Renkly & Bertolini: Shifting the Paradigm

 

Talking Points:

1. Renkly and Bertolini say “When schools focus solely on at-risk behaviors exhibited by students, they tend to work reactively rather than proactively” (pg. 3). This really stood out to me because I have to agree, we need to focus on proactive strategies like creating a better environment. Ways we can do this can be building better relationships, coping strategies, and reinforcing positive behaviors. A deficit model does tend to focus on what students cannot do which is the wrong way to see it. Our students do not have the confidence or strategies to move forward when we focus on the negative. This very often just brings them down.

2. “These include commitment to learning, positive values, social competencies, and positive identity. Through multiple studies of over one million students in grades 6-12 performed by Search Institute, they have proven repeatedly that the more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors” (pg.4). Ways we can support students in this are very simple. We can address bias and address cultural backgrounds. This can make students feel comfortable which can in turn help their education thrive. As Renkly said, asset building provides a better outlook for community members as well. When members in our community are willing, we create a nurturing environment. Communities naturally do get nervous when they hear about problems arising. However, when we shift the thought from “problems” to building youth programs where our students can be active in the community, we foster strength. Our students are then around positive relationships which helps improve at-risk behaviors.

3.  On page 5 Renkly and Bertolini talk about how much of an impact teachers make on students. When they have high expectations that highlight student strengths, students succeed. Students realize that failure is not bad and that goals are achievable. Setting small, attainable goals for students can help this. I can relate to this because I can remember a college professor that taught like this. I was able to realize that even when I did not do well on the test, I could just do better on the next. While this is a very reasonable thought, that can be hard for students to admit when they are in a negative environment. If your professor is bringing you down after a failure, how do you expect to do better? It was also talked about focusing on individualized learning like personalized instruction. This shows that not every child is the same and individual needs are met for success.

Argument Statement:

In our world, it is common practice for people to focus their attention on what is broken

and how to fix it. Education does not benefit from the deficit model. 

Connections/Reflections:

I can connect with the fact that a lot of schools do focus on the deficit model. I have seen that districts have assumed students from lower income homes and or different ethnic backgrounds do not value education. This could not be more wrong and that is why the deficit model does not work. Schools need to focus on enhancing student learning since the deficit model ignores that. When I was in school, I can agree that when I was surrounded by positive adults in school activity-based programs, I did better in school. I was a part of the cross county and track team and during these times I did well in school. I can contribute this with the positive relationships I had and the success I gained from the after school sports. I looked forward to sports after school which in turn made me more invested in my education. This can go for other after school activities like journalism, chess club, etc. The more students are involved in positively influencing them, the better. I enjoyed the quote from Renkley and Bertolini that said, “No matter how old a child is, they all need adults that are willing to mentor them, catch them if they fall, and encourage them to get back up and try again. This can only be done with an asset model” (pg. 5). In my previous blog I talked a lot about my undergraduate experience before nursing school and how negatively my advisor/professors impacted me. Once I left that university and got into a nursing program, I quickly realized how positive professors can impact education. They clearly followed the asset model, they did not focus on my failures or previous grades (or in some students cases, previous risky behaviors).