Supporting Students Utilizing the Strengths Perspective: Classroom Activities & Assignments that Encourage and Empower Student Success

Abstract

“It denies that all people who face trauma and pain in their lives inevitably are wounded or incapacitated or become less than they might” is the most prominent strengths perspective definition for this chapter (Saleebey, 1996. Saleebey, 2006).” This impeccably describes how all students should be viewed and understood. As an alum of three Historically Black Colleges Universities (HBCUs), I experience a great sense of pride and reverence to teach at an HBCU. Strength in the familiarity of institutions and seeing students brings back memories of myself. On the other hand, a challenge can be transference, and countertransference, between students and myself because of such a presumed relationship, as an unconscious redirection of past feelings. This is of great significance as “we” both have made assumptions that we’ve entered this space via the same experiences or circumstances, which is often untrue and represents a false sense of commonality. Essentially both the student and I need to enter each experience open to learning, understanding our differences and acknowledging our strengths.

I challenge myself regularly to be a professional that students can model and aspire to emulate. The core objective within most, if not all, of the classes that I facili- tate, is to empower students to see me as they see themselves and to understand that their opportunities are limitless. The educational philosophy of the classroom should be to transform the lives of students from diverse backgrounds, to become leaders who are politically aware and compassionate. Furthermore, it is my goal to ensure that students will engage actively as change agents capable of addressing societal and global problems. By adding the strengths perspective to the classroom environment, the intention is to help shape and transform student experiences through supportive interactions.

“Words do have power to elevate or destroy” is essential in the classroom environ- ment through verbal and visuals expressions of “it’s a safe space” (Saleebey, 1996). The overarching aim of an encouraging and empowering classroom environment is to seek positive, strength-based statements, particularly when students need to be rerouted or steered in a different direction. This approach is equally as import- ant as the wording itself. This chapter will illustrate how the strengths perspective, combined with the Afrocentric perspective is utilized to support students in their success. An emphasis on the importance of positive language use within the class- room will be discussed. Additionally, classroom activities and assignments will be provided, followed by implications for future practice, and a conclusion.