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One of the things that attracted my husband and me to a Quaker school for our children was their philosophy that within all children is unique light capable of guiding them to their full potential. Not only did this sound warm and fuzzy and accepting to us – but we really believed it in our cores.
Decades later, as I read about the success of a “strength-based approach” in education I think back on my kid’s own educational journeys and how a similar approach, labelled differently worked out so well for them.
WHAT IS A STRENGTH-BASED APPROACH?
A strength-based approach to education (and parenting) is a way of working that focuses on abilities, knowledge, and capacities rather than deficits or things that are lacking. The approach recognizes that children and families are resilient and capable of growth, learning, and change – and that children develop most optimally and learn best when they are positively received and acknowledged by the adults in charge.
Instead of the main focus being on “what’s wrong” with your learner, begin to build a foundation for growth and learning by first acknowledging his or her strengths. This is not in any way to say that weaknesses or struggles in your child’s educational journey should be ignored or not acknowledged or addressed. It is to say, however, that say before you rush your child off for math support in an after-school Kumon class or make his or her math struggle the focus of most conversations about school, make sure you celebrate his or her strengths in other areas equally if not more than the challenge.
By shifting our focus to developing and stretching our learner’s strengths, rather than spending all of our time hammering out their weaknesses and shortcomings, we show respect for the “whole” child. The compassionate approach hinges on the belief that each child is capable and competent, possessing unique strengths and talents. Schools that offer curriculum full of opportunities and areas for students to learn and explore and areas that focus on science, tinkering, collaborative work, and music embrace such an approach. And, again this is not to dismiss the importance of guidance or extra support in areas of academic or social/emotional weakness or struggle – it’s to remind you that in other words, “You catch more flies with honey than with vinegar.” Your lea
Learners are more receptive when we see them – all of them – for who they really are. When we look at them as children who have potential and power rather than being slackers, uninterested, or “at risk” we emphasize opportunities, hopes, and solutions.
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