper it would be extraordinary." " I also find." "This proof that you can vazer." " He is an unable one!" "Now that we read some self-portraits, he/she would like that you they redrafted them and they improved them, assuring that you/they answered to the questions that we did in the beginning of the class:" "the one that taste and what doesn't like, my qualities and my flaws, what is that would like to be..." "Among!" "Good morning." "Get up, please." "That is also for the ones that are there behind." "We go there, get up." "Didn't Chérif, hear him/it what I said?" "All have to get up." "Remember that is this the form of greeting an adult." "It is not a sign of submission or humiliation." "Very well." "They can sit down." "I came to present to you a new student." "He/she calls himself Carl." "I hope you/they do with that him if it feels welcome in that group to the end of the year." "Thank you." "Carl..." "He/she sits down in the 3rd line, in that free place." "Khoumba, please, remove their things then." "Catch a leaf and a pen and try to accompany the rest of the group." "We talked later." "Don't forget about the work that you/they have that to give at the 2nd fair without lack, for us to put an end to this." "See you later." "Carl, be here one more minute." "See you later." "Adios, señor!" "Welcome." " Thank you." "I don't know if they told you but I am Mr. Marin, teacher of French and group director." "If he/she has some problem, come to speak with me." "I know who you are..." "Or better, I know because it is here." "The director told me, but for me he/she doesn't have importance." "We will start from zero." "I think will run everything well." "Well, as he/she saw..." "We are writing self-portraits that you/they have to be given in the 2nd." "It would be good if it got to do an also." "Does he/she know when the next class is?" "2nd fair, to the 9.30." "Very well." "Does he/she like of French?" "As every world." "That doesn't mean big thing." "Go, it can go." "See you later." "What does the one know a self-portrait is?" " Yes." "Is he/she sure?" " Yes." "A good morning for you." "A lot of pleasure." "He/she sits down, please." "Thank you for they have come." "I know that is not easy." "We are a lot happy with Wey." "Very happy." "All of the teachers in the class piece of advice they agree." "He is polite, nice..." "It is very good to have him/it as student." "And that is visible for his notes." "With they can see..." "He/she always has good marks the mathematics." "He is good in the mathematics." "13 in 20." "But in French he/she has here one 9..." "He still doesn't speak very French, but that is natural." "He speaks a lot." "He/she speaks to me about a lot of things." "He/she speaks a lot about the computer." "It is his beach." " Even very late." "Does he/she think he works until late?" " Yes, very late, to sleep not a lot." "It is later, the school not to be good." "The eyes later get sick." "Yes, yes, the eyes..." "Him until it can pass a lot time in the computer, but, for the time being, the things are going well at the school." "He works well and it doesn't seem tired." "Thank you." "Nassim..." "He/she would like that him..." "He/she wanted him to go far." "Everything has that needs." "With his age, he/she didn't have so much luck." "I protect him/it." "Everything that he to need, I arrange." "But he has to make an effort." "I don't have problems with him home, but it would like that it continued studying." "Me and his mother we would like of having pride in him." "It is that that we demanded." "I think agree in the diagnosis and in what it is necessary to do." "It is incredible as they are similar." " All are similar in the family." "Because it is." "An adolescent that speaks with the family, that he/she has good marks, that he/she has friends, although it is a little lonely, can a marginal one be considered?" "He/she is a boy that speaks to adults, that is capable of true dialogue." "Maybe it is not like this with you, but he/she doesn't stop being an adolescent trying to define." "I was terrible student in the school during years." "He/she refused the idea of a system that he/she forced us to accept norms." "Does it inconvenience him/her that he gets dressed of black?" "Is that?" "His look Ihe irritates?" "I don't understand." "I would like that him it went for to Henri IV." "Henri IV?" "Do excuse to ask, but because?" "It is again the subject of the patterns..." "She thinks that..." "Because they have patterns very high." "A mother wants the best for his/her son." "She is afraid that me me feel lost in the secondary because the others were in good deprived schools and the school Dolto is not like this." "It is a feather that the teachers..." "I don't want to accuse anybody..." "He/she doesn't do badly, accuse." "It is a pleasure." "Because it is that exactly not to level for the good students a little more, instead of doing to stagnate because of the students more medium?" "My mother invents things." "The school Dolto is not bad." "I didn't say bad." "He/she said that was of medium level." "He/she didn't say that was bad." "We spoke enough of Souleymane in the group piece of advice." "Some teachers if they complained about his attitude, that is more and more negative." "Most complains about him not to bring the material." "When it is going to the classes, because it lacks a lot and it arrives late." "I think were aware." " No, we were not." "Souleymane told us that he/she worked a lot." "Can he/she translate?" " She doesn't believe." "He had already taken some warnings in his notebook since September, 3 months ago." "They were warnings that marked the problems that were happening." "But she signs the warnings without knowing, because he/she doesn't know how to read." "But do you also read the warnings, or not?" " Yes, but I am his brother." "Do understand?" "But did he/she know that there was a problem?" "No, he/she didn't know." "Whenever I ask, he says that is everything well." "Does he work home?" "It is locked at the room, I don't know.." " I notice..." "She