The How and Why of Strengths-based Teaching
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How strengths=based teaching can increase student success and how teachers can learn to do this.
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The How and Why of Strengths-based Teaching
- 1. The How and Why of Strengths- Based Teaching NJTESOL/NJBE 2018 Judie Haynes
- 2. What’s the Urgent Call for Using a Strengths-Based Teaching Approach?
- 3. With a Partner Discuss the following: What percentage of students are you working with who live with trauma, violence and/or chronic stress?
- 4. Quick Info “Almost half of the nation’s children have experienced one or more types of serious childhood trauma…” National Survey of Children’s Health, 2011/12
- 5. Definitions • Trauma: a response to an experience that is so stressful that it overwhelms an individual’s capacity to cope • Violence: the use of physical force to harm someone, damage property • Chronic Stress; a physiological state of hyper arousal that can result in chronic anxiety, hypervigilance, & limit in regulating behavior --Craig (2006) Yoshikawa (2011)
- 6. Why is it critical to……… • Use a strengths-based approach? • Scale the power of positive, asset-based, caring, and empowering interactions? • Draw from our own and our students’ and families’ unique circumstances and strengths? – “Not Broken” – “Can you bring her to the hospital?”
- 7. Research is clear- Focusing on People’s Inherent Strengths (versus perceived weaknesses) Leads to Better Outcomes Psychotherapy (Seligman, Rashid & Parks, 2006); Positive Psychology (Seligman, et al, 2006); Psychology (Dweck, 2007); Positive Youth Development (Floyd & McKenna, 2003; Lerner, et al, 2005); Educational Research (Biswas-Dienera, Kashdan, & Gurpal, 2011; Gonzalez, Moll, & Amanti, 2006; Steele, 2010).
- 8. How Can We Identify and Cultivate Our Students’ Strengths?
- 9. A Mind/Mental Shift… From what we believe is not impossible, To what is possible.
- 10. Beginning the Journey • We must begin the journey by adopting a set of assumptions and beliefs. We need to believe that: • EVERYBODY has strengths and resources that are inherent to them • EVERYBODY can use these strengths and resources to create growth at all levels
- 11. When…Then… Theory of Change • When we believe that every human being is valuable and possesses many strengths, • Then we intentionally look for these strengths and support individuals in using these for their personal growth. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 12. Finding Our Own Strengths: Looking at Ourselves First • Examine experiences • Take stock of assets and strengths • Identify values and assets in positive and challenging situations Zacarian D, Alvarez-Ortiz L, & Haynes J. Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria: ASCD. Forthcoming 2017.
- 13. Reflection Activity • Think about a positive experience that you had in the past few years. • What values were present in this amazing experience? Could you name them?
- 14. • Acceptance • Adaptability • Affirmation • Compassion • Commitment • Courage • Daring • Depth • Differentiation • Discretion • Endurance • Energy • Faith • Friendship • Flexibility • Generosity • Honesty • Honor • Humility • Humor • Industrious • Insight • Knowledge • Loyalty • Mindfulness • Non- judgmental • Open Minded • Passion • Perseverance • Professionalism • Relaxation • Resilience • Respect • Sacrifice • Self-Control • Validate • Value • Wit Reflection Activity Using the list below, identify 2-3 values and qualities you demonstrated. Glasser & Block, 2011. In Zacarian D, Alvarez-Ortiz L, & Haynes J. (2017) Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria: ASCD. P. 30 .
- 15. Zacarian, D., Alvarez-Ortiz, L., & Haynes J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD. Looking for Assets
- 16. Values and Qualities Worth Acknowledging Responsibility Hope Appreciation Determination Connection Courage
- 17. Recognizing and Acknowledging Energizers and affirmations • What we observed • How those observations translate to values/assets/strengths/qualities others exhibited • Reflect them back
- 18. Javier – a middle school student Javier is an English learner attending 7th grade. He joined your class after being out of school for six months. Prior to enrolling in your school, he had moved across the country and was in transition, living in homeless shelters with his large family. At first, he answered questions very quietly and his eyes often looked toward the floor or quickly around the room. Also he often got out of his seat without permission and walked in small circle near his desk. Zacarian D, Alvarez-Ortiz L, & Haynes J, Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria: ASCD. Forthcoming 2017.
