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A presentation I did for over 400 teachers on March 17, 2012, at ROOT's International Teacher's Symposium in Islamabad.
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¡ NarejoHR, § Established 2002
§ Service Offerings
¡ Rahila Narejo § Chief Executive & Lead HR Consultant, NarejoHR (Pvt.) Ltd. § Psychobiologist, Univ. California, Los Angeles § Psychometrician, British Psychological Society § Certified Balanced Scorecard Professional, Palladium Group
§ Columnist, Workplace Sanity, DAWN Newspaper
Learning | Consulting | Assessment
Subject Grade English A
Social Studies A+
Math D
Science B
¡ What do you think will help you to be more successful?
A. Building on Strengths B. Fixing Weaknesses
1. Survival of the fittest
2. Deficit-‐based remediation
3. Strengths-‐based development and application
-‐ Parker Palmer, The Courage to Teach
¡ Diagnose the problem
¡ Discover the cause
¡ Address the weakness/problem
¡ Describe what’s wanted
¡ Discover what’s already working
¡ Find strengths/solutions
¡ Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence
¡ This approach does NOT tap into student motivation or lead to student engagement
¡ The biggest challenge facing us as educators: how to engage the hearts, minds, and souls of our students
¡ “Individuals gain more when they build on their talents, than when they make comparable efforts to improve their areas of weakness.”
¡ Clifton & Harter, 2003, p. 112
“The best teachers tended to look for and appreciate the individual value of each student….they looked for the abilities that any person brought to the table.”
Bain (2005)
¡ Problems
¡ Attendance
¡ Compliance
¡ Putting into the student
¡ Average
¡ Possibilities
¡ Engagement
¡ Motivation
¡ Drawing out from student
¡ Excellence
¡ Connects to what students already have inside them
¡ Builds on their prior experiences and successes
¡ Generates positive emotions
¡ Fosters a sense of competence and confidence
What is your
¡ Know their own strengths and how they combine to produce excellence in teaching
¡ Apply their strengths to each aspect of the teaching/ learning process: § Preparation/course design
§ interaction with students in class
§ Mentoring and advising students
§ Grading and Feedback to Students
Strength =
×
Natural way of thinking, feeling, behaving
Time spent developing talent
Ability to consistently perform
Clifton & Harter, 2003
¡ Capitalizes on the instructor’s strengths for maximum teaching effectiveness
¡ Connects students’ strengths to strategies for mastering course content
¡ Purpose: to motivate and engage students in their own learning process, so that they are able to reach optimal levels of achievement
¤
Fast, Direct
Closed, Task
Calm, Thoughtful
Open, People
Discover Your Strengths
• Identify a ‘challenging’ student’
• What is the Communication PACE? FAST or SLOW
• What is the primary FOCUS, in their work and/or
conversations? PEOPLE or TASK
• What is their Style?
• What is YOUR style?
• How are you similar or different in your PACE and
FOCUS?
¡ Unknowingly, you communicate and teach according to your style
¡ What is each style’s communication preference?
¡ Know who you are and teach from your strengths
¡ Love what you teach and who you teach
¡ Know your students and how they learn
¡ Focus on creating an intellectually vital, engaging classroom for all Strengths
Rahila Narejo Lead Consultant, Chief Executive
Email: [email protected] Office: +92 21-‐3530-‐1060/61
Learning | Consulting | Assessment