Recently, our group of MA1 took part in a workshop centred around resource allocation. During this workshop we were split into five groups, and each group was given a resource pack with the intention of using the resources inside to build a support kit for new students starting university. Upon giving us our resource packs, our lecturer asked us to discuss our ideas before opening the envelope. My group – group five – decided to create a student handbook which would contain things like a map of campus, study tips, budgeting tips and other things of that nature, which would allow new students to explore both the social and academic aspects of university. When we did open our envelopes, we found that group one had an abundance of resources in their pack, including coloured paper, coloured pens, pencils, rulers, glue, scissors etc. Group two’s resources were similar, while group three had a little less and group four had even less still. My group, however, had only two sticky notes, a paperclip, and a pencil. Immediately, we noticed that we were at a disadvantage to the other groups, but we tried our best to make the most of what we had.
Our disadvantage seemed only to be emphasised when our lecturer gave his continued support and encouragement to groups one and two, however he tended to ignore the other three groups and made his disdain towards our idea very obvious. When it came time to present our ideas to the room, again groups one and two were met with support, encouragement, and praise. Our lecturer became gradually more disinterested by the presentations as he made his way through the groups, and by the time it was our turn to present he seemed to be paying no attention at all, making our group feel as though not only did we start out with seemingly less than everyone else, but now we weren’t being listened to! Surely this wasn’t a fair way to be treated?
Of course, this was the meaning behind this input: to highlight to us that in our profession we will encounter many different people from an array of different backgrounds, and many of our pupils will come from disadvantaged backgrounds and will may not have all the resources and/or means to be able to achieve their full potential. That we, as teachers, should be encouraging our pupils to work as hard as they can and that their limited resources do not need to stop them from flourishing. Sometimes, education facilities tend to give more support to the students who are doing well and neglecting those who perhaps aren’t doing so well, when in reality it is these students who are more likely to need the support. It is crucial as a teacher to be able and willing to support every child, regardless of their background.
For me personally, a truly eye-opening part of this input was after our lecturer explained the purpose of this input, he asked us all if we had noticed the difference in each groups’ resources and also in his attitudes towards each group. Our group had noticed straight away that we were at a disadvantage, however group one said that they hadn’t noticed at all that they were being given more and treated better until it was explained to them afterwards. Our lecturer went on to explain that often, people in a more privileged position often overlook those who are not. This was something I hadn’t previously thought about in depth and was eye-opening for me to think about.
Overall, this input served as an extremely effective way to let us know how it feels to be at a disadvantage and how to cope with these issues and the attainment gap effectively as teachers.