- 19. Finding Strengths & Assets Hidden Under Adversity Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 20. Storing Values, Qualities, Assets, Strengths… Creating a Positive Self-Image
- 21. Be intentional… Create opportunities for students to display their strengths… Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 22. Four Essential Pillars of an Assets-Based Classroom/School S A F E B E L O N G V A L U E D C O M P E T E N T Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 23. What Does a Strengths-Based Learning Environment Look Like? • Positive asset-based relationships among all. • Student engagement by promoting voice and choice and connecting content & literature to students’ lives. • Predictable routines using a gradual release of responsibility. • Physical arrangement of the classroom/Apprenticing students to work together.
- 24. • Example 1: “Good luck working with Lisette. She picks fights with other students, I can never trust her to get along with others.” • Example 2: “Lisette is resilient. She endured a lot last year & still managed to show up to school and make the best out of her day. I observed her taking care of her siblings, showing love, and responsibility.
- 25. Asset-Based Relationships for ALL • Relationships, relationships, relationships • Positive language
- 26. Building Positive, Asset-Based Relationships Ask students to: write their name & nickname on index card. Respond to the following prompts on other side: • Activities that you are involved in at our high school. • Activities that you are involved in outside of school. • Activities that you do at home.
- 27. Ensuring Asset-Based Language • Example 1: “Good luck working with Lisette. She picks fights with other students, I can never trust her to get along with others.” • Example 2: “Lisette is resilient. She endured a lot last year & still managed to show up to school and make the best out of her day. I observed her taking care of her siblings, showing love, and responsibility.
- 28. Types of Teacher Caring • Look at on the next slide. After we discuss the slide, work with a partner to select three statements about teacher caring that you think your students would say about you. How do you think this activity can contribute to creating a classroom where students feel they belong, feel valued and competent, and feel safe.
- 29. • Types of Teacher Caring • • 1. Admits that he or she is wrong sometimes • 2. Helps me when other kids are picking on me • 3. Helps me with a problem not related to school • 4, Smiles at me • 5. Is curious about me • 6. Listens to my side of the story • 7. Gets involved when other students are being mean to each other • 8. Writes helpful comments on my writing • 9. Lets me ask lots of questions • 10. Holds classroom discussions that encourage a lot of student talk • 11. Holds me accountable for my schoolwork • 12. Is known (by prior students and for years) to care about students • 13. Makes an effort to make classroom life enjoyable on a regular basis • 14. Offers support after school and/or during the summer months • 15. Makes an effort to make school meaningful • 16. Cares about subjects he/she teaches
- 30. What I Wish My Teacher Knew About Me Sample student responses: • Sometimes my papers are not signed because my mother isn’t home a lot. • I can’t fall asleep at night. I worry about my family in Puerto Rico. • I feel like the class picks on me. I hate that. • I miss my dad. He got deported to Guatemala when I was 5 years old. • I don’t have pencils to do my homework.
- 31. Promoting Student Voice & Choice
- 32. Promoting Student Voice & Choice • Trauma can cause feeling of loss of control and helplessness • Helping students cope with traumatic stressors allows them to gain control • Student empowerment allows them real opportunities to participate and make decisions about what works
- 33. Activity • Each group, please choose 1 of the 3 examples from pp. 123-124. • Based on the background provided, develop a positive affirmation that the teacher will communicate to the parent and which will reflect back to them the value/attribute/asset the parent/family is demonstrating.
Hinweis der Redaktion
- Welcome!
