#resiliencechat Tidbit: A core aspect of embracing and discussing the concept of resilience, is maintaining a strengths-based mindset, perspective, and practice.
A1) I think strength-based perspectives allow for optimism and positive action, whereas risk-based/deficit-based perspectives carry concern and uncertainty. #resiliencechat
A1: It’s glass half full vs. half empty. For example, is an ELL student at a disadvantage because he/she isn’t yet fluent in English or should we admire and value his/her ability to see the world through an entirely different lens? #resiliencechat
Naturally I am thinking about my cancer diagnosis. And our economic situation which compels me to ask for donations.
https://t.co/IURXmSe20B#resiliencechat
A1: You help the S identify their individual strengths and talents and use these throughout instruction to increase engagement & understanding, rather than focusing on weaknesses. Through a growth mindset and increased engagement, the S will make academic gains. #resiliencechat
A1: Strengths-based - assuming positive intent and facilitating Ss in growing their successes. Deficits-based - viewing Ss as needed to be fixed by others because “they can’t, won’t, don’t.” #resiliencechat
"The descriptions of white children by teachers included 'gifted but can’t use his words' and 'high strung,' with their actions excused because they 'had a hard day.'
Black children, she said, were 'destructive' and 'violent,' and 'cannot be managed.'”
https://t.co/OuGBVikonU
This is such a good point. We can really see the mindset of leadership by their policies and actions and how leadership perceives us, our students, and our community. #resiliencechat
Right. When we shift the focus from blaming students to reflecting on what needs to shift in our instruction, then we start leaning toward strengths-based. #resiliencechat
And I've said it before: Learning to speak a second (or third or fourth) language is an ADVANTAGE many of us don't have. Nonsensical to consider it a deficit. #resiliencechat
A1: It’s glass half full vs. half empty. For example, is an ELL student at a disadvantage because he/she isn’t yet fluent in English or should we admire and value his/her ability to see the world through an entirely different lens? #resiliencechat
#resiliencechat A1: It's not enough to show people darkness and say "run from this." We need to show them the light and give them a direction to run towards. Especially when that direction is within themselves!
I think a great way to do this is to show students what their strengths are. I feel that all too often do teachers focus on the negatives and what needs improvement; if we focus on their strengths, I think we are more likely to see students succeed. #resiliencechat
A2 Praise students. Don't treat kids like they are only to be seen and not heard. None of my teachers taught me how to speak up for myself. I had to learn that on my own. #resiliencechat
Yes, resilience and strengths are within all of our students. It's not a matter of whether they have it. It's a matter of whether or not it's been tapped. #resiliencechat
#resiliencechat A2: this year I'll visit almost every classroom. I am producing a document highlighting each Ts observed strength. This will establish a database of "what to see" for future T-visits. ALL POSITIVE. Good for PD and good for morale!
A2: enact a manners policy and see how it can shift just from that alone. The happier and more appreciated the people, the easier it is to shift to positive people and engage their strengths. #resiliencechat
A2: We create and maintain a school culture that values diversity and the worthiness of every student. We recognize the strengths that each person brings to the classroom and school community #resiliencechat
Yes, it is just as important to model strengths-based practices with our teachers as it is with our students. "Take care of the caretaker!" #resiliencechat
A2: You can use more PBL, STEM, or community projects. You can also incorporate S choice in your units. I did a PBL unit last week and was amazed what I learned about one of my Ss. She showed great leadership and it truly changed and improved our relationship. #resiliencechat
A2) We all need to model what we want in our classrooms.
✔️Every layer of leadership must establish the expectation of a strengths based vision for those following.
✨Make it clear that each human being is valued & contributes!
✨#resiliencechat
A2: My favorite action step: During September, teacher calls home and tells parent something positive, a strength, of their child. First Contact is a positive one! #resiliencechat
Q3: Trauma informed practices and adverse childhood experiences (ACES) are "hot topics" in education. How can we be sure to address these topics without perpetuating a risk-based perspective? #resiliencechat
A2: Communicate success criteria clearly to Ss. Ss should be able to know what the end result is supposed to look like and how they’re going along the way. Too often, we end up being keepers of knowledge + Ss lose out for not knowing what they didn’t know. #resiliencechat
Q3: Trauma informed practices and adverse childhood experiences (ACES) are "hot topics" in education. How can we be sure to address these topics without perpetuating a risk-based perspective? #resiliencechat
A3) I don't see a strengths-based approach as ignoring the negative and challenges students have faced. That'd be uncaring. But you can frame the positive as a way to move beyond. It's empowering to overcome -- and is certainly a component of a positive mindset. #resiliencechat
Q3: Trauma informed practices and adverse childhood experiences (ACES) are "hot topics" in education. How can we be sure to address these topics without perpetuating a risk-based perspective? #resiliencechat
A3) It goes back to the first question and strength-based perspectives, imo. Rather than continuing to make students feel that their past is inhibiting them from being successful in school, we should identify their strengths and use those to brighten their future #resiliencechat
#resiliencechat A3: I'll take a shot here. If I understand the Q. Lots of big words!
