Laura Jesson. Group A.

My initial response to this quote was that of confusion as I had to read it a second time to fully understand what I believe it was trying to say.  Upon re-reading, my reaction to the quote was that of agreement. I believe the quote is making the point of highlighting the difference in teaching styles producing different learners. If one form of learning produces good exam results this may not be beneficial for all students and could be seen as restrictive, whereas learning in another school with less good exam results but a more open style of teaching which allows more free flow among subjects in the curriculum may produce more well rounded learners, which could be far more positive to schooling.

There is a phrase that comes to mind when I read this quote which goes like so;

‘You can lead a horse to water, but you can’t make the horse drink.’ 

As a teacher, it is your responsibility to be organised and plan lessons in detail. It is up to you to be imaginative and think outside of the box. However, with all the good will in the world, your planning can still go wrong when it comes to the practical task of teaching that particular lesson. Just like a horse, children are not robots, even the well behaved ones.

One fundamental principle of a teacher is flexibility. It is essential that you are sensitive to the unpredictability of the children you teach. Be aware that you may need to adapt your tasks according to the class’s engagement and enthusiasm, as well as their understanding of the subject in question. An example of this may occur when teaching a new topic. You may be excited to show the game you planned, but there are a couple of noisy children miss-behaving because they don’t find it as exciting as you do. In this situation, try not to take it too personally that your lesson hasn’t gone the way you hoped, instead accommodate your children with a sense of acceptance and creativity.

Like red wine, a teacher improves with time. As part of our personal professional development, we can only modify and get better from personal reflection; learn from our mistakes, communicate with other staff, be resourceful and take risks.

I generally agree with the above statement. My initial emotional response upon reading this was that mixed ability is a fundamentally fairer way of organising a class, which gives the widest range of possible interactions and number of relationships between pupils in a classroom. I feel that this broadens their perspective, allowing them to have experiences and engage in dialogues that would not be possible in a more rigid ability grouping.

In my professional experience of mixed ability lessons (including differentiated work), I have noticed that children are generally unable to copy from one another because they are completing different work, but that they can still seek help from their peers within the topic because the work is similar enough. This is more likely to ensure that all children are using their own independent thought processes and strategies. Lower ability students who may struggle can benefit from the close proximity of higher ability students, while the higher ability students helping lower ability students are forced to think about their learning and deconstruct their methodology when explaining their reasoning. The downside of mixed ability is that seating plans can be hard to memorise for a teacher if there is no apparent structure to them, and using too many seating plans can compound this problem.

Finally, a mixed ability class gives the teacher more options for seating students around the classroom that are amenable to their conditions for learning. For example, in an ability-grouped class, if two students on the lowest ability table become unable to work together or even near one another, the teacher has few, if any, options regarding a permanent solution. If the teacher had a mixed ability class, they would have various seating permutations that would allow these two students to engage in their learning without distraction. Furthermore, if students on a low ability table discover that they have been grouped this way, this might demoralise or upset them and affect their learning and aspirations.

My immediate response to this quote is that of agreement, due to having worked in a year group which successfully adopted a mixed ability seating plan halfway through the school year. I saw clear examples of lower ability children trying harder with their learning and producing a higher standard of work, showing that their aspirations had heightened.

Adopting mixed ability allows children to discuss their work and ideas with others who may have completely different insights, due to their experiences further down the school, leading to the potential development of perspectives and attitudes. However, due to the need to differentiate work, it is likely that children will still have an idea as to which ‘ability’ work they have been given, even if they are not sitting with peers of the same ability. It can often be demoralising for lower ability children to deal with this and they may feel excluded from aspects of learning that higher ability children have access too. However, this response could potentially be reduced or turned around for some children if they are given the opportunity to move up to the next level of work (depending on context and time), for example by learning objectives being set out in a ‘I must, I should, I could’ format.

I think that teaching to all abilities is essential for inclusion, making sure that lower ability children have at least gained full understanding and that higher ability children are pushed and challenged. Lower ability children should have the opportunity, whenever possible, to achieve that of higher ability children, for example, through their learning objective being to include adverb openers and expanded noun phrases in their paragraph, but being encouraged to include more complex sentence structures if they have completed the first objectives and understand how to construct complex sentences. Being paired with a child of higher ability, and seeing the work that they are producing, is likely to induce that aspiration in the lower ability child.

