Talking Points
The deficit model shows how educators often are reactive versus proactive to these “problems”. We focus on what they can not do where the “practices or assumptions cover up the abilities of students” (Renkly & Bertolini,p.24). We are stuck in a cycle. Schools only create interventions after the students fail. But what if we changed our perspective from “What is this student missing?” to “What strengths could this student bring to this lesson/room?”
“Encouraging faculty creativity to foster students’ assets and work proactively is a first step in shifting this paradigm.” (Renkly & Bertolini, p. 24). This quote really stuck with me. It shows how teachers need to get to really know their students not just as their students but as people. “Fostering students’ assets” is really the heart of it. When we are able to identify and nurture these strengths, students will experience affirmation rather than correction. This can then lead to students building confidence and a sense of belonging.
I think that sometimes teachers forget the power they have over students. “..., teachers’ expectations impact student success more than a students’ own motivation.” (Renkly & Bertolini, p. 26). I liked the term Renkly & Bertolini used of helping the students “fail forward”. It allows the students to see these struggles as stepping stones not losses. When we are able to surround students, especially adolescents, with love and respect, then we are giving them chances to take on the real world.
Argument Statement
The authors Renkly and Bertolini argue that students are largely influenced by the adults in their life. When educators shift their perspective to focusing on a student's strengths rather than their shortcomings then the students are able to have better outcomes.
Making Connections
Hi Alida, your third talking point reflected something very similar to what I spoke about in my post. I like that you added the part of "failing forward". I had picked that quote out in my initial read but never was able to tie it in to my post. I believe that it is a highly important phrasing. When we fall forward for example, many times we are able to catch ourself and get back up. I think the quote applies something similar to that. When students are unsuccessful we tend to focus on the lack of achievement. Instead we should focus on what they did well that will help them get back up and try again. As educators we want to highlight the best in all students and I think using that metaphor of failing forward is reflective of that.
ReplyDeleteAlthough I was not in attendance last week and did not see Precious Knowledge, you did a great job applying what you saw to the article. Through your description, I can see how the teachers in Precious Knowledge dug deeper and used student assets to drive learning. Students were successful because they felt like their learning mattered. Additionally, it seems like the content was focused specifically on topics where students were stronger in their prior knowledge.
This comment has been removed by the author.
ReplyDeleteHi Alida,
ReplyDeleteYour point about the term "fail forward" really resonated with me, especially as someone who also values surrounding students with love and respect. Which, as you mentioned, gives students the confidence to take on real-world challenges. Students' failures should be seen as opportunities, because the mistakes we make along the way teach us so much. I hadn't thought about it from that angle, but your connection between Precious Knowledge and Shifting the Paradigm makes a lot of sense. The teachers in the film put a lot of effort into making sure every student felt seen and heard. Similarly, the reading emphasizes the importance of leaning into students' assets rather than fixating on their weaknesses. Students should view their culture, ethnicity, and background as strengths to be valued. Which stands in stark contrast to what we saw from the government in the film, where those same qualities were treated as weaknesses to be eliminated. Great post!
Thank you for sharing your reflections, Alida! I agree that the term "fail forward" connects to students seeing that its okay to not always get things right the first time and that it can be seen as a learning moment and a chance to reflect and grow from a mistake.
ReplyDeleteOne thing that you said really stuck out to me. You said we don't intervene until after a student fails. I had a really similar reflection, what would schools like like if we caught students before they "failed". My position right now (3rd grade) can be extremely heart breaking, especially when my students say that "they're dumb". If we had intervened before the student had felt that they had failed so much, they would not be in the place they are-- especially in regards to their own cognitive blocks that they are putting up.
ReplyDeleteI, too, thought so much about Precious Knowledge and how it gives us an example of what the asset model could look like even in a traditional school. Great points.
ReplyDeleteLove this! Alida, I completely agree with your perspective, especially your emphasis on strengths over shortcomings. Your points immediately made me think of the documentary Precious Knowledge that we watched in class. What stood out to me most in that film was how those teachers, despite facing strong opposition, understood that it was their duty as positive adult role models to pour into their students. They recognized that, for many of their students, school might be the only place where someone consistently affirmed their identity, culture, and potential.
ReplyDeleteWhat made their work so powerful was that they were culturally connected to their students and intentionally empowered them to challenge the narrative society had already written about who they were supposed to be. If those educators had not stepped into that role, where else would those students have found the courage to believe in themselves and push back against limiting expectations? That kind of belief is transformative.
I also deeply resonate with your point about the power teachers hold. Our responsibility as educators is not only to teach content but to connect and relate to our students. Even when we do not share the same upbringing, culture, or lived experiences, it is still our responsibility to build bridges of understanding. When we take the time to foster connection, we are watering seeds of hope, confidence, and knowledge that students carry with them long after they leave our classrooms.