says that he/she doesn't understand the warnings." "I already understood." "But now they are aware of the situation." "Say-Ihe officially that exists a problem." "You have to speak with him." "I will speak to him on this." "Maybe..." "Maybe to talk with his father could help." "I will speak to my father and we will see what can do." "This is not a settling of accounts." "We want to help for him to improve." " See you later." "Is his/her mother?" " Of course yes." "Face, that ugly!" " His/her old one is that it is ugly, and you also." "Is she of ugly face or something?" " No, it doesn't like is of being photographed." "I and my brother annoyed her." "We will enter!" " Teacher!" "Souleymane brought pictures for his self-portrait." "To that, mine pictures are not worth anything." "That is a good idea." " He/she arranges one for you!" "The painters make self-portraits." "The photographers also." "I am not painting." " Yes, that I know." "We will enter." "The caps, please." "Good morning." "In my free times I play guitar." "If they are still writing hurry to finish to leave the other friends they write his/her self-portrait." "Souleymane, don't make that to explode!" "Everything is well." " What does the one know is doing?" "Since it is a genius of the computer science, then it puts everything in the place again." "Don't worry." "I am counting on you." "Is everything well, Carl?" " Yes, teacher." "Cannot I see?" " No, not yet." "Teacher?" "How is it written Lafayette?" "What is that he/she wants to say?" "As in Galerias Lafayette." " Because it is that he/she wants to speak in that?" "Because I am going there a lot of times and he/she wanted to increase him/it to my text." "That strange!" "That is to 4 meter stations." "For who doesn't leave the neighborhood, that is a great jump." "We are not stupid!" " We are girls of the city!" "Walk in the neighborhoods of the center of Paris?" "I am going to all." "To 1 º, 5th, 20th, 12nd, 19th..." "What is that will do in the 5th?" "In the 5th, I will visit my friends of the school." "To the foot of Luxembourg." " Is he/she going to the Gardens of Luxembourg?" "To the gardens no, to Luxembourg." "The country?" "No, the station of subway of Luxembourg!" "Then, after all always they leave!" "I already saw that you/they made peace." "That is with us." " He/she doesn't have to do anything with that." "How is it that it is written Lafayette, then?" "Lafayette is written" "L" " TO-F-TO-Y-AND-T-T-AND." "With capital letter in the beginning." "He/she is much better!" "Much better." "It is true, it is a good picture." "He/she could increase a legend." " What is a legend?" "It is type a history or a story." " It is not well that." "It is a small text that it accompanies the pictures in the newspapers." "How in he/she Reads him/it Parisien?" "I eat for instance in he/she Reads him/it Parisien, yes." "What did you write here?" "Who is that woman?" "It is my old one." " What does that mean?" "My mother." " He/she can say that is his/her mother." "Then it can explain because it is that she is making her that refutation gesture to the photographer." "Because him and the brother they annoyed her." "I won't write that!" "Because it is that she is making that gesture?" "She doesn't like to be photographed." " Then he/she writes that." ""My mother dislikes to be photographed."" "That is that is a legend." "Did he/she understand?" "Make the same with the other pictures and it is clear." "Did he/she already print all?" " Yes, I already ended." "They are great." "What is making he/she, teacher?" "As he/she sees," "I am sticking their pictures to have a group vision." "The others read the self-portraits in public, and you will stick openly his/her self-portrait." " But my pictures don't render." "It is not true." "They are very good." "ah, goes..." "If a student makes a good work, I like that the whole group sees." "He/she can only be enjoying me." "No, only earring with you if you to think can do better." "But that is good." "Game Tá!" "If they already ended, come here to see the masterpiece of Souleymane." "Calmly." "I will straighten them." "He/she looks at the tattoo!" "I like to play ball." "Taste of computer games." "I like to play with beautiful girls." "I like to spend vacation in Antilles." "Taste of French fries, of music zouk and dancehall." "I like to see MTV Base and my parents' taste and of my brother." "I like my friends and of doing mess." "I like the series on slaves' trade." "I like my neighborhood." "I like the series been "in Alert."" "I like to eat at restaurants and of doing madness." "I don't like people that you/they cry for everything and for anything." "I don't like techno and of tectonic." "I don't like boys and girls that arm." "I don't like to visit my brother in the prison." "I don't like idols and of the "Rain of Stars."" "I don't like of political, of the war in Iraq, of Goths and of skaters." "I don't like very rigid profs." "I don't like mathematics, of racists, and I don't like Materazzi." "I didn't like to walk in the school Paul Éluard and taste of being here." "Good morning." "I have a thing to say you." "Can I have his/her attention, please?" "I have a thing to say you." "The mother of Wey, a student of the 8th year, it was arrested." "He/she was illegal in France." "It was arrested and it can be judged next week." "It is maybe is deported to China." "He/she wanted to inform you, because I think important." "That strange, the family is already here 3 years ago!" "Because it is..." "But it is even so, if it is in the wrong place, in the wrong hour, it can have a confusion and it is been hit." "And the father, anything?" "The father doesn't also have papers but, it is known reason there, they didn't inconvenience him/it." "To begin, as the lawyers are expensive," "I propose do a collection and that went to the tribunal to try to exercise some influence in the verdict." "And does Wey also have to leave?" "For the time being, not, but it is never known." "Good, now I am feeling stupid middle." "He/she had a thing to