You would expect for schools to adopt the same inclusive attitude towards transgender students. However research by Espelage (2016:5) may suggest differently, as research focussing on Gender identity is ‘scarce’, with only ‘0.3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research’-this from a country where celebrity culture has catapulted Gender identity issues to the forefront of popular culture. I find it understandable that schools may not know the affect gender identity issues may have on both learning and behaviour, as it is a relatively new issue to face teachers. However, we ought to strive for a learning environment where any child feels safe to explore the world without the fear of prejudice from peers or indeed teachers. 

Jake (Group B)

It is clear, mixed-ability grouping is complex and other issues as well as the capabilities of the children have to be considered: such as the subject; the proportion of lower to higher ability children; the characters and personalities of the classroom and even the resources available to the teacher. Thus in practice, mixed- ability grouping is a lot more intricate than simply placing children into random groups and a certain level of experience, knowledge and research is vital when considering this type of setting. Moreover, from personal experience I have learnt that mixed-ability grouping can promote an unfriendly environment, where the lower level ability children can feel inadequate in comparison to the higher level achieving children and this can also led to the higher level achieving children becoming frustrated with either the work being set or the pace of learning. 

 

Inclusive teaching strategies can also be worked into a classroom in other ways, such as through the challenges and tasks’ being set. One way I have seen this work successfully was where a teacher set challenges for the class and allowed the children to choose for themselves which one they wanted to complete. This not only prevented a 'ceiling effect' on the children's development but also promoted independent learning. 

My initial, emotional response was to immediately agree with the quote and to consider it a given right, an assumed right that every child should have.

However, on reflection and when looking at it from a professional perspective, I came to realise that although this may be what every teacher strives for, that it is not always possible. Unfortunately, often certain circumstances are out of our control. Schools cannot always gain the appropriate funding or access to the best resources to ensure that all pupils have equal opportunities. Schools were also not built to adhere to the modern techniques of teaching and the growing numbers of pupils and consequently often space can be a restriction. Therefore, although I still believe that this should be every teacher’s and every school’s aim and should form a significant part of their ethos, it is also important to remember that we cannot do everything and sometimes there are things we cannot control. 

Considering this fact, I therefore think that this reality should be communicated to pupils. That we should always fight tooth and nail for equal opportunities, but that that does not mean we will always be given them. Often adults believe we need to protect children from the ‘scary stuff’ but from my experience, children appreciate being included and prefer to be treated more equally. This does not mean to say we should squash their determination for equal opportunities, but that we should prepare them for the reality. This being that they should never be restricted by their ability or disability, where they come from or who they know but that this can be out of our control and therefore when an opportunity does come along, that they should grab it with both hands and hold on tightly. 

I feel equal opportunities for all pupils are hugely important, in terms of opportunities that are influenced by factors outside of pupil’s control. For example, pupils shouldn’t be limited by factors such as disabilities or finances. However there any instances for example, where pupils should be rewarded for the amount of effort they put in – and in these instances the opportunities may never be universally equal. 

I think that as a teacher, equality of opportunity is something to strive for but something that may not always be possible.

Hannah Boyle - Group A

When I read this quote, my first reaction was ‘I agree.’ The quote highlights the fact that children who are restricted in their learning will lose the benefit of becoming a well-rounded learner. Yes, schools which turn out pupils who have excellent exam results may appear better on paper, but are the pupils learning all-round skills which could possibly be beneficial to their future? It also made me think about the students who are not academically minded. Some students who are artistic or creative, would feel restricted by an education which mainly focuses on the academic subjects. Pupils like that would require a “rich educational diet” that they should be entitled to. Every pupil should have the opportunity to excel at what they are good at, and yet may not necessarily be given the opportunity to do so. 

