Objective:
For learners
To develop understanding of the situation of others, drawing upon skills of empathy and emotional intelligence
To illustrate the impact of individual circumstances on daily activities (future customer groups; clients; service users)
Overview:
This short task is very powerful in encouraging students to consider the position of others and develop their empathy and understanding. Using pre-prepared (attached) profiles within a familiar scenario (access to education/class) this appreciation of diversity can be a powerful part of any group work, which considers the needs of others (including customers, clients).
Activity
This activity requires a wide space, where all the students are invited to stand in a line (shoulder to shoulder) facing an open space that they will be asked to step into/across, depending on their responses.
Once the students are lined up facing the open space, provide each student with an individual scenario (attached below) and ask them to consider the profile of the person/student they have been given. Invite them to take a moment to consider the daily life of the individual they have been given, and what that might mean for them.
Explain to the full group that you are going to read out a set of statements, and for every statement that they can agree with (as their new identity/scenario) then they need to take a step forward. If they don't feel that that they can undertake or agree with the statement within their new scenario, then they 'skip' a turn and stay where they are.
The statements are provided below:
- You have no problems attending class every day
- When you enter college, you can be rather sure that most of the professors or teachers share your ethnic, economic and social culture.
- You can buy or access all the materials and books needed for your classes
- You have no problems interacting with other students
- It is most likely that your input is respected and listened to when you speak within class
- You have good support from your family when you are struggling with some tasks or assignments
- You never experience discrimination because of your looks, ethnic origin, dis (abilities) or lifestyle.
- The teaching material and texts are likely to reflect your former and present "every day" culture
- It's easy for you to understand the teacher when he/she speaks (high) academic language
- It's likely that other students appreciate your rich experience and knowledge
- You are probably always invited to all of our your classmates parties or social events
- You have no problems listening to and understanding the teacher when he/she speaks, even over extended class times
- You have never even thought of quitting your studies
- The tutor is likely to have great expectations for your academic achievement
- It's easy for you to read one chapter in the textbook at home and answering questions about it
- It's easy for you to sit still and listen/ concentrate in a lecture (taking notes)
- Most of the time you feel good when you go to class
- Its most likely that you will finish your studies and graduate
At the end of this task, the group will typically take the form of a very "wobbly" line as some profiles/identities will allow the learner to step forward for every question, whilst some will have not moved at all, or very little.
Invite the group to comment – or ask questions of those in particular positions (the furthest away from the start line; those on the start-line etc) as a tutor-led group discussion, or encourage them to turn to each other (if nearby) and explore their responses, then move to a wider class discussion to explore the issues of diversity.
This task can be amended to reflect particular customer groups or demographics to allow the groups to understand the impact of their personal situation on their decision making, purchasing habits or daily lives.
Review with the group what they have learnt from this task and how it has made them feel.
Skill Development:
By exploring the impact of this task, issues of diversity can be communicated and explored, either in 1-2-1s or as a whole cohort. Interpersonal skills may be drawn upon to challenge and explore the scenarios with each other and to share their own experiences (as appropriate). The group should be invited to reflect upon this exercise and what they have learnt from it, as well as any emotions, frustrations, perceptions or stereotypes that they wish to share.
Resources  (to adapt)
References:
Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge. Paperback www.alanmortiboys.co.uk