say, but I think is not the right moment." " But he/she already said a lot!" "I am pregnant." "We have to be celebrated!" " Congratulations!" "Is he/she with how many months?" " Two." "It is can drink only a little bit." "A finger." "Good, Vincent!" "He is the specialist!" " I didn't do on purpose!" "Who is that agitated the champagne?" " Thank you very much." "How is it that one will call?" "If it goes a boy, for instance?" "If it goes a boy, it would like that went Enguerran." "Serious?" "It is good to begin the life in disadvantage, since the advantages are so many..." "I hope not!" "It is very nice!" "Do already all have glass?" "Wait for a little..." "Good," "I have two desires." "I have two desires." "The first it is that the mother of Wey stay in France." "And the second it is that my son is as intelligent as Wey." "Jackie Chan!" "He/she goes, it plays!" "I didn't make anything!" "He fell alone!" "He/she passes, Souleymane!" "What is that he/she says now, boy from Mali?" "What is that you want, Caribbean of shit?" "I will put an end to you!" "I put an end to his/her race!" "I catch you!" "He/she will make a beak for Thierry Henri!" "Be here." "He/she will speak loudly for all they hear you and try to convince them." "It can begin." "The Cup of the African Nations he/she is almost beginning." "I am happy because Morocco will participate." "It is the best team of the world, in my opinion." "The one that annoys is me that mine friends from Mali won't play." "It is a feather for them." "Their level was weak and they didn't get if it classifies." "Morocco until he/she could have left them to do a friendlier game, but 4-0 are hard." "4-0 how?" "When Mali played against Morocco, they took 4 -0." "But what is eccentric it is that when Mali doesn't play it is as if all the Africans that are here they stopped being African." "Whenever there is an African Cup they are completely crazy, but when Mali doesn't play almost nor they feel lack them." "It is very strange." "Then, in function of Mali to play or not to play in the African Cup, the Africans of the group can to feel Africans more or less." "Thank you, Nassim." "I have the sensation that his/her opinion goes to his/her friend, Souleymane." "To that stupid Moroccan nor I feel to the work." "Arthur, you are the neighbor." "I already saw that he/she brought annotations, as a politician." " Exactly." "Very well." "Speak loudly, Arthur." "Emerald, let him speak first." "I want to defend my look, because there are a lot of people that dislikes him/it." "I don't talk about their clothes, therefore they cannot speak about mine." "The clothes is a freedom of expression, therefore I get dressed as he/she wants, and you get dressed how they want." "I get dressed like this to be different and not to follow the other ones, as a sheep." "I think you it is that is a sheep!" "I feel better being me even and no equal the all the other ones." "But I also think if there were 22 here Gothic and just one like you, they would be quiet." "It is not that the case." "Arthur, I think there is a contradiction in his/her speech." "You say that he/she wants to be you even." "But do those clothes correspond to you?" "It is that those clothes are used for countless people." "Most of the people that he/she gets dressed it is like this melancholic in the interior, therefore we are all seemed." "If they are all seemed and melancholic, then it is not you." " We tried to be different." "They are different and seemed." "Thank you for having taken a position and for the courage that had." "Boubacar, goes there." "Boubacar, my friend!" "We will hear him/it." "I come here to answer to Nassim." "He said that I eat Mali was not classified for the Cup of the African Nations, the black Africans don't have a team to support." "But he is forgetting of Costa of the Ivory, that he/she has a player that is a symbol, Didier Drogba." "Didier Drogba is stronger that all the Moroccans." "Didier Drogba plays in Chelsea." "That Moroccan is it that plays in England?" "All play in France and still they want to speak!" "I already finished." "Thank you, Boubacar." "I think that correction it was really indispensable." "Who follows?" "Carl, is his/her time." "Actually, he/she wanted to say that they don't stop annoying us with the Cup of Africa." "Already in the recreation not they remained silent with his/her cup." "It is still not even it began..." "Carl, I went very educated with you." "Excuse to interrupt him/it, but which is his/her selection?" " France." "Then because you say that is it Caribbean, instead of French?" "But we are French!" "It is a French area!" "Then because it is that he/she doesn't always say what is French, but Caribbean?" "It is the same thing." " I don't find." "He/she looks at our players:" "Thierry Henri, Wiltord, Abidal, Thuram..." "And Diarra, where is it that plays?" "He/she doesn't play in Mali, my brother, it is not like this so crazy." "He/she shuts up, expensive, that I am not your brother!" "A monkey like you, stupid..." "That is not for if they irritate." "He/she has just arrived and it already thinks is the boss." "They can speak calmly." "This is not a contest of insults." "It is a debate." "Souleymane, care with the language." "He is nervosinho!" "He/she catches his/her finger and it puts in that place!" "Stop with those vulgarities!" "He/she already arrives!" "I am not speaking to you!" " But I am speaking to you!" "That is manageable of speaking with a teacher?" "Now already it arrives!" "Catch their things and come with me." "I am speaking to you!" " Don't scream with me, right?" "I catch you outside, his/her bichinha!" " Don't they know how to speak usually?" "Be quiet." "Can it hurry?" "Walk!" " Don't play me!" "You don't get tired of putting in confusion as a fool?" "Yes?" "Good morning." " Good morning." "Excuse to inconvenience him/it." "He/she brought a hooligan that me he/she disrespected at the classroom." "He/she didn't say to sit down, Souleymane." "I have to return for the room." " I take care of this." "He/she can sit down