Yet after thinking on it for a while, even though I still agreed with the above statement, I realised that schools follow a government guideline and have to uphold a certain expectation when it comes to SATS results. So despite the possible desire to create ‘lifelong learners’ in their pupils, schools also need to adhere to the government guidelines in order to gain the necessary results. So there needs to be a balance between the two options which will be beneficial to both the pupils and the school. 

When first looking at this quote it seems obvious that every child should have equal opportunities. All children should have the right to access all the opportunities to reach their full potential. I believe the term equal opportunities does not mean that children all get the same opportunities, this could differ from child to child based upon their needs, however children should be able to access as many of these opportunities as they want to. 

This can be difficult to implement in schools as some children will be unable to access all opportunities due to a number of reasons; this can be that the school does not have the facilities, resources or that is just a not accessible for a child. As a teacher it can be difficult to give all children the same opportunities. This can be due to pupils being restricted on activities and resource. To overcome this, teachers’ need to do their best to find alternatives or differentiate between activities. 

This quote also made me think about the current debate about grammar schools, as some children of higher ability will seem to get a greater opportunity and their path be set for life. Children that do not get into grammar schools may struggle with the path to high education or careers. 

Overall I am in agreement with this quote that “Equality of opportunity is a statutory right of all pupils.” (Jacques &hayland 2007:151) and it should be our aim as teachers to make sure this is happening; however, this is may not always be possible.

 

“Negative me” made the assumption that often teachers had the best intentions for their students but when it came to the hard work of putting the effort in they were failing to do so, but why?

I pondered the reasons why a teacher may not be able to guarantee  “pure” practice and came to the decision that teachers are putting a huge amount of effort in but are constantly plagued with standardized assessments, senior management and governmental influences that sometimes prevent such creative practice.  However, I am working on turning my glass half empty attitude in to a glass half full one, so tried to look at it more deeply and with a more positive attitude.  

 

“Positive me” was focusing on the risks we as teachers have to take. A lesson, with the best of intentions, may take a sudden turn and not end up how you intended- but is this a bad thing?  Whilst doing some work experience in a year 2 classroom, the children’s curiosity guided the lesson and their teacher let it. The plan was to research volumes of water and how the same volume appeared different in different objects.  However when they realised the water made a different sound in each object, they were fascinated and wanted to know more.  Their teacher allowed them to find out about the sounds and added an extra column to their results sheet. Although it was not on the lesson plan, their curiosity, thirst for knowledge and  the teachers’ flexibility meant they discovered it for themselves. 

 

Firstly, my initial emotional response to this statement was confusion, on the one hand it could be expressing that the profession lacks skill and is just something that is an ‘enjoyable experience’, an easy job that just requires spoon feeding children information.

 

Hayes (2011) states ‘unfortunately, to the untrained observer, much of what happens and how it happens in a classroom may appear to be arbitrary, left to the teachers personal or professional whim and certainly not requiring careful analysis.’ 

 

This statement along side ‘skilful teaching practice is often confused with a good performance’, insinuates activities are planned and performed without a specific purpose or learning objective. Plus, that there is no real intellectual thinking behind the methods that have been chosen to teach the lesson. It’s as if some have the view that if the activity is fun and the children seem to be having a good time, they are not learning anything. 

 

However, after reading the quote again and again, I believe it is trying to convey the message that teaching is much more than producing a fun lesson or an activity that is entertaining for children. It is the responsibility of the teacher to engage young minds in a learning environment that is filled with interesting, benefiting knowledge. The children need to be challenged and supported, to allow growth and improvement.  There is no point constantly producing fun activities if they have zero purpose to the child’s development. 

 

I do believe however that you cannot have one without the other, you cannot have a skilful teacher that lacks a good performance and you cannot have a great performer without the skill. A great teacher should be able to deliver the lesson clearly and effectively in a way that is understandable but also enjoyable. 