- As educators, we are becoming more and more aware that children around the world are increasingly exposed to extremely difficult experiences. In the United States alone, according to the National Survey of children’s health, almost half of the nation’s children have experienced one or more types of serious childhood trauma. Regardless where we work and what we do, an epic number of students are living with adverse childhood experiences. Often times, when we learn that our students have experienced significant adversity, we often perceive them as having deficits that need remedying instead of focusing on what science confirms, the assets and capacities that they have inherently or have already developed as a result of facing adversity. For example, during a professional development session, we asked teachers to describe the strategies that they found to be the most successful working with students experiencing these phenomena. One response resonated with the whole group. It went something like: I know that I am working hard but it is impossible when I know that I have students who don’t know whether they will have a bed to sleep on at night, worry about one of their parents who is incarcerated, or come to school hungry.” Perhaps you have found that you feel like that teacher. And, what can exacerbate this further is that very little has been written about teaching students living with trauma, violence and chronic stress. In addition the literature doesn’t pay much attention to diverse populations of students in our rapidly changing classrooms. Our webinar and our book is designed to be inclusive of students in urban, suburban and rural settings from a range of socioeconomic, racial, cultural, and linguistic experiences and to show what science has confirmed and we can do.
- Let’s talk about what we mean when we use the terms trauma, violence and chronic stress. Developmental psychologist Hiro Yoshikawa and educator Susan Craig define them. They say… Trauma is a response to an experience that is so stressful that it overwhelms an individual’s capacity to cope Violence means the use of physical force to harm someone, damage property Chronic Stress; a physiological state of hyper arousal that can result in chronic anxiety, hyper vigilance, & limits in regulating behavior
- WE often use a deficit based model or a medical model of what is wrong. While a lot has been written for therapists and counselors on working with children that have experienced or are experiencing trauma, violence and chronic stress, and that’s important, very little has been available about teaching the enormous segment of our student population- especially doing so from a strengths based perspective. A strengths based approach pays attention to the many strengths that we all have, especially our students and their families living with these phenomena. A great example of a strengths based approach is from pediatrician Dr. Ken Ginsberg who works with children with serious chronic illnesses and their families. While he acknowledges the effect that these illnesses have on children’s lives, he also points to the many many strengths that the same children possess and tells us that they are not broken.
- Like what Dr. Ginsberg says, the research is clear. It tells us about the value of a strengths based approach in helping students, using Ginsberg’s words enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. When we focus on what our students and families bring, when we focus on building connections with them, when we focus on our own and people’s inherent strengths, it leads to better outcomes than operating from what we perceive as their weaknesses. It is not that we are ignoring our students’ experiences, it is that we are focusing much more on what is positive. To do this, I am going to turn to colleague and co-writer Lourdes who will discuss adopting a strengths based perspective.
- So, the big question now is how do you adopt a strengths-based approach that is reflected in your interactions with others? What do you do to begin the journey from the old way to the new way? -------------------------------------------- Well, we must begin the journey by adopting a set of assumptions and beliefs. So, we belief that EVERYBODY has strengths and resources that are inherent to them (in our case, we are talking about our students, our families, our colleagues, our schools and communities) Everybody can use these strengths and resources to create growth at all levels (emotionally, cognitively, socially). We belief in the positive nature of the human being. That we strive to be the best version of ourselves… We are resilient human beings…
- EVERYBODY has strengths and resources that are inherent to them (in our case, we are talking about our students, our families, our colleagues, our schools and communities) Everybody can use these strengths and resources to create growth at all levels (emotionally, cognitively, socially). We belief in the positive nature of the human being. That we strive to be the best version of ourselves… We are resilient human beings…
- So, if we truly adopt these beliefs, what we are proposing is to adopt a Theory of Change that states, that: When… we believe that every human being is valuable and possesses many strengths, Then… we intentionally look for these strengths and support individuals in using them for their personal growth. This theory of change allows or frees us to focus on: identifying students’ and families’ existing strengths honor, value, and acknowledge these strengths help students and families’ become aware of their strengths build instructional programming that revolves around and draw from our students’ and families’ identified strengths
- So, for this section it is useful to remember that before I am ready to teach something to somebody, I need to learn it first. I need to feel comfortable with whatever it is I'm teaching others to do. And I need to rehearse it or practice it frequently so it becomes part of me. That is the case when we want our students to see their strengths and the strengths in others. In order for us to support them in doing so, we have to make sure we know how to do it ourselves. We will be modeling this throughout our interactions with them . To find those assets/strengths/values/attributes in us, we need to examine our own unique experiences... We need to take stock of the assets and strengths that are demonstrated through the way we feel, think, how we respond to situations, how we interact with others, etc. And we Identify our values and assets in both positive as well as challenging situations. In other words, we hold up the mirror and look at ourselves with the only intention of finding the goodness that lives within us. Let's engage in an activity that will help us accomplish that.