now." "I am hearing." "Can it explain to me the one what happened?" "He/she finds certain that the teacher interrupts the class to bring a student to the director?" "Results... very agitated... a lot it chats in the room" "Soon afterwards, we passed to Louise that is present here today." "It is the great disaster of the group." "What will make with you?" "No, it is very well." "Always very well, I would say." "It is a happiness to have a student like her." "It is necessary to say..." "Then, we will propose the recommendation of that young one?" "Clear!" "I apologize for not being completely in agreement with you." "Her value in the group is relative, of a numeric point of view." "But a recommendation?" "She still has to his/her front a margin of enormous progress, and I don't think she has a student's attitude that deserves really one recommendation." "But that is the problem of the recommendations." "They are purely numeric, mathematical, or they are also in function of the attitude and in the way how it assumes the leader's of the group paper?" "He/she is saying that, to obtain a recommendation he/she has to be an excellent student and, at the same time, the leader of the group to be?" "We will make the recommendation this period, and Louise, that he/she is an intelligent girl, he/she notices that will have to make an effort more to satisfy their desires." "To proceed, Chérif." "Our friend Chérif." "I have a great problem with Chérif." "He/she is a boy with capacity, and he/she would give a great student." "He/she was able to easily Ihe to give a 17, but as conversation a lot and it disturbs the operation of the class, his average is very weak." "And it is a feather." "He/she has a behavior very irregular." "Sometimes, it is a disaster and we didn't manage to do anything with him, and other times it is great." "What is that we tell Chérif?" "A warning on the work or about the behavior?" "In my case, it is behavior, and I don't work." "In my class, it is more work." "I think one more problem of work." "Looking at his notes..." "Mathematical: 6." "French: 8." "History and Geography: 9." "English: 95..." "With license." "Sciences: 12." "Music: 11." " His notes are plenty low, but I think that there is a problem of behavior." "Because it is that no Ihe just say that, and we left the work of side, for the time being?" " Then I will write: "Chérif," ""it can get better since"" ""change his/her attitude"" ""in relation to the work. "" "We will pass to Souleymane." "Souleymane..." "I am not me that will begin." "What is that we say?" " Badly." "And the one what more?" "We talked about the case of him in the first period, and I think we already said everything." "He/she has great gaps, namely in the written expression." "I don't think so there is anything of extraordinarily new to refer in this 2nd period." " Already if it feels better, Emerald?" "He/she didn't know that was so funny to be delegated of group." "We were speaking of Souleymane." "He/she wanted to increase to the that François said that during this period him he/she almost always forgot about the material and he/she didn't make great thing." "And it is not alone that, it is much more than that." "He/she is more and more abused." "It impedes the others of they work." "Can I say a thing, please?" "Yes, Emerald, like this that to release that cookie." "I should remind her that is prohibited to eat at the classroom." "Good, the truth is that his average it arose from 6,75 to 725..." "Therefore..." "On that moment, we are not discussing the notes but the behavior." "I am under the impression that we should consider an action to discipline." "The behavior is very bad." "With me it is simple." "Of two in two classes, I put him for out." "Me already nor I put for out." "Because, whenever that happens, he is happy." "It is not worthwhile." "I think with him, the action to discipline won't be fast, because it is like this that the things they will be same badly." "But they are already very badly." "He/she already passed of the limits." "Or else, as we asked the other ones what do have a good behavior?" "And I should remind, Mr. Marin, that yesterday you took him/it to my cabinet." "Yes, but yesterday it was the first incident of the year." "He was rude, and I had to impose limits." "I did what did, but I think that was an incident that he/she won't repeat." "Since the beginning of the year that I am not complaint rights, removing what happened yesterday." "But our work is not to assure that the students feel quiet in the bottom of the room and be quiet." "We have to call attention for them!" "I don't want to do that with threats and punishments." "I prefer to value what he does well." "And there are things that interest him/it." "He says and he/she makes quite good things." "Under the excuse that, once and for all in when, he makes good things, we will leave the boy put there in the bottom without doing anything." "That is to buy the social peace." "Dictated that, what is that we say?" "The one that is it that we do?" "A warning?" "I think is not of one warning that he needs." "The best would be to say that Souleymane he/she already passed of the limits, because, of the point of view school, it is limited." "That is very beautiful, but I am tired and I need to fill out this picture." "What is that we wrote?" "He/she is not able to one to say that!" "Three verses in a verse?" "What name does give to that?" "Wey?" "A trio." " A trio." "Very well." "And if he/she had four verses, Wey, that name would have?" "A block." "A block." "It is easy." "The name is seemed." "Trio, three verses." "He/she squares, four verses." "And how many syllables do the verses have?" "Who is that he/she knows how to answer?" "Khoumba?" " I know that here there is 10." "Do you know that there are 10?" " Does he/she want Ihe to show?" "They are 10." " You say..." ""Noir-dans-there-nei-ge... "" ""et-dans-there-bru-me. "" "He/she has two syllables more the because it is counting the "and" mute." "It cannot tell them, because they are mute." ""Noir-dans-there-nei-ge