S'More From The AP
Week Ending December 4, 2015
Looking For The Positive--By Mr. Wilkinson
It was my first recess duty at Old Settlers. As I was “actively monitoring” I was chatting with Patty Smith. She pointed to one of the children and said, “You see that kid over there?” I thought, “OK, here it comes. She is going to tell me how bad this kid is.”
I had just come to Old Settlers from a school in south San Antonio. Working in four different districts and five different schools I found common across the board was the way teachers would discuss children. It was just the normal conversation. I would find myself falling into this pattern as easily as I fell into drinking coffee every morning. It was just the way things were done. Like the Jackson Brown song's line, “That’s just the way it is, some things will never change.”
Then Patty told me how this kid is awesome. She relates stories of how this child was kind, caring, considerate, and compassionate. This child worked very hard on assignments and was a joy to have in class. She finished by telling me how blessed she was to have this child in her class. Then she proceeded to point out other children and extol their virtues. Not once did she mention any “challenging” children.
Just for a moment the world stood still. The earth literally stopped moving. My eyes felt moist, my hands got clammy, and my heart stopped beating. I would later mark time from this moment. My life had changed and Patty didn’t even notice. Patty was just doing her normal thing; looking for the best in everyone.
I wish I could say that I instantly became a positive seeking person from that moment forward, but that would be a lie. Those that know me best know I have a tendency to see the speck instead of the white surrounding it on a page.
Yesterday I had occasion to remember the lesson Patty taught me. I was slipping into “the way things are” and complaining about stuff when I remembered Patty and started looking for the awesomeness. I found there were a ton of amazing students all around me. My eyes became moist, my hands got clammy, and my heart stopped beating. There will always be a speck on the paper, but look at all the pure white surrounding it!
Everyone needs a Patty Smith. Those challenging students are always clamoring for my attention. It is so easy to see the noise that sometimes drowns out the symphony playing in the background. Patty helped me to see how different the world looks when the perspective shifts from the noise to the symphony.
I know Patty would be mortified if she knew I was writing this. I have already thanked her, but I wanted to share some of her wisdom with the awesome staff at Old Settlers. Lets all look for those shining stars!
The Principal Ponders
I don’t know about you, but I am a sucker for a good “warm, fuzzy” story. This week’s contribution from Mr. Wilkinson definitely falls into that category; however, it is even more special because the story involves two of our very own super STAR teachers.
It is human nature to focus on “what is wrong,” as this is usually just the easiest thing to do. No matter the situation, emphasizing the deficits starts the “what is wrong” thought process and the cycle of figuring out how to fix whatever is determined to be wrong is put into motion. Where students are concerned, this has the potential to lead to a “can’t do” vs. a “can do” attitude, to mask a student’s unique capabilities, and to limit a student’s potential.
By focusing on strengths, powerful relationships are formed that allow students to thrive. This doesn’t mean that identified and potential problems are ignored. What it does mean is that strengths are recognized that will provide students with the foundation to tackle the challenges they may face, whatever they may be. Highlighting strengths empowers students to see their challenges as opportunities for growth, and not as limitations.
I have a deep-seeded belief that everyone has potential - and it is from one’s individual strengths that this potential will evolve. What we as teachers choose to focus on and the words we use will determine whether we develop hopeful, optimistic, confident students or students who believe they are defined by their deficits and limitations.