Seeing Students’ Strengths (New Teachers' Column)

We can empower students by simply seeing attributes they possess. 

We can look at our students and note all their deficits, weaknesses, and labels or we can look at them and purposefully seek out their strengths. If we think our students have strengths, we will intentionally structure opportunities that allow them to learn from and with each other, and allow us to learn from them. This is the attributes-based approach.

If there were two words I would like to eliminate from every staff room and board office, they are “those kids.” When I hear these words, nine times out of 10 I hear a lowering of expectations. Sadly this judgment is often based on culture, gender, race, socioeconomic status, or even the intersection or apartment building where “those kids” live. 

My first experience teaching “those kids” occurred when I taught summer school back when students still failed grade 8. My challenge for four weeks in July was to find one personal strength or interest that each student possessed and to provide every student with a chance to shine by connecting their strengths to their learning. Was I successful with every student in every case? No, but this thinking transformed my approach to teaching. My students became the source of my learning and the intentional sharing of knowledge and practice became the goal of our classroom community. 

Jim Strachan 

This attributes-based approach doesn’t mean ignoring deficits, labels, or challenges but rather provides a positive mindset for working with each student. Here is an activity to build inclusion and celebrate strengths.

Appreciation Fans 

After the first couple of weeks at school, the following activity is a great way to cement and celebrate the inclusion you are building in your classroom.

1. Have each student write his or her name on the top of a blank piece of paper. Have students then fold the paper over and back several times (like an accordion or fan). Model this for students. The paper will look like the illustration.
2. Model for students how to write appreciation statements. Encourage specific, relevant statements, for example: “You are kind and patient with me when I get stuck in math” or “You are helpful when I have trouble tying my shoelaces.” These statements are more meaningful than “You’re nice.”
3. Ask students to exchange their fans with their classmates. Each person writes an appreciation statement on the other person’s fan. The students can choose whether or not to sign these statements.

At first, many students will begin by choosing fans that belong only to their close friends, but if a positive classroom atmosphere has been created, they will reach out to others. Students will often try get everyone’s signature on their fans. It’s a great idea for the teacher to have a fan as well and to participate by writing appreciations on students’ fans.

At the end of the activity, ask students how they felt when they read the appreciations written on their fan and how it felt to write appreciations for others. This personal reflection will help them see the value of giving and receiving positive comments.

_{From The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers, available from ETFO in the fall.}