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Strengths Based Approach Towards Working With Students

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Establishing & Maintaining Cooperative, Change-Focused Relationships ... Carry a magnifying glass with you all the time. The future is negotiated & created ... – PowerPoint PPT presentation

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Title: Strengths Based Approach Towards Working With Students


1
Strengths Based Approach TowardsWorking With
Students
2
Objectives
  • Establishing Maintaining Cooperative,
    Change-Focused Relationships
  • Developing Solution-Focused Strategies
  • Identifying Competencies Instead of Deficits
  • Finding the Exceptions

3
Dropping the Rope
  • You can not have a tug of war if no one is
    pulling the other end of the rope.

4
Strategies for Establishing Maintaining
Cooperative, Change Focused Relationships
  • Adopt the ambassador perspective
  • Match the students language
  • Match the students position
  • Use presuppositional language
  • (Refer to Table 4.2)

5
Solution-Focused Strategies
  • Set a reasonable goal working with the student
  • Identify past positive experiences
  • When has this student shown abilities to be
    successful?
  • Start small so that student can be successful
  • Refer to Developing Solution-Focused Strategies
  • (A Worksheet for Teachers).

6
  • MIRACLE QUESTION

7
Guidelines for Using a Solution-Focused Approach
  • It is not necessary to promote insight in order
    to be helpful
  • Students and teachers are more motivated when
    they define their own goals
  • A snowball effect can occur when one person makes
    a change

8
Guidelines For Using a Solution-Focused Approach
  • Fitting into the students world view lessens
    resistance and encourages cooperation
  • Motivation is a key and can be encouraged by
    aligning with students against the problem
  • There is no such thing as resistance when we
    cooperate
  • Focusing on the possible and changeable lessens
    frustrations
  • Go slowly and focus on tasks that lead to success

9
Competency-Based Conversations
  • Listen to the given language, assist the student
    /or parent with identifying a goal that is
    relevant for him or her.
  • Search for exceptions to the problem.
  • Assist the student/parent by creating
    possibilities for the problem to be solved by
    reframing.
  • Reminisce about past successes in school
  • Collaboratively develop a task based on the
    identified exceptions to the problem

10
Basic Beliefs, Assumptions, and Attitudes
  • Assumptions about teachers
  • Believe that good education enhances a childs
    chance of success in life.
  • Want to provide children the best possible
    environment to become contributing member of the
    society.
  • Want to provide every child the best possible
    learning opportunity.
  • Believe that all children learn best when they
    have a positive relationship with teachers and
    other adults in their life.
  • Want to see a child master a new challenge and
    build on it, which will in turn enhance their
    self image.
  • Want to have a good relationship with parents and
    their students.
  • Want to feel they are good teachers.

11
Basic Beliefs, Assumptions, and Attitudes
continues
  • Assumptions that students want
  • Their parents and teachers to be proud of them.
  • To please their parents and other adults
    important to them.
  • To learn new things.
  • To enjoy a mastery of new skills and knowledge.
  • To make choices when given an opportunity.
  • To be accepted as apart of a social group.
  • To be active and involved in activities with
    others.
  • To voice their opinion and choice when given a
    chance.
  • To belong to a social group.

12
Basic Beliefs, Assumptions, and Attitudes
continues
  • Assumptions that parents want
  • To be proud of their child.
  • Have a positive influence on their child.
  • Hear good news about their child and what their
    child is good at.
  • Give their child a good education and best chance
    of success in life.
  • Have a good relationship with their child.
  • Be hopeful about their child.
  • Feel they are good parents.
  • See their childs future is better than theirs.

13
Major Tenants
  • If it isnt broke, dont fix it
  • If something works once, do more of it
  • If something does not work, do something
    different
  • Change is constant and inevitable
  • Carry a magnifying glass with you all the time
  • The future is negotiated created
  • Small solutions can lead to large changes
  • The solution is not always directly related to
    the problems
  • No problem happens all the time

14
Useful Tools
  • Socializing small talk
  • Asking questions rather than telling students
    what to do
  • Negotiating good goals
  • Compliments
  • Classroom success scales
  • Exception to problem
  • Selective attention
  • Reframing
  • Questions that change a child

15
Teachers Schools as Catalysts for Change
  • Caring and Support (Refer to Figure 6.1)
  • High Expectations (Refer to Figure 6.2)
  • Opportunities for Participation/Contribution(Refe
    r to Figure 6.3)

16
Six Steps of Resiliency
  • Increase bonding
  • Set clear, consistent boundaries
  • Teach life skills
  • Provide caring and support
  • Set and communicate high expectations
  • Provide opportunities for meaningful participation

17
Fostering Resiliency
  • Students
  • Educators
  • Schools

18
The Connection
  • Schools purpose
  • Nature of knowledge
  • Nature of learning
  • Good teaching
  • Curriculum
  • Leadership
  • Decision making
  • Assessment

19
References
  • -Berg, I., Shilts, L. (2004). Classroom
    solutions woww approach. 1-37.
  • -Bernard, B. Turnaround teachers and schools.
    closing the achievement gap. 2nd ed., 115-137.
  • -How Schools Foster Resiliency in Students.
    Resiliency in Schools. 17-32.
  • -Metcalf, L. (1999).The Solution Focused
    Classroom. Teaching toward
  • solutions. 1st Ed., 1-29.
  • -Murphy, J. (1997).The Case of Janet An
    introduction to Solution-Focused Counseling.
    Solution-Focused Counseling In Middle and High
    Schools. 3-9.
  • -Powers, G. (2002).Toward a Resilience-Based
    Model of School Social Work A turnaround Mentor.
    Toward a resilience-based model of school social
    work. 153-170.
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