- This reflective thinking allows us to look at and affirms the internal strengths that each of us has
- Think about a positive experience that you had in the past few years. The list you see on the screen can be used to help you identify values and qualities that you demonstrated. The idea is to look for the values represented in this amazing experience of yours. This table helps you identify them but there may be many more you can add to it. The idea behind this type of reflective thinking is that it affirms, for each of us, the internal strengths that we have or were able to identify through the support of others who stand close to us during these positive experiences. Let’s say, for example, that one person wrote about his experience completing a college degree to become a professional educator. Let’s add three qualities that he used to describe the experience: affirmation, perseverance, and self-sacrifice. These reflect the internal strengths that he possesses and that allowed him to stay the course, believe in himself, delay gratification, and beat frustration to achieve a goal. It highlights some of his personal qualities that were key in having such a positive experience. Now let’s engage in a 2nd reflection activity – one that focuses on a difficult or challenging situation.
- OK, let’s see how we can apply the same framework to finding assets in students. This is Jasmine. She is an only child who lives with her parents. Her father has been in and out of drug treatment facilities and the prison system. Most recently, he was released from the local jail for a fistfight that he instigated at a local bar. We learn that Jasmine has witnessed several acts of violence between her parents- particularly her father against her mother. Her teacher reports to us that Jasmine rarely misses school. She also points out that when Jasmine works in groups with other students, she often seems to pick an unprovoked fight with her classmates. What assets can we find in Jasmine? Many educators tell us that it is challenging for them to find any strengths in Jasmine. They have shared with us that they just don’t see how her circumstances and what she does in school reflect any assets. But, let’s try to step back for a moment to think about this… despite whatever we perceive about her home life (and we have not provided much information about it in terms of the relationships that she has with her mother, neighbors, family’s community and more), Jasmine IS coming to school regularly, consistently and routinely. (GO TO NEXT SLIDE ABOUT VALUES) This is certainly a strength that she possesses. It shows responsibility, value for education, value for interactions, hope, appreciation, gratitude, determination, connection, and courage, to name a few of her values and qualities. All of these qualities are the ones I must reflect to her, provide evidence of where I see them, and draw from them to create effective teaching practices in an environment where she feels she belongs, feels safe, valued, and competent. Let’s dig into those teaching practices with Judie and Debbie… Judie…all yours…
- This is certainly a strength that she possesses. (Coming to school regularly, consistently, and routinely) It shows responsibility, value for education, value for interactions, hope, appreciation, gratitude, determination, connection, and courage, to name a few of her values and qualities. All of these qualities are the ones I must reflect to her, provide evidence of where I see them, and draw from them to create effective teaching practices in an environment where she feels she belongs, feels safe, valued, and competent. Let’s dig into those teaching practices with Judie and Debbie… Judie…all yours…
- Each one of you is a wonderful teacher, administrator, and individual who has demonstrated such a commitment to improving and enhancing the way you serve these students. That’s why you are here and that’s why you have attentively listened, processed, and reflected on these ideas and concepts. It’s because you are caring, concerned, and intelligent individuals who want to make a difference in the lives of others.
- Let’s look at a student, Javier, and some information about him. Let’s say that he is attending your school and you are his US history teacher. Here is some information about him.
