Shifting to an Asset-Based Lens to Support Student Identities

January is a busy time of the year for many educators: collecting various forms of data, reviewing grade books, collaborating with families and colleagues to write Term 1 report cards and goals for Term 2 IEPs (Individual Education Plans). During this time, it is important to reflect on how we communicate about learning. Language plays a pivotal role in this process, and adopting an asset-based approach is key to maintaining high expectations and supporting students’ identities.

The Ontario Ministry of Education’s Growing Success document encourages educators to adopt an asset-based approach when describing student strengths and areas for growth. This practice shifts the focus to potential, emphasizing the learning and progress.

Examples of shifting language

Instead of saying… 

  • This student is weak in identifying numbers to 20
  • This is a Level 1 math student
  • This is a Spec Ed student
  • This student cannot speak English

Shift to say … 

  • The student’s learning of identifying numbers to 20 is emerging.
  • This student is currently demonstrating a level 1 in number sense
  • This student has an IEP
  • The student is building their English proficiency 

The Impact of Language on Identity

Notice how what we say can also indirectly impact a student’s identity? 

What we say about students—to families, colleagues, and the students themselves—shapes their identity as learners. Asset-based language communicates that we believe in their potential and growth. Having brave, critical conversations with colleagues about this shift is challenging. However, this shift in practice helps ensure that all students can achieve, regardless of their starting point or identity. 

What are your thoughts on this?

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