Seeing Strengths

As teachers, we are constantly asked to reflect, as well we should. Without reflection, we can't improve. We need to note what problems we have so we know what solutions to seek from colleagues, books, research, and mentors. But, I think we tend to focus on the negatives too often. As we reflect, we look to improve, but we should also note our strengths. What do we do well? How can we use those strengths to make our teaching stronger?

My cooperating teacher does many things well, but one thing I especially appreciate is the volume and quality of feedback he provides on my teaching. Every time I teach, we have a discussion on what went well and what could be improved. I like how his feedback, combined with his teaching experience, can help me see solutions I didn't see on my own. As the school year progresses, we have moved more toward a collegial relationship rather than one of simply expert and student. The collaboration on lesson plans and the overall vision for the semester has been, I believe, a benefit to us both and to the students. In reflecting on my teaching, he is very good about helping me see my strengths, as well as my weaknesses. With one recent lesson, I was reading with the class as a whole. I was a little frustrated at the end of class over some minor problems. Our reflection and discussion on the class revealed some simple solutions to my frustrations. But the biggest thing I noticed in this particular instance was that the list of strengths he had written down was much longer than the list of things to improve. I was too focused on fixing my frustration to see all the things that had gone well. Reflecting on these strengths and discussing them can be as illuminating as trying to fix the problems might be. By noting strengths, we can be sure to use those techniques and strategies again and to build upon them.

We know to look for strengths in our students in order to build on them, just as a house builder starts with a strong foundation and latches every other part of the structure to it in some manner. We look for those bits of sparkling granite in our students. We should also be looking for them in ourselves.

By this point in our education as teachers, we have been reflecting, improving, and polishing. We have climbed a mountain. Sometimes, it's far easier to focus on the pebbles we want to sweep away from the path in front of us than it is to notice the rock on which we are standing. Notice the rock. Don't wander off a cliff chasing after pebbles. Feel that mountain below your feet and take a moment to be proud.