Strengths-based-approaches are nothing new in education. Tap into what I student is good at, and use that to leverage their ability across the curriculum.

But what if I asked you, “What is a strength? What are your strengths?”

As adults we sometimes find it hard to articulate. What do you mean strength? Do you mean what am I good at? Good by whose standards?

So imagine how hard it is for kids to discuss their strengths.

Whatever framework you use, I’d like to add another one into the mix for you to consider.

Last year I wrote about Signature Strengths and the work of Martin Seligman and the late Chris Peterson.

24 Character Strengths were identified by the pair as being valued across all cultures, races and religions.

Each of us have all 24 strengths to some degree but some are more dominant than others. The five strengths that feature the most prominently in an individual are referred to as your signature strengths.

As with any framework there is a danger of limiting oneself by identifying your strengths as diligence, appreciation of beauty and kindness while creativity languishes around number 24. And I’m certainly not advocating the use of strengths to pigeon-hole kids in the way Howard Gardner’s Multiple Intelligences may have been misinterpreted.

But it can open up a conversation. Consider this.

You have a disengaged student for whom you are trying to create a positive experience for at school. You have heard that he is particularly good at guitar.

The usual tactic might be to have him perform in assembly, or become more involved in a school band.

But let’s take a look at this student through the lens of signature strengths.

He may be good at guitar because he is incredibly diligent. If this is the case we know how has the capability to focus. How can we leverage this in other areas?

He may be good at guitar because creativity rates highly as one of his strengths. He may write song after song. In this case how can we broaden our view of creativity to outside the arts? In English, Science or Mathematics? Or for solving a community based problem perhaps?

For him Zest and Enthusiasm might not feature in his top-20 strengths at all, and just the thought of performing on stage completely freaks him out, so our insistence that he does might have the unforeseen outcome that in trying to reach him, we actually eat away at his sense of self and cause him to disengage further.

Like I said, just something to consider. While we’re at it, think about these three questions yourself.

What are you good at, but don’t particularly enjoy?

What do you enjoy but aren’t particularly good at?

When do you lose track of time?

I’d bet that one of your signature strengths feature in each of these scenarios. So even though you may not be particularly good at something, doesn’t mean you aren’t using your strengths.

And just because you’re good at something, doesn’t mean you’ll necessarily enjoy it.

Now compare that to how we tend to talk and think about and use strengths with students.

I touched on this in last week’s blog about smart kids not necessarily being the happiest.

 

Author: Dan Haesler is a teacher, consultant and speaker at the Mental Health & Wellbeing of Young People seminars. His website is: http://danhaesler.com/ and he tweets at @danhaesler