If adults continually talk about student deficits, the student will define himself by what he lacks. This is often the case for kids with attention and learning disorders, who are reminded daily of the skills they’re missing.
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” — Albert Einstein
A child’s reality is created by the words adults use to describe him. They think: If they see themselves as deficient, then what’s the point of trying at school? Using a strengths-based model of teaching kids with disabilities gives kids the chance to redefine themselves and their education in terms of what makes them great — and kids with ADHD have a lot of great qualities. They tend to be more creative, innovative, hyperfocused, and have an incredible sense of humor, which are among the reasons I so love working with them.
Kids come with strengths and weaknesses, and harnessing the strengths leads to improvement across the board. It also creates a more engaged learner. In fact, a collection of Gallup data reported that kids who were taught in a strengths-based model earned higher GPAs and were absent from school less often. This is also true in the grownup world. We choose jobs based on our natural strengths, and probably wouldn’t show up to work if we didn’t have opportunities to use our skills on a daily basis.
Helping a child discover and leverage his unique skills helps him develop the confidence to be a learner, and the courage to overcome his weaknesses. Creating that positive atmosphere also makes collaborating with other teachers more productive and enjoyable as they begin to acknowledge one another’s aptitudes.
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