Encouraging Learners to Spread Their Wings and Soar!
Kids of all ages really are capable of amazing things. However, sometimes we become hyper focused on the learning targets and mandates, that we may not readily appreciate the strengths, interests, and talents our students possess. With over 15 years of classroom experience, now an instructional coach, and personal experiences as a mom of two boys, I am a huge advocate for carving out time to foster authentic connections with learners and providing adequate time to develop strengths and interests. As a teacher and coach, I see the power of infusing our learner’s strengths and interests into the curriculum. With my own two children, I see how much more motivation they have when they have voice, choice, and are empowered to leverage their strengths, interests, and talents.
Some of the most common effects that happen as a result of deep connections and opportunities to develop and leverage individual’s strengths, interests, and talents include:
- Deeper engagement
- Shift toward empowerment
- Greater intrinsic motivation
- Development in flexibility in thinking
- Greater collaboration and communication
- Less issues with ‘classroom management’
- More confidence develops and leads to thoughtful risk-taking
- Engagement in Meaningful Work or Projects
- Connections to Potential College or Career Pathways
What About All the “Stuff?”
I can’t help but wonder how we shape our students, by not incorporating time to explore their strengths and interests? It seems to me that it’s possible that some learners may miss college or career pathways simply because they were overlooked due to the lack of information or knowledge and understanding of what matters to them–– leading to new interests.
I know that push back exists. Many ask, what about time? Mandates? Curriculum? Pacing guides?
I validate all of your concerns, they’re real. But in return I ask, isn’t exploration and time to develop interests and strengths a huge part of learning? In fact, it’s like the elephant in the room. As educators, we are so quick to identify all of the constraints rather than taking a step back and contemplating, what is school really for?
Creating Learning Experiences To Support Every Learner to Thrive
There are ways we can incorporate much needed time for learners to foster connections with peers and adults, in addition to developing strengths, interests, and talents. Instead of jumping to the constraints, let’s explore further using, ‘how might we’ questions just as we would within Design Thinking.
- How might we be more intentional about connecting with learners daily to foster deeper relationships?
- How might we carve out time each day, week, or bi-weekly for learners to develop and explore their strengths, interests, and talents?
- How might we incorporate the strengths, interests, and talents of learners into daily learning and our curriculum?
I know how I would respond, simply because I transformed my teaching over the course of 15 years. However, we’re all unique and it can look different in each classroom. There’s no prescribed method, but as educators, we are innovators. We can create what works ideally for us and our learners. In my book, Take the L.E.A.P.: Ignite a Culture of Innovation, I share what I’ve learned from experience, my education, and networking with thought leaders in the field of education.
Does What We Value in School Align to What we Value Outside of School?
I recently read an article about a nine-year-old who kept getting in trouble for doodling in class, but then landed a job decorating a restaurant. The story really resonates with me as it reminds me of many of the stories and messages I share within my book. Aside from the fact that 9-year-old, Joe, landed a job decorating the entire inside of a restaurant, there were other occurrences that really stood out as I read the article:
- Passion Existed: Joe was getting in trouble for doing something in school that was his strength. Sure, we all understand that it may not be possible to doodle all day, but in some instances, doodling while listening can reinforce what students are learning. In fact, perhaps sketchnoting is something he would benefit from as he grows. Drawing or any creativity for that matter, can be integrated into any content area. We can also develop creation stations to foster creativity or engage in makerspace, too.
- A Supportive Family: Joe’s parents recognized his talent and found an after school art class to encourage his creativity. Not all parents have the resources to support in the same way that Joe’s parents did, he’s very fortunate to have such a supportive family. We need to ensure equity and access for all learners. Providing opportunities to develop strengths and interests in school equips every learner with experiences that develop their abilities. Doing so will directly benefit them as they grow and recognize how they want to impact our world.
- Teacher Belief and Encouragement: Joe was fortunate to have a teacher who believes in him. This right here is huge! His after school art teacher noticed his talent and celebrated his work by sharing it on social media. Recognizing our learners strengths, interests and talents is an impactful first step. Celebrating their efforts and sharing their work outside of school is rewarding and feels more authentic.
- Leveraging Social Media: The power of social media is incredible! After Joe’s art teacher shared his work on Instagram, she was contacted by a local restaurant owner inquired about connecting with Joe to have him decorate the interior of their restaurant. After Joe and his family met with the owner, he got to work drawing his doodles, creating quite a fun and funky vibe inside the restaurant.
The message here is that our kids really are exceptional and often, they just need to be provided the time and space to explore and develop their strengths, gifts, and talents. Additionally, having educators and family who support, makes a world of difference. By leveraging the power of social media, we can connect with experts or share our work with an authentic audience, broadening our traditional reach. Of course, it’s understandable that we still have to follow through with our expectations of teaching and facilitating learning, but let’s not lose touch with the concept of what school is for. School shouldn’t be a place where children go to simply attend classes and regurgitate information in a prescribed or scripted method.
Create the Kinds of Shifts That Positively Impact Lives
Our school ought to be places where learners organically explore, inquire, create, and develop their abilities with the support of educators and community partners. It ought to be a place where they want to be because it fuels their creativity and excites to collaborate with others on meaningful and deeply purposeful work. I’m grateful that we have so many educators doing amazing work and innovating along the way to create more learning experiences that are personal and empowering. I know that other locations may require more support with this work. However, I believe in all of us. The work is challenging, but incredibly rewarding. Together, we can create shifts that impact lives and create experiences that will stay with our learners for a lifetime. Let’s develop dynamic learning conditions and opportunities to encourage learners to spread their wings and soar!
