Favouritsm

   Favoritism will decrease team member morale, leadership, and initiative. Leaders who blatantly show favoritism show no respect for the people they work with.  

   Playing favoritism not only undermines integrity but actually promotes a toxic culture. In a toxic culture, distrust becomes more prevalent than character. Teams and individuals are not able to collaborate effectively. 

   Favoritism can foster a sense of distrust and resentment among coworkers, eroding morale and reducing productivity. This can further heighten stress levels, particularly for staff members who are sensitive to conflict. 

   Students who do not get the special treatment feel cast aside and quickly grow to resent the teacher. This is different from teachers who are disliked by the majority of students; the students with such instructors are aware they are in the same boat and can almost become closer with such an experience. On the other hand, in classrooms where some students are treated differently than others when they aren’t deserving of it, the students become divided among themselves rather than a division between student and teacher. 

   Favouritism, in effect, can be very harmful to both the teacher or student. This type of behaviour often leads to questions about the moral compass or the ethical standards of the teacher. This can open the door to being labelled as a “teacher who has questionable ethics.” Whereas so-called “favourites” may fall victim to isolation and rejection from their peers. While on the other hand, some of their peers can become angry and act out or withdraw their class participation. Either way, the outcome will make or break the teacher-student relationship. 

   Favouritism could lead to the unhealthy promotion of incompetent students, who suffer from low self-esteem. Students may even develop a sense of privilege. These students can form negative attitudes towards life and struggle to function in social circumstances. Generally, favouritism creates an unavertable unhappy classroom environment. 

   The students with a lower grade are actually the ones who deserve more of the teacher's attention, whereas the teacher wastes it on a student with higher grades defining the specific student as good in studying and his/her 'favourite'. This way, the student with lower grades does not get a chance for improvement and gets dissolved in the background. 

   There are serious long-term effects to growing up in an environment of favouritism: he biggest long-term dangers are depression, anxiety, unstable or even traumatic reactions in personal relationships, and performance anxiety for both the favoured and non-favoured children. 

   Self-esteem issues and feelings of rejection following the child into adulthood: The non-favoured child will experience low self-worth and value, feelings of rejection and inadequacy, and a sort of “giving up” due to feeling like they can never be worthy of the same attention, love, and affection that the favoured child receives. This often has long-term implications on their performance on jobs, in school, and in interpersonal relationships, as these relationships set the foundation and expectations of future relationships. 

   When the teacher favours one of his/her student because he or she is talented, the less fortunate student suppresses his or her talents. Because of a lack of encouragement and support, individuals begin to question their abilities, suppress their gifts, and do not reach their full potential. Psychologists believe that an emotionally healthy youngster will desire to show off his or her talents and will learn faster. 

   “If you know the enemy and know yourself, you need not fear the result of a hundred battles.” ― Sun Tzu, The Art of War. While preventing favouritism can be a challenging task, it is not an excuse to treat students differently. We can only hope to level the playing field by knowing and understanding our enemy. Be honest with yourself. Act by following a strong moral code of conduct and implement a strategy to overcome favouritism. This will ensure that we protect ourselves and our students resulting in a trustworthy environment in which everyone is treated equally, allowing them to function at their best in their education process. 

   A nation is built by its citizens, citizens are moulded by teachers and teachers are made by teacher-educators. For the development of the country, it is especially important to have good teachers and good teachers can be produced only if we have a good system of teacher education and dedicated and efficient teacher-educators.  

   Flourishing national development and a society truly prosperous with knowledge all begins from its teachers. While the role of knowledge and a skilled society with visions and aspirations in the success of a nation cannot be stressed enough, it should also be remembered that knowledge cannot be acquired if it is not sought and received through the help of the teacher. Teachers need to have a high level of commitment towards their duties and responsibilities which have been entrusted to them.  

   The teacher is a representative of the society who inculcates moral precepts. In the development of a country, great attention has to be paid to education and learning, as well as good morals, and nobody is more suited to assist in this process than the humble teacher. Without teachers, both knowledge and morals would suffer. The role of the teacher is a multi-faceted one comprising academic, pedagogical and social roles.  

   A nation with corrupt teachers is a nation at risk; every coming day announces the advent of its approaching destruction. Teachers therefore, have to play a cardinal role in the building up of the character of the next generation. 
   Favouritism means giving preferential treatment to a person or a group, often at the detriment of others. 

   Due to which students often get neglected by the teacher and don't get their attention  

   Teachers often offer a differential treatment to favourite students. Thus, the normal classroom rules often get waived when such students are the rule-breakers.  

   Many teachers practise favouritism in a very subtle manner. Sometimes, even they may not be aware of the favouritism that they are practising. For ex- A softer and more pleasant demeanour while addressing some students as opposed to others and giving importance to teachers’ children 

   Many teachers justify favouritism under the guise of promoting/incentivizing good behaviour. Ex – Favouring a student performing well academically can be justified by saying that it encourages others to study harder as well to get a similar treatment from the teacher. 

   But sometimes favouritism can badly effect the performances of many hard working students  

   It can discourage the hard working students and their goals, and may upraise the apprehension of failure even before attempting.  

   The other students in the class could also experience a blow to their self-esteem; they may not believe that they are good enough to be the teacher’s favourite. Students who are not given special treatment due to favouritism might feel as though they aren’t as good academically, socially, or physically as others. This is a dangerous mindset for such students  

   Favouritism can lead somebody to question their capabilities and relevance. If somebody starts feeling inferior, he or she might begin to doubt his or her self-worth  

   Favouritism can also force students to change themselves just to get teachers attention  

   Favouritism also contributes to inequalities that effects the success and failures of a student  

   Such favoritism can have a negative impact on a teacher’s reputation; students who are not favoured are likely to develop negative attitudes toward the teacher and perhaps toward the school. Trust between the teacher and these students declines, with obvious implications for relationship building  

In conclusion  

"Playing Favoritism is always a bad thing that can do great harm in seemingly Harmless ways" 

References

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