What is a deficit? How would you define that word? Seriously — take a sec and come up with a working definition of deficit (italics here, by the way, since I’m not using the word for its meaning, but instead I’m discussing the word. Former English teacher, remember?).
OK — I’m thinking of the word deficit as meaning a lack or a negative. The lovely Merriam-Webster gives us several definitions and synonyms: deficiency, lack, impairment.
I’m wondering: do I see new-to-me students from a deficit mindset? Do I notice first what they lack? What impairment is evident? How they show a deficiency? Might seeing those students from a deficit mindset actually plump up my ego as I see all the ways I can give them what I think they need? Yuck! Not my ideal teaching mindset! It’s one thing to identify specific information or habits that might be missing, and that’s a truly vital component in early assessments, whether formal or informal. But it’s a completely different matter to notice first, and then to continue to focus on a student’s deficits. I want to avoid a deficit mindset when it comes to new-to-me students!
OK, let’s move on: what is an asset? How would you define that word? Pause now, maybe, and consider your definition of asset. Perhaps economic terms come first to mind, so broaden your definition so it will fit in our context here, of new-to-me students. My go-to M/W offers these: advantage, resource, an item of value.
Now I imagine you sense where I’m headed — I want us all to have an asset mindset (love the rhyme there!) for all our new-to-us students. What advantage or resources does this student have? What strengths? What aspects of this person will prove to be so, SO valuable in class?
And deeper — are there aspects of this student which appear to be deficits but might actually be assets? Even I, who is right most of the time, must admit that my view at one time or another might be incorrect at first. I might notice, say, that Jack is eager to talk all the time, with whoever is near him. That might seem like a deficit until the whole class goes silent when it’s their first “pair-share” discussion. Then, Jack’s voice breaking the silence is pure gold, since everyone relaxes a bit. That’s an asset, for sure!
It may take more than a quick glance to identify our students’ assets, and I imagine it takes them a while, too. Especially if their environment to this point has included lots of deficit mindsets.
Our determination to maintain an asset mindset might be the most significant catalyst for that student’s success this year. As the adult in the room, we’ve got to make it a priority to manage our mindset, staying aware of changes in our attitudes and correcting ourselves when we drop from an asset mindset to a deficit mindset.
Such good insight for me. Even with the Littles. Thanks for the reminder about an asset mindset.