et-dans-there-bru-me. "" "They are 8." "We will underline all of the syllables." "In "ils-be-cou-tent. "" "Then I return the that." "Two octossílabos and a verse of four syllables." "what is there?" " 11,47 give... 11,5?" "are 11,47 the number of syllables?" "No, it is my average." "He/she went down!" "And what is that that has to see with the poetry?" "They lowered my average!" "11,47 are 115." "Who is that he/she told you his/her average?" "He/she still should not have her." " It was the Emerald that bad he/she said." "After all the group police officers to they worked." "They gave their averages." "Is he/she playing?" "I got tired of doing annotations!" "I was with the impression that not they were very attentive in the meeting." "Louise, I am impressed." "They made a great work of transmission of information." "I will continue with the poetry, if they don't matter her." "The rule is to count when there is a consonant, and not to count..." "I have a question." " What was?" "I heard to say that yesterday in the meeting the teacher pursued me." "Plus other comment on the poetry." "I am not speaking about poetry." " Well, I see that you don't speak about poetry." "What does want to say with it "pursued?"" " I don't know, but they "pursued" me." "There were people, no me, that you/they said that if it continued like this..." "Some teachers said that continuing like this you will have problems." "It was not treated of they "pursue" you." "But that is revenge." "I don't understand." "Do the teachers want to avenge of me?" "What is that that has to see with revenge?" "They are said that me I will arrange problems, is that revenge, or not?" " He/she doesn't have to do anything with revenge." "Why not?" " Of course no!" "We are not in the street." "We are Ihe preventing." "We are not here for us to avenge ourselves, but to impose the discipline." "Does he/she notice the difference?" "No." "When a judge he/she condemns a person, it is not to avenge of her." "It is simply to do with that the society works." "The teacher wants to avenge." "He/she has any thing against me." "It thinks I don't have anything else to do besides taking revenge of you?" "It thinks I wake up in the morning and I say:" "Will I take revenge of Souleymane?" "You say that he/she doesn't have anything to do, but yesterday you got tired of insulting me." "Souleymane, he yesterday insulted you a lot!" "What did he say, Louise?" "He said that was limited." "Until I underlined, because I was shocked." " Me?" "Limited?" "Very well, very well..." "Louise, Emerald, which is exactly his/her role of police officers?" "It is to represent the students to assure the good operation of the group, or that that here turns a brothel between me and their friends?" "We only made our work." "We told what happened in the class piece of advice." "With certainty." "It was not that the impression that I had." "When I saw you to the risinhos in the meeting, I felt shame." "Shame for you." "It was neither the hour nor the place for us to do that." "I didn't think very serious." "Nobody more it was inconvenienced." "He/she is wrong!" " Only you that was inconvenienced." "No, it inconvenienced me and it inconvenienced to the other ones also." "No, not..." "Only voê that was inconvenienced." "Excuse, but to the they laugh like this they seemed two cheap." "The something?" "Is he/she crazy?" "That is not said!" "He/she cannot treat us of that." "One don't say to "treat of." It is said to insult." "It cannot insult us of cheap!" "No, not." "It is said "to treat for", or to "insult."" "I insulted them or I called them of cheap, but no the two at the same time." "Yes, yes, continue speaking." " Besides," "Besides, I didn't insult anybody, he/she never said that were cheap." "The one that I said was that in a certain one moment of the class piece of advice" "You had one his/her attitude of cheap." "Did they understand?" "Don't try to make a mistake, you said cheap." "I am not deceiving you." "I am trying to explain the difference." "Teacher, is not spoken like this with the girls!" "He/she looks who speaks!" "He/she is always everybody insulting!" "The teacher now he/she discounts in the girls!" "That number of the nobleman horseman that comes in help of the two ladies don't glue!" " Don't speak to me like this!" "Stop lacking to I respect of their teachers!" "Eui phallus when I want!" "If it continues like this, it goes to arrange serious problems!" "Do you think is durão?" "It is not a subject of force, but of discipline!" "When he/she wants to be hit, it is only to say!" "Stop doing of good!" " Calm down!" "Don't enter!" "Souleymane, to that!" "Don't play me!" "What is making he/she?" " I will leak!" "He/she cannot leave the room like this!" "Is he/she crazy?" "Calm down!" " I release!" "He/she will stop with that!" " He/she already arrives!" "Where does it go?" " He/she leaves me, his/her viado!" "That sadness..." "Report of Incidents" "Is it now it what will do?" "I think we needed to summon the piece of advice to discipline." "That is already too much." "He/she begins with the disrespect, then the fight, with a wounded, and finally, he/she leaves the room without asking authorization." "Actually, there was only an incident, that took great proportions." "A thing took to the other, and there was a chain reaction." "The one that I can do is to take a temporary measure given the gravity of the situation and to suspend Souleymane for 48 hours." "We will have like this some time to make a decision." "Are we combined?" "However, I need to meet with you tomorrow." "Can it go by my cabinet?" "Until tomorrow." " Until tomorrow." "François?" "I need to speak with you." "He/she has been running a rumor..." "A rumor?" "Yes." "Some students came to speak with me and they told me that that you had insulted them during the class." "Who Ihe did say that?" "Louise and the Emerald?" "They told me that he/she had them call of cheap and that that took to the incident with Souleymane." "And did you believe?" "Yes and no, it was for that that I