Asset Based Dispositions

GOAL: The Goal of Asset Based Dispositions is to successfully integrate a curriculum that relies heavily on student’s
strengths in a given content area rather than the weaknesses that might be present. This is done in an effort to
successfully motivate students and inspire them to develop a growth mindset rather than integrating the fixed
mindset that is often present in the traditional classroom. This can be done through the element of choice. However,
when students do not perform to their full potential it is essential to have real authentic conversations with students
that encourage them to focus on their strengths while also providing critical feedback that is meaningful.

Discussion Map

Overview: When using an asset based approach at K-12 levels, it would not be uncommon for students to become
confused with assignments or potentially not perform their best when participating in an assignment. It is critical that
these students receive both positive and critical feedback that will identify the issues and create a team like approach
between the teacher and student.

Scene Action Steps Sample Script Outcomes Rationale

Student has Teacher will have “Hello Teacher will It is important to provide students
provided an the assignment ____________, present the with a safe environment when
assignment that and rubric thank you for student the providing critical feedback to
the teacher feel prepared with a attending this opportunity to students. Many students struggle
does not list of possible meeting. The reason rationalize the to overcome adversity when in the
represent the skill revisions that can I have asked you to assignment and presence of their peers. This often
level of the take place. be here is because place it in the leads to negative behavioral
student. while your project correct outcomes.
Teacher has has many great context.
Teacher requests student’s peers qualities and I can Mendler, 1992 acknowledges this
a meeting to removed so that really see that concept along with many others
identify potential the teacher and ____________ and citing that “Dignity in discipline
problems and plan student are in a ____________ are can often be accomplished by
solutions with the safe environment represented in this using privacy, eye contact and
student. to discuss potential project. I do not feel proximity when you need to
solutions. that it was deliver the correct message to a
presented in a way student” while poor effort on
Teacher will rely that shows your work is not necessarily a issue of
heavily on the true potential. As discipline the same approach
positive aspects of you can see the applies as students would rather
the assignment rubric states be criticized away from their peers
while also _____________ and rather than in front.
introducing areas I may be mistaken
where the student but I do not see this
can improve. in your assignment.
What do you think?
Teacher will be
prepared to ask
the student if they
can see the issues
that the teacher Is
addressing.
Student provides Teacher listens to “I can see how you Teacher will This is the area where team work
clarity to the student and offers came to those acknowledge and problem solving with the
rationale and student solutions solutions however, I students logic student using their strengths is
teacher either on how to improve think that you are and will then necessary and is rooted in the
accepts this the areas where really strong in the support foundational principles of asset
rationale or offers poor performance areas of student based learning. This creates an
solutions to has taken place. _____________, through the element of trust between the
improve through _____________ and process of student and the teacher that
students _____________ so identifying manifests itself in the form of a
individual assets. how do you think solutions. professional relationship.
we can improve this
assignment by using NYU, 2020 suggests “An asset-
these strengths” based approach focuses on
building relationships with and an
understanding of students rather
than punishing them with
detentions, suspensions, and
expulsions.” NYU, 2020 goes on to
state that “Great teachers
embrace differences in the
classroom and make deep
connections with their local
communities. This is why teacher
residencies across the country
work to recruit more people from
diverse backgrounds.” This is why
the student must be present and
the teacher willing to listen to the
student’s suggestions when
planning for success in the future.
If the teacher simply identifies the
issue and tells the student a single
way to fix it, the relational aspect
of asset based dispositions is
smothered and no longer takes
student strengths into account.

Teacher will affirm Teacher offers “The solutions that A clear plan is By providing students the
student solutions support as student you are saying are demonstrated opportunity to create solutions on
and acknowledge is working through very helpful to me and the their own, it demonstrates that
the critical possible solutions. _____________, student is they on in the driver’s seat and are
thinking present in This requires the You are understanding an active part of the learning
the process. teacher to have participating in of how to process. Mellbourne, 2012
strategies readily critical thinking by improve their explains that “When an educator
available that draw _____________, I assignment teaches from and supports a child
on the strengths of think that you are without ever within the zones of proximal and
this student and going to do very acknowledging potential development, they are
present them in a well with is a skill that they interacting in a way that is
way that highlights assignment. It may have negative consistent with sustained shared
student assets be beneficial for you feelings thinking (referred to as sustained
rather than to toward. shared conversation in the
 highlighting ________________ Victorian Framework. This is an
liabilities present as well. integrated teaching and learning
in current approach where two or more
assignment. individuals work together in an
intellectual way to solve a
problem, clarify a concept,
evaluate activities, or extend a
narrative.” This foundational
principle is essential not only in
the revision process but also in the
early stages of strength based
learning. If a teacher does not
know the child’s strengths, it
would be an impossible task to
identify the solutions to any
inconsistencies in their classwork.
By using this in the revision
process, students are given the
ability to perform higher order
thinking and acknowledge
potential issues in their initial
work. This promotes mastery
rather than indicating to the child
that they are ineffective in their
demonstration of the material.
Teacher will Provide the I am glad to see that Students walk This piece of the discussion is very
conclude meeting students a voice we were able to away from important as it allows the student
by offering and an open resolve these issues. conversation to feel as though they have a voice
student the opportunity to Is there anything with their and an opportunity to address any
opportunity to voice any new else that you would strengths additional concerns. These
express any other concerns that they like to share? If not, validated and concerns could be extremely
issues that they may be having. it was a pleasure their concerns relevant to the assignment or
feel may be speaking with you. heard. could be part of the relationship
present. building process.

Morrison, 2017 explains that in

asset based pedagogy “Rather
students and teachers are
continually identifying and
translating assets for use in the
academic environment” This
implies that student AND teachers
are working together through the
process of mastery. This is very
important and contributes to
allowing students to have a voice
when navigating problems.

References
An Asset-Based Approach to Education: What It Is and Why It Matters. (n.d.). Retrieved October 04, 2020, from
https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-
matters/

Curwin, R. L., Mendler, A. N., & Mendler, B. D. (2018). Discipline with Dignity : How to Build Responsibility, Relationships,
and Respect in Your Classroom: Vol. Fourth edition. ASCD.

Jalala, S., Latifoğlu, G., & Uzunboylu, H. (2020). Strength-based approach for building resilience in school children: The
case of Gaza. Anales de Psicología, 36(1), 1–11.

Mellbourne. (2012). Strength-based approach A guide to writing Transition Learning and Development Statements. In
Early Childhood Strategy Division: Department of Education. Retrieved 2012, from
https://www.education.vic.gov.au/documents/childhood/professionals/learning/strengthbappr.pdf.

MORRISON, K. L. (2017). Informed Asset-Based Pedagogy: Coming Correct, Counter-stories from an Information Literacy
Classroom. Library Trends, 66(2), 176.

Rainey, H., & Gifford, E. (2016). Working together: asset based communities of learning in Higher Education.
International Journal of Integrated Care (IJIC), 16(6), 1–3.