 

 

As I read this quote my first and emotional response was to fully agree. If children are spoon fed information they will grow up lacking the skills to become active and independent learners, and as a result, will lack the skills to seek out new knowledge for themselves. Children are wildly curious by nature and as professionals it will be our job to aid the children in their own learning and discovery – working alongside them and not doing it for them. Professionally we understand that children learn by doing things for themselves. This quote supports the idea that rather than being given facts, children must have the time and opportunities to think, explore, make and sustain relationships and interact with others. They need to have fun whilst learning which makes learning enjoyable and enables them to build on pervious experiences. Academically teachers must be well informed about how best they are able to support the children in their learning and how best to provide them with opportunities to build up their knowledge. Teachers will have the task of letting the children discover for themselves whilst ensuring that the children are still meeting the ridged targets set out by the government. �9c�,�

 

My emotional response to whether or not I believe in mixed ability groups is that it does work better.  Having been in set classes throughout secondary school and being a child who had behavioural issues all too often I was set based on my behaviour rather than my actual ability.

 

The difficulty in mixed ability classes is in the teaching strategies adopted, it has to accommodate every child’s ability, catering for the more able children without labelling the less able children.  Just because a school adopts a mixed ability ethos it does not mean that a teach ill use an inclusive strategy if they do not know how and this could end up having a negative impact on the learning outcomes of the children.  

According to an article in the Telegraph, The Association of Teachers and Lecturers said that, “Setting and streaming resulted in a slight improvement for the top set but any gain was more than outweighed by declines in results achieved by traditionally middle and low achieving pupils”.

 

Lee Elliot Major from The Sutton Trust believes that the best teachers are very aware of the progress of every child in the class, they are grouped together when needed but these groupings are by no means a permanent arrangement.  He believes that, good teaching is about knowing when to group children and monitoring closely the impact it is having on pupils carefully and making the necessary adjustments (The Sutton Trust, 2014).

 

I believe that in Primary Schools a mixed ability class can teach and encourage the children to help each other.  Every child has different strengths and weaknesses and where one child may struggle with a particular exercise they may thrive at another and be able to help someone who has been able to help them with something they did not quite understand as well.  It will also teach children the skill of being able to explain something to a peer so that they understand which does not always come naturally to an individual.

What about the higher ability pupils? Do they perform their maximum potential? Perhaps the tasks that are set for them are not challenging enough, the pace and the content of the lesson are too narrowed. This does not promote their higher aspirations and perhaps slows them down. 

I am sure there are ways of dealing with the above issues, I recall my mainstream school experience wherein one of the class the teachers used the following set of questions in the mixed ability class: “Who thinks ‘I can do it?’(High ability tasks), “who thinks ‘I need a bit more time’ (lower ability tasks) within which the students chose themselves what tasks they are able to do and achieve extra support they need. This way and similar ones may reduce a lower self-esteem. 

Having said all that, it is essential to value all pupils’ efforts whether those less able or more able and find an appropriate method which works for the majority of students.

However, is this right or fair to everyone? Are we being sufficiently inclusive? Gender identity as a topic is receiving greater attention in terms of media coverage and research as whilst for most people gender matches with their biological sex, roughly 1% of the population is gender variant to some degree (www.gires.org.uk). For some children the match between biological sex and gender identity is not so clear.

As teachers part of our role is to prepare children for an increasingly diverse and fluid world. Primary schools can take the lead in understanding and discussing gender identity with children before their views are influenced by prejudices in the wider world. The school including the classroom and playground should exhibit a climate where every child feels safe. Being a new an evolving topic schools (and this includes me as a teacher) will require assistance to develop policies, training and support on how best to handle gender identity issues.

The use of inclusive teaching strategies enables teachers to address the learning and emotional needs of children who come from a variety of backgrounds, have differing preferred learning styles and differing abilities. This type of teaching strategy is suggested to make children feel included and valued and ultimately giving them an equal chance of gaining a rich and varied education. 

Firstly one needs to be clear as to the meaning of mixed ability. In this context I have interpreted it to mean mixed ability grouping as opposed to mixed ability classes. 

The use of mixed ability grouping in order to achieve inclusive teaching and promoting higher aspirations is a controversial topic and has sparked academic debate throughout the decades. 