came to speak with you." "And as he/she didn't mention anything in the report..." "If me no I didn't mention..." "What can say?" "But did you do or not?" " The something?" "You called the two of cheap?" "Yes, but Souleymane it is another subject!" "I know that he/she didn't have anything to see with him, I know." "But the rumor is dispersing." "The people begin to speak." "He/she only wanted Ihe to prevent." "Thank you for informing me." "You two." "They made complaint of me." "Thank you very much!" "You are welcome." "They could have come to speak with me." "If the teachers can complain in the class piece of advice, us also, right?" "No, it doesn't work in the same way." "And do they wait for the something with that?" "That the teacher is punished, like us." "What am I punished?" " Yes." "Then, he/she wants to punish me?" " He/she insulted us, it deserves a punishment." "And the one what do you win with that?" " At least, I said!" "Good, it is going Ihe to serve a lot." "He/she knows what is that does he/she mean cheap?" "But that is not a problem, because I never treated them as cheap." "He/she treated, yes." "For me, vagabond means prostitute." "It is not that." " Ah is, yes." "It is not that that means for me." "It is not anything of serious, it is just one girl that laughs her as a brute." "You there, for you cheap does he/she mean prostitute, it is not?" "Clear!" "Will Souleymane be expelled?" "We don't know..." "He/she will have to go to the piece of advice to discipline?" "We still don't know." "It is a possibility." "Stop arranging confusion before there being a decision." "We know that is already everything resolved." "Because that says?" " Because it is always the same thing!" "You cannot speak anything!" "Don't forget that was you that left wound." "But he didn't do on purpose." "The backpack had a metal thing." "Be how it is, the fact is that he lost the head and that is serious." "Teacher, any one can lose the head." "Clear, but later we have that to calm down." " No necessarily." "You calmed down." "No!" "You now are calmer." "No, I am not." "The teacher doesn't know me!" "All of the teachers say that his/her behavior now is great." "They think the something, what did soften me?" "No." "But the fact of having been ordered for here it helped you to notice right the things." "It didn't help me anything." "I don't agree in anything with you!" "To the they make that decision, yours old teachers wanted Ihe to help and if we do the same with the Souleymane will also be to help him/it." "Excuse, but the profs that you/they expel the students, are some "fillhos of the prostitute!"" "Do repeat?" "They are some "children of the mother!"" "It is incredible, I say a word you are welcome and they are all nervosinhos." "You the mother's "son says" and cannot I say anything?" "But they are the mother's" "children even!" " Does he/she already arrive, doesn't it find?" "You say cheap, we say "the mother's" son." "It is the same thing!" "It is not the same thing!" "You need to understand that I am a teacher and I can say certain things and the students no!" "And it is exactly like that!" "You are always speaking!" "They never remain silent!" "Whenever we spoke, the teacher screams." "What is that?" "He/she already arrives, it was enough." "Teacher..." "What was?" "Now it is serious, Souleymane is it going to the piece of advice to discipline?" "Stop with that!" "Until it seems that he/she wants him to go." "Is he/she happy with that?" "No." "He/she knows what will happen if he be expelled?" "He/she will have to go to school." "No, it is not going to another school." "It is automatic." "We are forced to that." "And it will be like this with Souleymane." "You know his father?" "I saw him/it an or twice." "If Souleymane be expelled, the father he/she orders him of turn to their village." "Leave of fantasies." "He will return to Mali." "I think the best is we maintain the cold head." "Don't worry." "He/she cannot smoke here, teacher." "I know, but as he/she was alone..." "It is true that you were a little too far with the girls." "All make nonsense." "But that he/she doesn't explain what Souleymane did." "He is right, François." "I saw Khoumba." "To face of her it was covered with blood." "The one that he did is inadmissible." "That is true." "But that history it was not well like this." "His backpack he/she got right in her by accident, and she began to bleed, because it was in the sobrecilho." "It was alone that." "It cannot ignore that!" "Don't take to evil, but did he/she already see like them speak with us?" " Which is the relevance of that?" "The one that I know is that Souleymane is going to the piece of advice to discipline and later it will be expelled." "It was not forced." " It is quite logical." "We will talk about that." "How many pieces of advice discipline was there last year?" "At least twelve." "They were not so many." " It is very possible that has been." "I know, I am in the piece of advice to discipline, therefore I attended all." "We had an average of two a month, twelve in the total, and they finished all with expulsion." "The piece of advice to discipline it is also a debate place." "Everything albeit there was twelve expulsions, but if it suits there was not another solution." "With twelve expulsions he/she gives for questioning on the paper of the debate." "But twelve in twelve he/she just wants to say... that when a student is going to the piece of advice to discipline is already very late." "Or that was justified." "It is obvious that you/they happened things that justify the piece of advice." "But then, what is that happens?" "What is that can wait of a piece of advice to discipline?" "There are previous stages:" "here in the school we have the pieces of advice pré-discipline, we informed the parents, the students are informed..." "In that case not." " We didn't have time." "But it is very rare." "It is rare because we know that that final punishment exists that allows to ignore us another measured." "And even if used them, the simple fact of