– I've been in most of the classrooms here before. I always got to sit in the front. So I spoke up and said I don't need to do that every time, because it can be a bit awkward. I can see just fine even if I sit in the second or third row.

But the back row never worked for Herman. There were too many backs in the way. He's grateful that the teachers at Høvik School in Lier in Norway, accommodated him in certain ways.

– I got to choose a locker first, so I got one at the right height for me. And I had two sets of books, so I didn’t have to carry a heavy backpack home.

In addition, he was driven more often than other students on trips, or to and from school. But apart from that, Herman Falang doesn’t feel he was particularly different.

– There are some things I chose not to take part in, like football, but I was always invited. I'm very grateful that things went as well as they did.

Herman attended Høvik School from first to tenth grade. Then he moved across the yard to St. Hallvard Upper Secondary. What he remembers most from all those years are the teachers.

– I especially remember a math teacher I had in upper secondary. She became like a grandmother to the class. She showed extra care, would pat us on the back, or bring treats. I’ll never forget her.

Good teachers made school feel safe for Herman. Today, he’s 19 and back on the school grounds to reminisce. But although most of the memories are good, he also remembers tough moments from being short-statured in the schoolyard.

– When I was in primary school, I got some comments. Kids don’t have a filter, right? I remember that was really hard for quite a while, but then I just learned to live with it, in a way.

He found courage through supportive parents and good friends.

– I eventually realized it wasn’t something to worry about. It was just about continuing to be myself and not letting it stop me, he says.

He also remembers his own class as being warm and safe.

– That probably made the learning better too. That’s something I want to achieve as a teacher myself. To be able to create an environment where students feel comfortable in the classroom. And where it’s OK to make mistakes.

Prepared for reactions

Herman Falang was fond of his teachers, and he is keen to speak highly of the teaching profession – especially since he is now becoming a teacher himself.

– When did you realize you wanted to become a teacher?

– I don’t know exactly when, but I was definitely influenced by the teachers I had around me. I think teaching looks really fun. I’ve always liked being on stage, and this is kind of similar.

However, he has noticed that fewer and fewer people are tempted by a career in education. The number of applicants to teacher education programs in Norway is plummeting. Many hesitate to choose the profession because it seems tough.

 But Herman is not deterred by the headlines about challenging conditions and a demanding workday. He also doesn't hide that it would be nice to get a job at his old school.

– This school is really great. And some schools have a worse reputation than others. But I genuinely believe that it will go very well regardless. We’ll see.

In his teacher education program, he has chosen subjects like Spanish and English. Eventually, he will teach students from middle school and up. 

He expects there will be a lot of trial and error at first, and that you need to be prepared to toss out the lesson plan you originally created.

– It might look easy when you watch a teacher teach, but there's a lot of planning that goes into each lesson.

This fall, he will get to test himself as he goes out on his first teaching placement. He could get all kinds of students, even in elementary school. He is also prepared for possible reactions to his height.

– I’m good at not taking things personally. Many people don’t mean anything bad by it. I’d rather give those who are curious a proper answer. And I want to show that you can be a little different and still work as a teacher.

Still, Herman is a bit nervous about whether he’ll be able to handle chaos in the classroom.

– Some might think: what’s he going to do if we don’t sit still? But then I try to remind myself that you might not be able to control that even if you were 1.90 meters tall, he says with a smile.

– It’s nice to be a role model

Inside St. Hallvard Upper Secondary, Herman sneaks into one of his old classrooms.

– That piece of furniture is definitely not made for me, he laughs, looking at a tall lectern.

– When I’m teaching at the board, I’ll probably have to climb up on one of the chairs. And make sure I’m not turning my back completely to the students so they don’t feel like I’m ignoring them. But standing on something tall and being seen is important.

– Do you know any other short-statured teachers?

– I know many short-statured people, but no teachers. But maybe some of them will become one. And it’s about time, so maybe more will follow, both short-statured and others who might have some differences.

– It would be nice to be a role model in that sense.

Over the years, he has gotten used to people staring at him. They always have. In the classroom, he hopes that the attention can be used to his advantage.

– If you make something good out of it, then it’s a great advantage. I can use it to establish contact, get to know the students well, and build a good teacher-student relationship. After all, you’re dealing with people in schools—that’s something we must never forget.