From my own knowledge and experience I believe there are both advantages and disadvantages to adopting the mixed ability approach. Firstly there is less of a label attached to children ie low medium and high achievers. This could then have a positive impact on the children’s self-esteem and motivation. Higher ability children can help and support those less able than themselves and they can all work together to share ideas and explore new ideas. This is particularly important as we know working together has a positive impact on learning. It also gives the teacher flexibility to change the groups if issues were to arise later on. In contrast however this method could lead to high achievers feeling frustrated and this could ultimately hinder their own learning and they could get held back. Also I believe this method does not allow the teacher to give groups a different level or number of tasks based on the children’s abilities. This could possibly then disrupt the desired effects of differentiation. 

Fundamentally, I believe the aim of providing a positive learning environment can be achieved in this way but it is certainly not the only way. Such other methods I hope to explore further in the coming months.

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At first glimpse I perceived this 
quote to have a simple meaning; being energetic and having a fun activity isn’t enough to quantify yourself as a teacher. At first I agreed, but my perspective changed on this. I still agree with the quote; however, I believe there has to be an equilibrium between an enjoyable activity alongside a skilful teacher. Together and combined the teacher will have a better and more achieving impact on the students.

Dissecting the idea of a delicate balance between a fun activity and a skilful teacher can be very particular. It is important to be aware of the age group as well as the boundaries that are set between the teacher and the student. A skilful teacher needs to be able to connect with their students on more than just an educational basis. While there is a fine line of becoming too informal, it is important to keep the children interested and listening to the activity while upholding the curriculum to an expected standard.

My initial reaction to this quote was based on how I first read it, which was as though people think that teaching is just a job where you do fun activities and enjoyable things. This lead me to a state of shock, as I was wondering how could someone ever confuse teaching with simply doing fun activities. 

As we talked about it as a group I began to form a clearer picture in my head of what the quote was really saying, and therefore I began to react differently to the quote itself. Together we established that what we believed the quote was telling us that just because a teacher is able to give a good performance and the activities are fun, it does not always mean that skilful teaching is occurring. I agree with this completely as although some activities are extremely fun to do they do not necessarily provide a platform for learning, and if this is the case what is the point in doing the activity at school. Just providing a fun activity can mean that the teacher isn’t able to provide challenges, and help the children progress.

Although I do know that it is important to have fun activities and enjoyable experiences. Therefore teachers need to ensure that along with providing a fun platform for learning, that the content is there and that they are challenging students to progress skills. 

 

The quotation written by Brookfield (1995) evoked my thinking in many ways. From a critical and emotional perspective I initially responded with, "How can that be true?” On the other hand, I found reassurance and comfort in knowing that despite one's “intentions", perfection may not always be achieved or fully accomplished in the classroom. 

 

Conversely, my professional response underlines the importance of striving for such "purity" and always learning from lessons that may not reflect our original intent. I would dispute that teachers must always learn from their mistakes and promote a positive and "can do" attitude. 

 

In critical analysis, Deck's (2012) mindset theory would concur that specific mindsets promote resilience. Hence, from an academic point of view, I would agree that a "growth mindset" attributes success to learning in place of accepting defeat (fixed mindset). Additionally, Bruner's (1966) constructivist ideology draws parallel to this concept. An emphasis is placed on learning as an "active process" whereby learners build upon and construct new ideas based upon their current or past knowledge and experiences. 

 

In future teaching practice I shall keep this quotation in mind, both as a means of providing reassurance and igniting determination.  

 

My initial reaction to this quote was that it was trying to portray the teaching profession as easy and one that requires a low level of skill; my emotional response to this was one of anger and slight annoyance. It compares “skilful teaching practice” with a “good performance”, any teacher would agree in saying that a lot more goes into lessons than what people think. Unfortunately the work that teachers do to provide fun, child-centred and worthwhile lessons goes unseen most of the time. People who are not teachers or do not know a teacher often see this profession as an easy job with good pay and great holidays, they fail to see the extent of the work that goes on behind the scenes. Quotes like this one reinforce this notion.

To me, skilful teaching practice is one that uses a variety of stimuli, challenges the minds of the learners and engages learners of all abilities. Teachers on a daily basis strive to provide this kind of enriching learning environment, to the untrained eye this could look just like a “good performance” or a “fun activity”, but really a fantastic lesson could be taking place. 