expelling a student it is as playing out everything that we tried before." "Yes, but it is also an opportunity for Souleymane if it explains." "In a piece of advice to discipline, it is not spoken." "The students get afraid." "They paralyze." "Exactly." "Let to summarize me." "Souleymane goes to the piece of advice to discipline, it will be expelled and maybe have that to return to Mali." "Is he/she fantasizing or the something?" "I am not, not." "There are students that know him/it better than we whole here, and that you/they know his father, and that you/they say that is probable that he orders him/it of turn for Mali after that." "Some students are threatened with internal schools, but later that never happens." "Almost always they fall through." "There are parents that are always threatening." "We cannot take that into account." "But if there is the minimum risk of a piece of advice to discipline to order him/it of turn to Mali, I don't want to run that risk." "It is eat when we hesitated in punishing a boy." "Because we know that when it goes home, as soon as the door if he/she closes, he will take a beating of the parents." "We know about cases." "But it is not for that that we stopped punishing them, when they pass of the limits." "Be which are the consequences, they don't tell you respect." "How to ignore that?" "I know that the punishment he/she can have that consequence, but I close the eyes, and don't I want to know, is that?" "You cannot wrap up in all of the cases." "There is the violence, if they will be ordered of turn..." "Certain, you have to take that in bill, but after some time..." "There are no presents of Christmas..." "That happens." "It is a beginning subject." "Each one of us has his/her role." "We are not able to to substitute the parents." "Excuse, but if it rewinds the film, it is a stranger chain of events:" "he/she begins with some reprisals, because Souleymane forgets of the material and because he/she answers crooked." "To proceed we began to punish him." "It is later, of punishment in punishment, we arrived to the piece of advice to discipline that we don't know how it will end." "We lost the control." "Clear, sells the things in that way it is very shocking." "But it is not the school that will expel Souleymane." "No longer we controlled him/it there is a long time." "François..." "He/she didn't wait for him so early." "Did he/she already make a decision?" "I think I don't have great choice." "To purpose, Julie told me that he/she had one beats mouth with two students of his/her group." "Yes, with the police officers of group, but it went before..." "Seemingly, he/she called them of cheap." "We can say that yes." "That complicates a little the situation but the problem stays." "It would just like that mentioned that in his/her report." "I don't want that to be used against us in the piece of advice to discipline." "It is not worthwhile to hide him/it, it is better than writes." "I understand." "It would like that read again this before we unchain the procedure." "Then..." "I only have to increase..." "Yes, but without entering in details." "Does he/she agree?" "OK." "Could you take care of the minutes?" "Good morning." ""Carl tried to calm him/it and to impede him/it of leaving. "" ""Souleymane came unfastened abruptly"" ""making the backpack to fly that got right the face of Khoumba. "" ""He/she left insulting everybody and slamming the door. "" ""I didn't go behind him because he/she had to help Khoumba,"" ""whose sobrecilho he/she bled abundantly. "" "Those are the facts that brought us to the piece of advice to discipline." "My lady, that doesn't mean that Souleymane is a bad boy." "It is not for that that we are here." "But, sometimes, a student in the classroom through his/her behavior, volunteer or involuntary, he/she creates an atmosphere that is not favorable to the work and that impedes the group of progressing." "Does he/she understand him/it what said?" "If they allow me, it is true that there were several signs that us they should have left alarmed." "We could have reacted earlier." "But now we are before of an incident, quite violent, and that is inadmissible." "He/she would like to know does he/she have notion of that, Souleymane?" "We are not saying that you are deliberately violent." "The problem is that you don't get to control nor the one that you speak nor what does." "Souleymane, we would like Ihe to hear." "You are here to express yours point of view." "We want to hear." "I am of full sack." "I don't have anything for saying." "Do what wants." "Excuse..." "Gentlemen and ladies..." "Can he/she translate?" "She said that I am a good boy." "That I make them work of house." "And I help my siblings and sisters in the work whenever I can." "I always do the dishes and also I help her when I have time." "We didn't doubt that he is a good boy." "It is not that the problem." "It would like us to turn to his education." "Excuse, but we were able to to center the debate on the facts?" "In first place, he/she would like to say that were surprised for seeing that the teacher involved in that incident participate in the piece of advice to discipline." "He/she seems us highly irregular." "Yes, it is true." "It is strange that is judge and part interested party, at the same time." "In first place," "Mr. Marin was chosen for the administrative piece of advice as the teachers' representative." "Besides, leaning that the incident that it happened in your class Marin he/she doesn't implicate the teacher directly." "I apologize, but in the report there is mention to hard words said for the teacher." "For the that I noticed, he/she called of vagabonds the group police officers." "And that I think a problem." " It is true that said that but it was not anything that he/she said I respect Souleymane." "Leaning that he used as I allege that beats mouth to express yours bad-humor on that day." "He tried to defend them." "For me, that owes to be taken into account." "Excuse, but no there is anything that justifies to lack with disrespect to the