2.2 How does the hidden agenda hinder students from dropping the baggage and how can we prevent the hidden agenda from affecting our ways of teaching and learning?

There are various interpretations of the term “hidden agenda” available in literature and on the web. In out Dropping the Baggage project and in this S.C.R.E.A.M! manual, we have chosen to define hidden agenda as a situation where someone secretly pursues a specific goal while appearing to be engaged in something else.

A hidden agenda might entail:

• When educators possess information about a student that influences the way they teach.

Let’s say a teacher has prior knowledge that a student struggled with a particular subject in the past. The teacher may have access to the student’s academic records or have been informed by previous educators. Armed with this information, the teacher might approach the student with lower expectations, assuming they will continue to struggle. As a result, the teacher may unintentionally provide less challenging assignments or offer less support to the student, limiting their opportunities for growth. This hidden agenda of preconceived notions based on the student’s past performance can hinder the student’s learning experience and potentially prevent them from reaching their full potential.

• When educators establish goals for students without informing them of their plans.

Let’s say a teacher sets a goal for a student to improve their writing skills. The teacher keeps this goal hidden and does not communicate it to the student. Instead, the teacher assigns writing tasks and provides feedback without explicitly stating the objective of improving writing proficiency. As a result, the student may feel confused about the purpose behind these assignments and the feedback they receive. They might not understand why writing is being emphasized or how it connects to their overall learning objectives. This lack of transparency can lead to frustration and disengagement. Meanwhile, the teacher continues to assess the student’s progress based on the undisclosed goal of improving writing skills. However, without the student’s awareness of this objective, they may not fully comprehend the areas they need to focus on or the progress they are expected to make. By keeping the goal hidden, the teacher may inadvertently hinder the student’s motivation and hinder their ability to take ownership of their learning. Openly communicating the goals would allow the student to understand the purpose, actively work towards improvement, and collaborate with the teacher to create a more effective learning plan.

• When educators or students withhold information from each other that could potentially impact the student’s educational journey.

Imagine a student is experiencing personal challenges at home that are affecting their studies. They may be dealing with a family illness, financial difficulties, or other personal issues. However, the student decides not to share this information with his/her teacher, keeping it hidden. Simultaneously, the teacher notices a decline in the student’s performance and attendance. Despite their observations, the teacher does not directly inquire about the underlying reasons for the student’s struggles and assumes it’s solely due to a lack of effort or motivation. As a result, the teacher continues to provide feedback and evaluation based on incomplete information. They might assume the student is not dedicated or not putting in enough effort to improve. This can lead to misunderstandings, frustration, and a growing disconnection between the teacher and student. By withholding crucial information about the personal challenges the student is facing, she/he prevents the teacher from fully understanding his/her situation. As a result, the teacher may miss opportunities to offer support, resources, or alternative approaches that could help the student overcome existing difficulties. This can create a barrier to effective communication and support. Open, trusting and transparent communication between educators and students is vital to ensuring that relevant information is shared, allowing for a more holistic understanding of the student’s needs and providing appropriate assistance to enhance their educational journey.

It is crucial for students to be aware of their own baggage to learn how to handle it. Merely relying on educators’ assumptions and awareness of baggage when creating study plans for students is insufficient. Some educators believe that approaching a new group or student with a completely unbiased perspective will provide them with a “blank slate.” However, we believe that being completely unaware of a student’s background may not be the most professional approach. The notion of starting with a clean slate is an illusion because our perception of a student is shaped by various factors.

Within seconds, we form an initial impression of the student and their parents, influenced by:

• The student’s appearance, emotional state, physical exertion, exercises, or facial expressions.
• The connotations associated with the student’s name.
• The nature of contact and communication, such as spontaneity, restraint, avoidance of eye contact, tone of voice, or language style.
• Previous familiarity with the student’s family, having taught a sibling before, or knowing the parents.
• Stories shared by colleagues about the student and their family.
• Past experiences that may lead to comparisons like “This child reminds me of…”

These impressions, consciously or unconsciously formed, shape our initial approach and interactions with the student. Therefore, starting with a truly blank slate is challenging, as we already carry preconceived notions based on various factors.