- But we realize that when we work with students and families that have gone through so much adversity, it’s difficult for us to see if there’s any personal assets. It’s like this picture… Who knew that hidden behind those huge walls of rocks you could find a beautiful, majestic, breathtaking waterfall….If we didn’t know about what was hidden behind the enormous rocks but somebody had told us about it, I’m sure we would do whatever it takes to get to that place and admire what others have admired, and we would be excited to tell others about it. It is the same with our students (their families, colleagues, friends, etc.). It is about learning to recognize goodness and values in others that otherwise go unnoticed or are buried under adversity. Sometimes it may take us breaking down simple routine activities to realize the many opportunities we have available to us to recognize and acknowledge those hidden values, qualities, and strengths in others. Let's take for example a student who takes his notepad/notebook/Ipad out as requested. In order for him to do this, he initially had to make sure he put it in his book bag after he used it the day before. He had to remember to bring it in with him when he leaves for school that morning. He had to be tuned in and focused on what is happening in the classroom and paying attention to what the teacher is requesting. This student is being attentive, responsive, responsible, connected, and demonstrating his interest in learning. It is the concept of creating miracles from molecules (Glasser & Block, 2011). Following this mindset, the teacher recognizes the student's successes during this brief moment and reflects them back to him. The teacher is then helping the student create a personal account of strengths from which the students can draw from to create his/her self-image.. We find evidence of inner wealth “in what students do; in what they don’t; and in their intentions, hopes, successes, and even failures” (Grove, Glasser, & Block, 2007).
- Our intention is that every time we reflect these values, assets, strengths, qualities, to our students/peers/families they have the opportunity to store them in a mental place or cloud where they can be accessed to create our own positive self-image. It’s creating a personal asset-based account…where they can be accessed to create a positive self-image. For our TVCS students and families it is even more important because it is very likely that they have filled their space with negative emotions and self-image coming from their adverse experiences. …place where we keep all our thoughts, ideas, judgments, and feelings about ourselves: who we are, what our value is to the world and how we think others see us… Let’s look at an example…
- When we are identifying strengths in our students, we need to do two things: We have to pay close attention and look, using your magnifying glass if you need to, to find those strengths. Go beyond what is not there and what is missing, because we are not dwelling on those. Right? Find what is there hidden under adversity. That’s the picture of us looking at the forest and its beauty in detail through the magnifying glass. 2) Be intentional and create the situation if it doesn't’t exist. In the day to day work of teaching, it can be far too easy to focus on the negatives, but it’s important to give students moments of success. Create opportunities for them to do the right thing. Example in the classroom. Teacher drops papers when walking by student…Create the opportunity for that student to pick those papers so you have the chance to say, “Thank you, Lenny, for your help. It’s very kind of you…”. Positive experiences bring more positive experiences and those moments make students feel valued and valuable. Images from- https://pixabay.com/en/magnifying-glass-loupe-search-145942/
- We agree with many in the field of psychology, sociology and education that in order for students living in adversity to thrive, we must provide an environment where they feel safe, where they experience a real sense of belonging, of being competent, and of being valued (Glasser, et al., 2007). Let’s take a quick look at these 4 essentials that we have likened them here to pillars that sustain a structure in place. If I am a student in your school, I will feel: Safe - when I know I would not be judged or criticized when I make a mistake or when I feel or think differently from others. When I know somebody has my back and I can count on others for support and comfort. (For us parents, it's that sense that no matter what our kids do, they will always be our sons and daughters and our love is unconditional.) That I belong – when I get adults’ unconditional acceptance, communicated in words and deeds, that I am welcome regardless of my background or current situation… and that I am part of the fabric of the classroom and school. Valued - When I can see and experience how much my ideas, opinions, feelings and my full existence matter to my teachers and other adults in the school. When adults make me feel worthy of others' respect, energy, time, kindness, etc., all because I matter to my teachers and to others. Competent – When I have been affirmed frequently that I have what it takes to learn and to create positive relationships with others. It is the assurance that I have the ability to exert self-control and to create positive outcomes. (The environment where this relational approach can be fostered is one that supports, encourages, and empowers students to be the best version of themselves. This happens when these 4 elements are clearly visible in the classroom/school/place.)
- In real estate, the difference between a good property and an excellent property is location, location, location. In classrooms the difference between engaged students and disengaged students is relationships, relationships, relationships. Positive relationships with our students is key in providing an effective learning environment for students There are many ways to do this. Your genuineness and caring attitude will set you apart.
