In the first Values seminar we were given a task that was a little more than it first seemed. Our class was split into four groups and we were each given a big brown envelope which contained everything required for the task. The instructions were simple; create something that would be beneficial for a new student here at the University.
My group opened the envelope and inside was two pieces of paper, pens, elastic bands, blu tack, paper clips and a smaller envelope. My group sat disappointed looking at these items when someone became aware that the group next to us had scissors and sellotape. Despite this, we continued with the task without complaining about our lack of resources. As a group we decided the best tool to create was a map. This then spiralled into the idea of making a booklet that would contain some of the main information needed by student. Once we had decided on our idea all of the groups reported back to each other what they had also come up with. After doing so, we were asked to create our idea using the resources. My group handed out roles to everyone and we carried out the task to what we thought was the best of our ability.
We were all given ten minutes to produce our idea and once this was up we would then present it. After each group presented we were each given a score out of ten. Our group’s idea, although incomplete, received a strong 7 out of 10. Our advisor for this task then revealed that each group had been given different resources, with one having the best resources and another having little to none. The group with better resources had received a higher score meaning they had won and those with little resources had scored a 2 out of 10. We were then made aware that the group with the most resources had no idea that other groups had gone without such good resources and instead had only been focused on themselves.
I felt that this was a very valuable lesson as it highlighted that different people can be asked do the same task however it must always be taken into account the struggles other people might face. Particularly in a Primary School setting when handing out homework projects to the children. It also highlighted that it is crucial as a future primary teacher to understand and become aware of each child’s situation and see them all as individuals. It also allowed us to understand how easy it is for inequalities to go unrecognised and therefore allowed me to develop a deeper understanding on inequalities and how adapt to each child, specifically in a classroom.
Primary teachers have one of the biggest influences on a child’s life. They provide the knowledge and understanding that is required for each child to grow up in this world and become a functioning member of society. Not only do children learn numeracy, language and literacy skills from their teachers, they can also develop strong social skills. These all contribute to having a positive effect on a child. Having this opportunity to make a positive impact and influence on a child’s life is one of the main reasons I decided primary education is what I wanted to do in life.
Alongside this, my teachers during primary school created an environment that allowed me to have a very positive and overall fantastic experience throughout school. This influenced me to want to create the same environment for other children and allow them to have the opportunity to love education too. Seeing children come into school in the morning motivated and excited to begin their learning has further helped develop my passion to become a teacher.
My desire to teach was mainly influenced by my own experiences and the teachers I had interaction with. Having a good, strong and positive teacher that creates a comfortable, motivated and positive environment has the ability to influence a child’s life in a way no one else in their life can. For this reason, my passion is teaching.
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