I think we need to assume that every S WANTS to move forward...safely. Checking in with Ss metacognitively is imperative to helping them overcome ACES and progress comfortably.
Q3: Trauma informed practices and adverse childhood experiences (ACES) are "hot topics" in education. How can we be sure to address these topics without perpetuating a risk-based perspective? #resiliencechat
A3 When I was bullied as a kid, I also have to share my bedroom on weekends with my grandma who maybe had dementia and who preferred to speak in Yiddish. No sanctuary. My parents were oblivious.A kid needs a safe place & someone to listen without being judgmental. #resiliencechat
A3: You continue to focus on S strengths & how you can help them through challenges when they arise. By building trusting relationships, you can focus on the strengths & incorporate S choice. S who are regulated emotionally are more available for learning. #resiliencechat
And imagine the consequences when starting with a negative. You're starting the relationship with pulling yourselves out instead of building yourselves up. #resiliencechat
Yes. Victim is such a deficit word. Survivor is a strengths-based word. Think about those who Holocaust. You never hear someone refer to themselves as a victim--they refer to themselves as "survivors." #resiliencechat
A3) There is a base level of awareness that must be achieved through analysis, sharing & education. I understand the concern, but we haven’t arrived at a tipping point. As educators, we are still early in the process. We need time. #resiliencechat
A3: As a nurse, I need to know History and risk factors. These are different than a persons readiness to learn and ability to build new competencies that will help them live a healthier life. ACEs/TIC inform us, but not whole story. #resiliencechat
It is not about ignoring the negative or the challenges or having rose-colored glasses. It is about validating ALL of that but then not identifying outcomes solely based on risks. #resiliencechat
I am not negating trauma--I am just concerned that when some discuss ACES, they FOCUS on the trauma and risks without acknowledging the role of resilience and strengths-based practices and perspectives. #resiliencechat
Tidbit: Some cancer patients object to surviving cancer as a battle. While I see their point, I choose to fight. It is a battle as far as I am concerned. #resiliencechat
A3: A foundation in ACES may enhance the strengths-based frame in that one would be even more determined to build relationships with Ss, focusing on student strengths, while also being sensitive to trauma and student needs. #resiliencechat
@MelissaPatschke You bring up a good point. I just want to ensure that when we talk about trauma and ACES we understand how easy it can be to go down a deficit/risk based rabbit-hole. We need to have an awareness of this from the get-go. #resiliencechat
I think you said it really well, Dorothy. ACES helps to inform us. What we do and say next defines our perspective--whether it's strengths-based or risk-based. #resiliencechat
Q4: Labeling children often perpetuates a deficit/risk-based perspective and can often turn into a self-fulfilling prophecy for some. When have you seen this happen? #resiliencechat
A3: You continue to focus on S strengths & how you can help them through challenges when they arise. By building trusting relationships, you can focus on the strengths & incorporate S choice. S who are regulated emotionally are more available for learning. #resiliencechat
A4 All of Kid O's life. Better part of twenty-two years. When she was only six, the school psychologist told me not to expect too much. They wrote her off. We never did. #resiliencechat
A4) An example of this that I've seen is quickly diagnosing young children with ADD or ADHD. Although they may exhibit some of those behaviors and symptoms, it could just be that fact that they're kids. By doing this it marginalizes these kids. #resiliencechat
A3) It goes back to the first question and strength-based perspectives, imo. Rather than continuing to make students feel that their past is inhibiting them from being successful in school, we should identify their strengths and use those to brighten their future #resiliencechat
#resiliencechat Tangent4: Counterexample. T for my 8th grade son, talking about locker room banter, said to class:"You're going to do this. We know you are doing it." He stood up and said, "No we're not. We know better. When you say that, you make it ok. It's not ok." SO PROUD!
Q4: Labeling children often perpetuates a deficit/risk-based perspective and can often turn into a self-fulfilling prophecy for some. When have you seen this happen? #resiliencechat
Exactly! I think people forget that young children like to have fun and move around and aren’t always aware of the setting. This doesn’t mean they should get medicated and punished for having energy. #resiliencechat
I agree. They chose to focus on her disabilities and not who she was as a whole person. Not everyone but the majority throughout her years in school. #resiliencechat
My mother always tells me that if they gave medication in "my day" the way they do today, I would've been the most medicated kid known to man. I was SO passionate about learning--hence excited and active! #resiliencechat
A5 I think that this time with cancer is a time for my husband and I to strengthen our relationship. I think there's some things that he is finally starting to get. #resiliencechat
A4: In the language we use to describe people. This “special ed kid/student”...This is a child, a human being first and foremost. ACEs help us recognize the human condition #resiliencechat
A4: An important part of alternative school is helping students to shed so many of the deficit-focused labels that have been placed on them just because they have yet to find success in their past school environments #resiliencechat
Q4: Labeling children often perpetuates a deficit/risk-based perspective and can often turn into a self-fulfilling prophecy for some. When have you seen this happen? #resiliencechat