- Let’s look at Keith Malletta, a high school English teacher in North Carolina, helps students become active members of his classroom and community by engaging in the following activity on the first day of class. He gives an index card to each of his students. He says that the students who do not respond to the prompts by leaving any one of them blank are the first ones he builds relationships with. He dedicates time to finding out their interests and works to support their involvement in activities that match these. For example, Keith encourages students to become members of various after-school clubs.
- The language that we use about students with colleagues is extremely important. . Here are two examples about the same student. What we say and how we say it matters. In this case, we are determined to use asset-based language to acknowledge the strengths we are able to identify. We observe, and look for those moments when we can infuse asset-based communication to let them know the values we are seeing in them. Use evidence of what you see to validate student’s inner wealth. Take moments, dissect them, and recognize the positive behaviors that comprise the student’s reaction.
- Educational scholar Brendalyn Tosolt (2009) helps us understand the importance of students’ perceptions of their teachers’ caring and empathy, particularly as applied to diverse student populations that experience trauma, violence, and chronic stress. One of her important findings about students from diverse populations is that they perceive caring and empathy differently. Securing information from a student about the types of caring that are important has been found to greatly help in the quest to build strong and lasting relationships.
- Educational scholar Brendalyn Tosolt (2009) helps us understand the importance of students’ perceptions of their teachers’ caring and empathy, particularly as applied to diverse student populations that experience trauma, violence, and chronic stress. One of her important findings about students from diverse populations is that they perceive caring and empathy differently. Securing information from a student about the types of caring that are important has been found to greatly help in the quest to build strong and lasting Relationships.. Students are given the survey early in the school year and are asked to check the box that most applies. Wanda Ortiz uses the questionnaire on the first day of school and, upon reviewing it, notes that Joey’s response to statement #9 is that it is very important for hiwhen his teacher r“lets me ask a lot of questions.” This is an opportunity for Wanda to see how Joey values learning when he works with a teacher who welcomes his curiosity,willingness to learn, and contributions to classroom discussions.
- We have found it helpful to ask young learners to reflect on the prompt “What do I wish my Teacher Knew About Me”and to ask them to write or draw a response. For example, kindergarten students can draw a picture and later label it with the support of their teacher. Students in grades 1–2 can write a few sentences and draw a picture.Teachers of students in grades 3–5 can expand the prompt to include “10things that I wish my teacher knew about me.” We can gain valuable insights about our students that we might otherwise have missed. As asset-based people, we are now capable of finding personal qualities and values even in situations where we may see none at first glance. Take, for example, this student response: “Sometimes my papers are not signed because my mother isn’t home a lot.” What we see is that this student values responsibility because he wants to bring the papers signed, as his teacher has requested. He is very honest and doesn’t try to tell a lie even if it feels embarrassing to tell the truth. He has integrity; he wants to do the right thing andwants the teacher to know what may be in the way of doing it.
- Individuals who live with traumatic situations are likely to experience loss of control and sense of powerlessness. As such, regaining control is crucial to coping with traumatic stressors. In our classrooms, it means using practices that value and encourage students’ participation in decisions that matter to them. The end result of this practice is students who feel empowered and in control of their lives. Classroom environments that promote empowerment do so by building the confidence and capacity of students to speak up, to present and address issues of their concern, to make changes, and to take risks. Students are more likely to engage when we partner with them and provide active support.
- As we’ve said before, trauma can cause students to have a feeling of loss of control and powerlessness. Classroom environments that promote empowerment do so by building the confidence and capacity of students to speak up, to address issues in the classroom, to make changes, and to take risks. Students are more likely to feel empowered when we partner with them and provide active support and help them cope with tramatic stressors that allow them to gain controlAs such, these students need help coping with traumatic stressors that allow them to gain control of their environment. Empowering students allows them to have real opportunities to participate in the life of the classroom community and making decisions about what works. In the next slides we are going to see.
- Let them choose one from the three by half tables. (p 123-124)