.png){kind=logo}
News Detail
Strength and Talent Goals in the Lower School
By Dr. Jane Hannah, Currey Ingram Academy Lower School Division Head
(originally published in the October 2, 2013, issue of the Currey Ingram Academy Lower School newsletter)
(originally published in the October 2, 2013, issue of the Currey Ingram Academy Lower School newsletter)
By Dr. Jane Hannah, Currey Ingram Academy Lower School Division Head
(originally published in the October 2, 2013, issue of the Currey Ingram Academy Lower School newsletter)
(originally published in the October 2, 2013, issue of the Currey Ingram Academy Lower School newsletter)
During your October conference, your child’s teacher will share information regarding the process of working with your child to identify a talent that may develop into a strength. This has been one of the goals in each Individualized Learning Plan (ILP) for a number of years.
Often parents ask, “What is a strength?” A strength is a specific quality that enables a person to do something really well. While some may consider a strength and talent to be synonymous, we take a slightly different view of the two. To us, the key to building strengths is first to identify a person’s talents and then refine these so that they become strengths. Thus, talents are the foundation of strengths. For example, Michael Jordan had a talent in gross motor activities, but more specifically basketball. This talent was refined and applied in a productive way so that it eventually became a strength. And, as we know, he played basketball extremely well and used his talent in a productive way to make it a strength.
Another premise for this process is that everyone has talents. Thus, our first task has been to identify certain talents that your child possesses. I recall a few years ago when Mr. Richmond identified the talent of perfect pitch in a young first grader. If the talent had just been recognized, it would not have become a strength. However, this child began taking piano lessons and then organ lessons. Now, as a fifth grader, this talent has been refined and has become a strength.
After talents have been identified, we will encourage experimentation and opportunities for your child to explore and refine his/her talents. Typical talents that are often easily identified are artistic ability, swimming, playing basketball, tennis, musical instruments, drama, writing or public speaking. However, there are other talents that are just as noteworthy and may not be immediately apparent. These could be talents for showing compassion to others, loving animals, making people laugh, building things, serving others, and leadership. These talents can be equally if not more important to identify and refine.
Our primary role will not be to challenge a child in a talent area, but our role will be to 1) help identify your child’s talents and share our observations with your child and you and 2) provide your child with opportunities to refine these so that they develop into strengths. The talent may not become a strength in one year, but often this can be the beginning of building a strength. Also, we may identify a talent in October and then in January find another talent. Your child’s ILP is created as a fluid document; thus, we will make changes as warranted.
Identifying one’s talents is much like finding a child’s “island of competence,” as described by psychologist Robert Brooks, Ph.D. In his book, The Self Esteem Teacher (2002), Dr. Brooks contends that every person possesses at least one “island of competence,” regardless of its size. This one area can have the potential to be a source of pride and achievement. He further shares that “it is imperative for us to find ways of displaying a student’s islands of competence. If students experience school as a place where their strengths rather than their deficits are spotlighted, they are likely to be more motivated to learn and achieve” (Brooks, 2002, 31-32). I recall Dr. Brooks sharing in a workshop about the experience he had of helping a young girl identify her “island of competence.” Her “island of competence” was being the best shot-taker in her school. She had to take injections everyday, so Dr. Brooks allowed her to give presentations and help others who had to take injections. He identified her “island of competence,” and everyone in her school recognized this as a strength.
As educators and parents, it is our responsibility to help identify each child’s talents or “island of competence.” As we identify and then provide your son or daughter with opportunities to explore and refine the identified talent, we will celebrate your child’s accomplishments along the journey to becoming a strength.
Reference:
Brooks, R. (2002), The Self-Esteem Teacher. Loveland, Ohio: Treehaus Communications, Inc.
List of 1 items.
-
Currey Ingram Academy
Currey Ingram Academy is an exemplary JK-12 day and boarding school that empowers students with learning differences to achieve their fullest potential. Since 2002, the school has been located on an 83-acre campus in Brentwood, Tennessee, just miles from Nashville and Franklin. Families from 33 states and eight countries cite the school as their primary reason for moving to Middle Tennessee.
Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).
Currey Ingram Academy is accredited by the Southern Association of Independent Schools (SAIS) and AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI).
