How many of our students have strengths that either go unnoticed or unacknowledged in school? When we discuss students, do we focus on their strengths and all they CAN do or their deficits and all they CANNOT do? What are the stories of life at school for our students? Are they all positive?
In my first year as an intermediate teacher and vice principal, I struggled to reach some students; I especially struggled to reach a student named Dom. After about 6 weeks of trying, I went to my principal, Roxanne Watson, and asked for help. I sat with her and listed off all the things he could NOT and would NOT do. After about 8 examples of things he could not do, she said, “Stop, tell me what he is GOOD at.” That question changed not only who I was as an educator but also as a person. I did not have an answer to the question. After 6 weeks, I sadly could not state a strength of a student I had more contact with than anyone else. In the 6+ weeks that followed, we worked to embrace the strengths within Dom and that changed everything. We tapped into his strength as a First Nation drummer and singer and Dom became a leader in the class, the community and the school (please read Dom’s full story here). When we changed the lens, we changed the story.
I recently interviewed Amy, a student at my wife’s dance studio. Amy is one of the top dancers in the Fraser Valley, a dedicated leader in the studio, and a devoted student-teacher that helps develop dance in the younger students. Passion for dance and the arts runs through her veins and she has such presence on the stage and in the studio. Yet, when I asked her what her life was at school compared to the studio, she said
When I am at the studio, I am confident and get to be the real me. At school, well… I am not good at school. I just try to blend in… just be invisible.
This student, who can passionately perform in front of 600 people in a theatre and who consistently places at or near the top in every dance competition she enters… when at school, tries to be invisible. Amy went on to say that hardly anybody knows her creative side and she rarely gets to share who she is at school. She did, however, get to do this with Mr. C. Mr. C embraced her strengths in the arts as Amy was able to demonstrate her learning through creating – some through music and poetry and others through writing and sketching. She flourished in his class (and was rarely absent). There were tests and quizzes but there was so much flexibility in how the student could learn and show their learning that Amy felt that she COULD do well in his class. She felt like Mr. C was truly interested in who she was as a person and because of that, she was completely engaged in his class.
You see, our students are building stories of who they are right now. What we say to them and about them creates part of their story of who they are in school and beyond. The conditions we create for them in schools affects who they are. With this in mind, what stories are we helping to create in schools? Are we helping to create positive stories that we can build upon or do we sometimes unintentionally work to create negative stories that cause our students to be disengaged from school?
During my years at Brookswood Secondary, Kent Elementary as well as my short time at James Hill Elementary, I have witnessed the power that occurs when we start with strengths. When we create the conditions for children to use their strengths at school… they rise, they lead, and they flourish. I am not saying we ignore the deficits; we definitely need to work to support the areas of struggle. Struggle can be a good thing. What we must do first, though, is start with strengths. Too often, when a child struggles in school, we look at all the ways that he/she needs support in the areas of weakness… yet we fail to focus on using the “bright spots” or strengths. Appreciative inquiry is a great place to start when discussing our students; ask questions like “what is working well? when does he/she flourish? what strength can be tapped?”. Through my work with some wonderful students, staff, and families, I have seen the change that occurs when the first question is “what is he/she good at”? I have seen a child that has severe anxiety with academics lead by reading to kindergarten students in the library each morning. I have seen a child with significant behaviour challenges lead our tech crew by setting up and maintaining sound and tech equipment in the school. I have seen students who could not be on the playground without engaging in conflict become a “coach” for primary students in the areas of dance and tumbling. There is ALWAYS a strength within a child… when we take the time to find it and embrace it at school, the story changes.
We find what we are looking for. What we look for gets bigger and we observe it more often. Teaching (and parenting) is a very difficult job. There are days when I look back on my day and disappointingly wonder if I even said a handful of positive things to my kids and students. Of course we need to continually challenge our kids to try new things (and make errors) and expand their comfort zones; we must continue to embrace the struggle and provide effective ongoing feedback for growth. However, we need to seek out those strengths more often. Julie Collette, of the Force Society and Kelty Mental Health said to me, “notice what we are noticing”. We need to reflect and ask questions like: What are we focusing on? When we interact and assess our students, is there a balance of strengths and deficits? Are there structures in schools that allow some students to share their strengths but hinder others? We need to shift our lens… start to reflect 0n what we are looking for and start to look for the strengths within ourselves and our students.
My challenge to myself and to all of us is to start with one child in our class/school (or our own child) and make an effort to find that strength and work to use it more often in schools. Create assignments and learning opportunities that not only get students to do what we need them to do but also provide the opportunity for them to share who they are.
When we start with strengths, we change our lens… and by doing this, we change the story for many of our students at school.
I would love to hear more examples and stories of educators and families that have embraced the strengths of their children/students. Please share those bright spots!
I recently had the honour of presenting a webinar for the Force Society for Kids’ Mental Health as well as a keynote for educators in North Central BC on this topic. You can find a September regional viewing session close to you here or view the 60 minute webinar presentation on your own here. You can also view 2 sets of slides below: