BLOG 4: Shifting the Paradigm
“Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools”
For this week's blog, I decided to pull three quotes that I thought were especially important to the main focus. While reading the article, I could not help but think “this makes the most sense” because when you think about it- why would setting structure for children be more beneficial if you are hyper fixated on avoiding situations? It makes complete sense that a school will thrive if you are focused on their talents while supporting their interests and efforts.
“When one at-risk behavior shows up, there are typically multiple related at-risk behaviors to follow (Scales, 1999). Even so, it seems the education field is focusing too heavily on reducing risks, when a higher emphasis should be placed on building up student strengths” (24).
I feel as though it is almost common knowledge that children follow others' behaviors, especially when they think it is funny. If you are focused on the risky behaviors happening, it is almost like you are reminding the children of the possible bad behaviors they could engage in. If you are using an asset model it is possible that the children will be reminded of the good behaviors they engage in and how much they will benefit from that. Of course “Be kind, Be respectful” are common school rules, but diving deeper into those rules would be a beneficial asset model.
“... suggest mentoring programs to connect students with the community, school activities to create stronger student-teacher bonds, and even a community-wide recognition of businesses to allow parents some time off to be present at school functions in order to create stronger student-parent bonds” (26).
This quote deeply resonated with me because I have watched these instances come to be true. I once encouraged a child at my daycare to try out for the town soccer team; that child made the team, made new friends, and felt confident in their skills. As for student-teacher bonds, the music teacher at my school allows 5th graders to come and practice their instruments during recess. The student-teacher bond is evident, and students skills and interest is improved. Touching upon businesses- my school allows guardians to attend our student of the month assembly, and it would be incredible if this was attainable for every parent.
“...personalized instruction in the classroom can build students’ assets even further. This can be done by first identifying each child’s jewels (skills, talents, and interests) and using these to help the student grow from where they are currently academically, socially, and emotionally” (26).
It may take time to get to know your students, but it will be highly beneficial in terms of bonding and behavioral management. The students will feel seen and encouraged to work harder in the classroom, all while the school asset is supporting them.
I believe that having an asset model in your school is the obvious answer for many reasons. Students thrive off of support, mentors, and positive reinforcement. Because of my conviction on asset models, I was wondering if there are any schools that have an example of a deficit system that works well?
Hi Hope, I enjoyed reading your response. You pose an interesting question. A school following a deficit model assumes a student's academic difficulties are directly linked to the child, indicating a lack of necessary skill or effort. Educators highlight this problem and work with the child to fix it. While this may result in academic improvement during intervention, once supports stop, the student will likely be left without the proper independent skills and motivation to be successful in learning. This narrow view of underachievement in students may also result in unnecessary interventions, as a number of outside factors can contribute to difficulties in school, such as a child's home life. However, even when assumptions are correct, this model will likely harm their self-efficacy, affecting their growth as lifelong learners. This makes the asset model far superior as it helps students identify their strengths and understand how to use them to support growth. Students are shown how to set attainable goals and are celebrated at each step. Unlike the deficit model, this teaches students the necessary skills for independent learning, provides them with a healthy view of their capability and motivates them to learn.
ReplyDeleteHello Hope! I enjoyed reading your blog entry, and I think you touched on an important piece that went unsaid in the reading. At-risk and unhelpful behaviors and choices often have a snowball effect, as other kids are intrigued by behavior that pushes the envelope or outright breaks rules. The asset-based model works to arm students and give them a greater capacity to make good choices, but there is always a danger that at-risk behavior can spread in a classroom, and even a school.
ReplyDeleteHi Hope!
ReplyDeleteGreat post and analysis of quotes. I agree that while reading, most all of the arguments in the text made sense. More often than not, children need encouragement, especially from adults, which makes the asset model very logical. Focusing on the negatives and deficit's is not helpful for anyone, even adults. No child wants to be told no constantly, and I agree with you in that focusing on ridicule of bad or risky behaviors will only make it more enticing to students, kind of like reverse psychology. I think that positive reinforcement practices in the classroom are far more beneficial. To answer your question at the end, I do not know of any schools where deficit models thrive, but I would be interested to hear those in favor speak about the pros.
Hi Hope, this was a great read especially with the adorable pink visual! I agree that it can be hard with little ones with disruptive behavior...especially when they think it is funny! I worked with 1st graders this fall and they were very silly at the end of the day. Each week I tried to figure out how I could get them to focus without me giving them strikes (which I do think helped them think about their future choices) but your positive reinforcement point reminded me that one week they were having trouble focusing and they needed a break, they just sat in silence. I then quietly pulled a page of star stickers out from my bag and quietly walked around and gave out stars to students who were (and some always are) great that day. A simple "thank you for being a good listener today" made them rethink their actions as we went into the next week because they wanted their stickers!
ReplyDeleteIt's critical to have a diversity of potential mentors involved in students lives, and I hope it becomes easier to create such opportunities for our students. I've learned how important those parent-student and teacher-student relationships are to a child's sense of support and self-worth, and there's no guarantee that we can be that trusted adult for every student in our care. You mentioned getting to know students over time, and it seems to me like there are gaps to close in terms of how information about students can flow from one teacher to the next. Or perhaps, we can innovate methods of having mentors or guidance coaches follow students for a longer period beginning in their younger years of school. Somehow there needs to be more trusted adults in kids lives, who are not burdened by providing the management of a classroom as their foremost role and can authentically connect.
ReplyDelete