teacher, everybody to insult and to leave of the room without permission." "Souleymane, does he/she have some thing to say?" "I don't know." "What is that can say?" "Gentlemen and ladies..." "What did his/her mother say?" "He/she said the same thing that there is little." "She apologizes for me." "They can enter, please." "My lady, the piece of advice he/she already deliberated and he/she decided to expel Souleymane of the school definitively." "He/she will receive the notification for registered letter and he/she has eight days to appeal of the decision." "However, we will make everything for to arrange other school to Souleymane." "Good-bye to all." "Good-bye, my lady." "Souleymane, come to speak with me in the end of the week, please." "The proportions, in Mathematics." "That year, you learned the proportions in Mathematics." "I liked Sciences." "I asked him/it that you he/she learned and no what liked." "But it liked himself it is because he/she learned." "And what is that you did he/she learn in Sciences?" "Everything on volcanos, earth tremors, tectonic plates..." "The convergence and the removal of the terrestrial plate..." "It was fascinating." "Was he/she interested of truth?" "Yes, very well." "In Mathematics, the trigonometry, the theorem of Pitágoras and the theorem of Tales." "I have to ask that stop." "It cannot be thereabout only bragging because he/she learned the Theorem of Pitágoras." "He/she will have to enunciate him/it for us." "If, in a triangle... the two... the two sides they are same to yours..." "If the root..." "If the square on the two sides it goes same to the square to the square of the hypotenuse... then it is a triangle rectangle." "It is more or less that." "It is not more or less." "It is exactly that." "If it is you that says, I believe." "In History, I learned the triangular trade." "There were boats that left of Europe with manufactured products that took for Africa for us to change for men that became slave, and that were taken for America to work." "Then they took to Europe the money that you/they won." "That is the triangular trade." "Chemical." "The something in Chemistry?" "The combustion." "Yes, what is that?" "It is when it is mixed solution of Fehling and glucose." "And what is the one that happens?" "The test tube heats up and color seedling." "And which is the interest of that?" " The interest?" "I know there." "If the teachers teach it is because he/she has interest." "The reproduction." "What is that he/she learned on the human reproduction?" "The human reproduction..." "Well, the sperm he/she enters in the ovum, then we waited 9 months, we make an ultrassonografia and later he leaves." "What is that he/she leaves?" "The sperm?" " No, the baby." "The human being that was in the interior." " OK." "Khoumba?" " Me?" "Yes." "Is that his/her name, it is not?" " Yes." "In Music, I learned to play flute contralto and in Spanish." "He/she learned how to play flute in Spanish?" "No!" "It is not that." "In music, I learned how to play flute." "And I learned other things in Spanish." " Very well." "He/she was able to in the saying a sentence in Spanish?" "Llegan wools vacaciones." "And the one what does that mean?" "The vacations are arriving or the vacations arrived." "I didn't learn anything." "9 months he/she doesn't happen in the school without learning anything." "He/she happens yes." "I am the proof of that." "In the books that we read he/she must have learned some thing." "Their books are a drug." " Are they the something?" "Useless." "And a book that you have read for his/her initiative, for instance?" "Books that I read?" "Yes, the Republic."" "The book the Republic."" ""The Republic of Plato?" " Yes..." "Did you read that?" "How is it that he/she read that?" "It belonged to my older sister." "Does she study Philosophy?" " No, Right." "Then, speak for people." "What book is that?" "There is a guy..." "How if he/she calls?" "He/she calls himself Sócrates." " It is that, Sócrates." "He appears, it stops the people in the middle of the street and question:" ""You are the sure that leaning that what leaning?"" ""You are the sure what do make him/it what you do?"" "It is thereabout goes." "Then, the people they are confused." "And they ask questions." "He is very strong." "What type of questions does he make?" "On that subjects?" "On everything:" "about love, religion, God, on the people, on everything." "It is very good that he/she has read that." " I know." "It is not a book of cheap!" "Wait!" "Wait!" "Before they leave, he/she wanted to give their self-portraits." "One to one." "After they receive yours, they can leave." "It is very legal of his/her part." "What is that?" "They are the self-portraits that you/they wrote and that bound with the picture of the group." "Doesn't he/she still have yours?" "Because it is that put that here?" "He/she looks how it is beautiful." " Stop with that." "Look, you seem a leader." "Good-bye, teacher." "Good-bye." "Good vacations." " For you also." "Teacher?" "What was there?" "I didn't learn anything." "Because that is saying?" "It is not true." "Now there is little, everybody he/she said that he/she had learned some thing." "Comparing with them, I didn't learn anything." "He/she learned as much as they." "They also had to remind." "It is not easy to remember of what we learned." "But I don't understand." "What does with that mean?" "I don't understand what do." "In French?" "In everything." "He/she cannot say that didn't learn anything in any discipline." "That is not true." "I don't want to go for one I study professional." "But it is not worthwhile to think in that now." "Now you go to pass for the 9th year." "You still have a long time for to think in what will do in the future." "It is not evident that you have that to go for a professional course..." "That will depend on yours results next year." "But I don't want." "Let us go!" "Let us go!" "All together ones!" "All together ones!" "A film of Laurent Cantet" "Legends in PT-BR Kneipp (Makingoff)" "Legends in PT-PT darkyn (legendasdivx)"