 

This quote was thought provoking and my group managed to highlight many issues surrounding this area. I think that gender identity is a complex issue when concerning transgender pupils. They may already be going through a confusing time trying to identify their gender, external influences will have a further effect on their experiences. I believe that teachers' attitudes are very important regarding gender. They need to make sure that they are planning activities for the children without stereotyping. For example, not providing boys and girls with separate tasks. These attitudes to gender identity can have a major effect on pupils' learning and behaviour in schools. I also believe that there needs to be more support for transgender pupils and the gap between boys and girls achievements need to be addressed. 

 My initial emotion response to this quote was without a doubt to agree with it. This is purely because there is a lot of focus on the rights of children in all aspects of their lives which are supported by the UNCRC. These rights tell us how children do have many rights that are sometimes pushed aside but rights in school is not something to be pushed aside and all children should have equal opportunities.

Whilst I agree with this quote, there were some underlying factors surrounding this that made me think whether children could actually all have equal opportunities. This view comes from a professional perspective and takes into consideration the different needs of children which could sometimes jeopardise a child’s opportunities. Other factors may involve financial issues within the school or a child’s needs such as disability access or other equipment needed. All of these factors are out of our control which changes my initial positive response to the quote to a more saddened emotion as I realise that things that seem undebatable may not actually be achievable, especially when these rights are focused on young and growing children who deserve all the opportunities that they deserve. 

This leads me to finalise that yes, it is a right for all pupils to have an equal opportunity and I hope that everybody would agree with this. However this is an issue that has been around for a long time because basically life is not fair and a lot of the time equality cannot be achieved. �
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When first reading this quote my initial reaction was that of complete agreement, all children should have the best possible opportunity to reach their own personal potential.

But what exactly does this mean? From my perspective providing ‘equality of opportunity’ does not mean treating all children exactly the same, this is not practical or in fact beneficial for children’s progress. Naturally some children will need additional support in order to be on an equal playing field with their peers and others will need to be challenged.  

 

However, everyone has the right to feel included in learning; be it within a classroom or outside of a classroom, this includes school experiences such as clubs and extracurricular activities. All students should be given the opportunity to partake in these experiences regardless of their ability, disability or background and this should be something all schools and teachers encourage. 

 

The importance of equality of opportunity in education is clear. However the question remains; are children across the country getting equal opportunities when it comes to their education? With the recent plans to build more Grammar Schools it appears that we may be moving further away from equality of opportunity for all pupils! 

The problem with the quote is that it assumes a choice between ‘fun’ and ‘sophisticated skilful teaching’ whereas the balance lies somewhere between the two.  A great teacher should make learning fun but always remember the purpose for what they are teaching. 

 

Learning, from a student’s perspective can either be challenging and interactive or dull and repetitive. This has an impact on how others view the teacher but can also influence the way the teacher sees themselves. (Geert Kelchtermans).  Because of this we may believe that a teacher needs to be ‘fun’ in order to engage with the students. However, a fun and enjoyable lesson does not necessarily mean that the students have gained understanding and knowledge. 

Therefore, a skilful and sophisticated teacher is one who can tailor their lessons so that they are challenging and interactive for all students, as well as providing them with growth and an enjoyable experience.

So much of education is driven towards the regurgitation of information or repeating facts rather than providing children with the life skills of being able to understand and figure out information we give to them. If we do not give children the skills to use their knowledge, how can we expect them to solve future problems as they arise? 

Yes, learning facts is a part of learning, and repetition of information is a way to learn and remember, but it is no use if there is no context to what is being learnt. We should always encourage children to ask why and how something is done, because being curious and inquisitive is a positive part of human nature, why stifle this thought process by just saying ‘because it is’. 

In the classroom, questions may focus on how the teacher can ensure that they are differentiating fairly and professionally in relation with the pupils and the curriculum. Providing for the needs of different learners means having some sense of where the pupil is in their learning; knowing your pupils. 

Specific strengths or difficulties with learning can often be associated with pupils who give cause for concern. In this case, considering EAL and SEN pupils is important, it is the schools responsibility to provide the appropriate support and make it possible for the pupil to achieve. Likewise, pupils who are described as talented require extra learning experiences in order to support and extend their ability. Issues of gender often focus on boys ‘under-achievement’ invites the question towards the observation and monitoring of pupils. Still, careful monitoring is essential so that the school can develop approaches that will support both genders. 

