Ever since K started kindergarten, R and I have attended annual spring meetings with the school leadership team to discuss K’s academic progress and to align on a plan for the coming year. In the past, we’ve generally received negative reports that focused on his social inhibition and his challenges keeping up with the curriculum. Tears have been shed at these meetings.
This year, however, is different. We’ve witnessed incredible academic and social development in K over the course of Grade 3, and today’s meeting with the school team was infused with hope and positive feedback. This is primarily due to K’s teacher, Ms R. Instead of focusing on K’s weaknesses, Ms R recognized early on in the school year that K possesses strong math and reading skills. Knowing that it’s tough for K to initiate conversations, she utilized his strengths by having him help others with math problems and partnering as a reading buddy. While K still needs help with abstract questions and concepts, and he’s not able to draw much of anything (much like his father), he’s progressing well with the key academic disciplines, his social skills are improving, and he even participated on the cross country team.
At this point, my biggest concern is that my son’s math skills are already more advanced than mine. I’m embarrassed to admit that I couldn’t understand some of his homework the other day. At least I won’t be one of those parents who always complete their children’s homework for them.
Today I’ve been challenged to think about how I can better utilize strengths and assets instead of focusing on needs and weaknesses. This is applicable to me as I engage with others at work as a supervisor and at home as a husband and father. It’s also an important lesson to employ internally as I reflect on how I view, value and speak to myself.