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Strengths Based Approach Towards Working With Students. Objectives. Establishing & Maintaining Cooperative, Change-Focused Relationships Developing Solution-Focused Strategies Identifying Competencies Instead of Deficits Finding the Exceptions. Dropping the Rope.

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objectives
Objectives
  • Establishing & Maintaining Cooperative, Change-Focused Relationships
  • Developing Solution-Focused Strategies
  • Identifying Competencies Instead of Deficits
  • Finding the Exceptions
dropping the rope
Dropping the Rope
  • You can not have a tug of war if no one is pulling the other end of the rope.
strategies for establishing maintaining cooperative change focused relationships
Strategies for Establishing & Maintaining Cooperative, Change Focused Relationships
  • Adopt the ambassador perspective
  • Match the student’s language
  • Match the student’s position
  • Use presuppositional language

(Refer to Table 4.2)

solution focused strategies
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).

guidelines for using a solution focused approach
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
guidelines for using a solution focused approach8
Guidelines For Using a Solution-Focused Approach
  • Fitting into the student’s 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
competency based conversations
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
basic beliefs assumptions and attitudes
Basic Beliefs, Assumptions, and Attitudes

Assumptions about teachers:

  • Believe that good education enhances a child’s 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.
basic beliefs assumptions and attitudes continues
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.
basic beliefs assumptions and attitudes continues12
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 child’s future is better than theirs.
major tenants
Major Tenants
  • If it isn’t broke, don’t 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
useful tools
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
teachers schools as catalysts for change
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(Refer to Figure 6.3)
six steps of resiliency
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
fostering resiliency
Fostering Resiliency
  • Students
  • Educators
  • Schools
the connection
The Connection
  • School’s purpose
  • Nature of knowledge
  • Nature of learning
  • Good teaching
  • Curriculum
  • Leadership
  • Decision making
  • Assessment
references
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.