Strengths-Based Teaching

It makes sense. When we’re teaching, we assume our students don’t know stuff. That’s why they’re in our classes. We might not use these words, but we’re basically functioning on a

deficit model.

The model that emphasizes what our students don’t have over what they do have.

The problem with this model (you are already thinking to yourself) is that students do have a whole lot of things. Already. Before they’ve even met us. For one thing, they have had

experiences,

many of which have coalesced into tacit, even unconscious theories.

For example, most of us have experienced the world as flat. This isn’t because we don’t know the world is round. It’s because our ability to walk, drive, or sail anywhere without falling off suggests that it is safe, even adaptable, for us to treat the earth as flat.

Another example: Students generally come into our classrooms expecting to be treated the way they’re treated at home. On the one hand, they might expect to be

coddled

and let off the hook for bad behavior. Or they might expect to be seen as troublemakers or as stupid. They might see themselves in these ways.

That is, they come into our classrooms with tacit theories based on experiences that they enact unconsciously.

Contradicting these theories is part of a teacher’s job. Which starts with seeing students’ behavior as evidence of these underlying, unconscious theories.

Wait — what does any of this have to do with strengths-based teaching?

This: Strengths-based teaching, as I see it, means

looking for what the students bring.

Even if you don’t like it.

You got a student who controls the entire class from the back of the room? Look for her strengths. She’s clearly got leadership capability. How can you cultivate that? How can you help her lead from the front of the room?

You got a student who falls asleep in class all the time? Because he’s working nights? Wow. He’s got dedication, drive, and priorities. He’s working a job and he’s showing up to school. How can you support him in getting — and wanting — the education he needs so he can go for jobs that will be rewarding, not just exhausting?

You got a student who never does homework? Ask why. What muscles is she flexing? Where is her agency? What positive attributes is she demonstrating in resisting norms and drawing attention to herself? At the very least, she is willing to send out a “call for help,” which means she’s open to a relationship with you. How are you going to work this?

I think the typical approach to strengths-based work is to,

duh,

look for strengths. Yes. Do that. But I highly recommend looking at what you might be tempted to call deficits, failures, or bad behaviors also as evidence of potential strengths.

Because the energy students put into their unconscious theories of themselves and the world is energy that can be channeled

into superpowers.

Mantra: I’m looking for superpowers today. My students’. Mine.