Strategies that Encourage all Learners to

Value Individualities and Diversity of Peers:

An asset-based teaching approach allows for a culturally

responsive classroom environment for students. Teaching Discussions on
students to view one another’s strengths instead of appreciating
struggles, helps teachers foster appreciation for differences
differences in the classroom.

Thought Leadership (2020) states that diversity and

differences need to be viewed as attributes to be
celebrated instead of overcome.

Shift to
restorative
justice

Student Choice

Restorative justice allows for students

Focusing on student strengths rather
than improvements allows for student
choice in how they want to demonstrate
their learning. This creates a learning
environment where students can feel
that they have a voice and ownership of
their own learning. When students have
choice, they are more motivated and
engaged during classroom activities.
to reflect on conflicts or situations
instead of providing students with
consequences for breaking rules that
are set in place. Traditional discipline
can have long-term effects on students
whereas a restorative approach allows
for students reflect and feel safe in
their learning environment. When
students are treated with positivity
and respect they will feel welcomed,
supported, and valued in their
community.
Evidence of Practice:
Leading conversations with students and
how to disagree with someone is
essential for an asset-based teaching
approach. I use discussion guidelines
with my students that we agree on as a
group. I then support their discussion by
providing them with sentence starters
or prompts. We are open to discussing
and appreciating differences in our
classroom and students provide me with
examples of what it might look like.

I use a restorative justice approach

instead of a zero tolerance approach
when it comes to situations that arise in
the classroom. I make sure to talk
through situations with the students and
ensure they are given a voice during the
conversation. Instead of having strict
consequences, we come up with solutions
to the issue together and discuss what
they could do differently next time.

Knowing students’ strengths allows me to

provide students with choice on how they
would like to demonstrate their learning.
A majority of my students struggle with
attention and need kinesthetic activities
to stay engaged. I created a math relay
race to provide them the movement they
needed to stay engaged, while also
enjoying math class!

Asset-Based Disposition Statement:

I believe an asset-based disposition approach to learning is important to

shift to from a deficit-based style of teaching. An asset-based approach

focuses on students’ strengths and what they already bring to the

classroom. Valuing diverse learner characteristics and believing that all

students can learn are essential for this type of learning environment.

Moving forward, it is my goal to provide equity and a feeling of potential to

all students by implementing this type of learning.

Resources:

Lalor, A. (October 22, 2020). 3 steps to developing an asset-based approach to

teaching. Edutopia. https://www.edutopia.org/article/3-steps-developing-asset-
based-approach-teaching

Lopez, S. & Louis, C. (2009). The principles of strength-based education. Journal of

College and Character. https://www.tandfonline.com/doi/abs/10.2202/1940-1639.1041

Raish, V. (February 1, 2019). How asset-based teaching can improve classroom behavior.
Classcraft. https://www.classcraft.com/blog/asset-based-teaching/

Thought Leadership. (September 16, 2020). An asset-based approach to education: What

it is and why it matters. NYU Steinhardt.
https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-
what-it-is-and-why-it-matters/

Weiner, L. (September, 2006). Challenging deficit thinking. Education Leadership.

Teaching to Students Strengths. https://kennesawedu-my.sharepoint.com/personal/
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Audrey Steele
ITEC 7602/ Fall 2021