Considering diversity involves looking at the quality and the provision that is made to support and help build every pupil’s potential! 

However, would schools that consist of a unique selective process be considered to undermine equality? 

Prime minister May states that she wants to focus on the ‘new grammar’ of the future which will be a ‘truly diverse system’. Does this statement question the investment into Academy schools which also aim to produce and celebrate diversity along with better GCSE results and better leadership?

 As a community it is true that we should all strive for equality however I feel that this is a very simplistic and idyllic outlook. As teachers it is our duty to ensure that pupils experience gender, race and disability equality as a basic right, but equality of opportunity is not so straightforward. Pupils should not be limited, in relation to opportunities, by factors out of their control. For example financial difficulties or a physical disability should not limit a pupil’s opportunity to take part in a school trip. 

An alternative angle could be: should those who are able to have more opportunities be held back to ensure they are equal with the majority? For example, those who are highlighted as Gifted and Talented should be entitled to additional opportunities to enhance and further develop their skills and abilities. The same applies to children with special educational needs, these individuals should have the additional support and extra opportunities to ensure they have an education that meets their needs. Pupils may be treated differently with differing opportunities, but equality should ensure that each child has the opportunity to achieve the best they can. 

 
I believe that all children should have access to opportunities for them to develop their talents. I recognise that there may be barriers due to circumstances which are beyond their control. I feel that this is unfair and detrimental to our society. For example, a child from an economically poor background may happen to have an inborn talent in music but may be hindered by finances in developing this. This is could cause feelings of frustration and negativity and in turn could affect their behaviour in society. I believe that all children should have the opportunity to start at the same point in the race. We should endeavour to nullify previous disadvantages which were out of their control.

 
I do not believe that equal opportunity is synonymous with uniformity and pupils attaining the same achievements. From my perspective it means that all pupils should have the opportunity to develop their talents and reach their unique potential. I feel that it is our responsibility as teachers to bring forth what is already within the children rather than insisting that they conform to a uniform standard. To do this we must recognise individuality and encourage acceptance of diversity. 

I acknowledge that within the educational system there are many practical aspects that are out of our control as teachers, e.g. funding. However, I feel that we should stay optimistic and make efforts to change that which we can control. I believe it’s important to reflect on the covert messages we may be unintentionally sending pupils in the classroom. For example, if we continually utilise story books which never feature minorities as characters this could send wrong signals to children of minority backgrounds. I also feel that it is important to educate ourselves on the children’s backgrounds as this can give us understanding of the child’s perspective. For example, in the case of pupils from Gypsy/Romani/Traveller cultures an understanding of their cultural traditions could help us to understand the point of view of those pupils and the unique challenges they may face (https://www.youtube.com/watch?v=3rCGjvtYoIE).

I believe it is important for teachers to challenge stereotypes. For example, traditional gender roles can be questioned. Should girls be discouraged from engaging in play with toys that are traditionally viewed as masculine, e.g. train sets? Deprogramming ourselves from our societal conditioning is essential.

In many circumstances, it is seen as strange when people stray from their typical 'gender roles' and this can affect the way people treat them. This can make people feel very insecure, and for children, can be very confusing. I feel that teachers have a duty to make sure that this is not the case within the classroom, and to remove any stereotypical thinking towards both genders. They need to have an open-mind when it comes to planning lessons and activities for children, and create an environment for the children where they feel comfortable exploring across the gender boundaries, without the fear of being judged or humiliated. Throughout life we are exposed to things and behave in ways that are considered 'male' or 'female', from the toys we are given as children, to the types of jobs we are expected to have as adults. Therefore this can have a big impact on the way we learn and perceive things in life. In some situations it can help, however many times it can be seen to hinder a person's development, for example when boys are treated differently as they are stereotyped to be 'disinterested in learning'. This should not be the case and gender issues are something that should definitely be focused on a lot more within schools to ensure children are getting the most out of their education, regardless of their biological gender.