3/14…Deficit and Asset Approaches: The View from a Textbook
Page through the Nieto and Bode chapter. Identify a place where you see the influence of an asset approach. Do you see any vestiges of deficit thinking?
I would consider the section on learning styles to have taken an asset approach. Students learn best in different ways, however, they are not limited to just one way of learning. certain ways may be more effective because of a student's particular culture or ability. I also wanted to comment on the section called "A Critical Appraisal of Cultural-Specific Accommodations". This section had concerns with culturally congruent education. I too am concerned that some of culturally responsive education makes assumptions that children from similar backgrounds learn the same way, when it is likely but not always the case. An additional concern of the section was a kind of self-segregation of students rather than inclusive learning. I believe there is a way to teach culturally responsively that addresses these concerns.
I would say that the reading mostly showed an asset approach. Every kid learns best through different methods, so there is no one-size-fits-all teaching method. In order for teaching to be cultrally responsive, teachers and the administration needs to view students as individuals with specific learning methods rather than an collective unit where if something works for one person, it will work for everyone.
An asset approach would be acknowledging that learning styles vary from individual to individual. The textbook says that whether culture has an influence on learning style is unclear, but assuming that one culture shares a singular learning style would be deficit thinking. Teachers need to acknowledge that every individual has specific learning needs and capabilities and it is important not to block one group together simply based on identity.
An example of a deficit approach is mentioned towards the beginning of the chapter saying how some teachers don't see black or white and only see their students as a whole, it is kind of a close-minded and biased way of viewing things because you have to be aware of the differences that each student brings into the classroom. Each student is not the same, each student does not think the same and if you already have that mindset set of your student should be acting a certain way and that there should be no reason why students of different races act differently is already a setup for failure for your students and even for yourself as a teacher. An assest approch could could be accepting that there are students that learn in different way and that each person may have a different learning styles and embracing that along with their culture can give many benefits for students who have different backgrounds. Being able to implement a child's culture or even maybe working hard, researching interesting topics or even adding things into the curriculum that openly includes different aspects of a child's inner life can be an immense good for said student.
I believe this excerpt has taken an asset approach to education, especially regarding ESL students in the classroom. Rather than forcing students to shed their families and culture the section on the influence of culture on learning instructs educators to bring the students home to the class. The author mentions how importance of uplifting the child rather than changing them to fit into Western standards. This emphasis on uplifting and understanding the child is in my eyes an asset approach as it works due to the instructor believing in the student's capabilities. A clear example of a deficit would be the teachers in the example from the start of the chapter. These teachers were described as viewing students as only black and white which is fairly harsh as children are still learning to navigate the world. This mindset leaves no room for error and sets the educator up for a future of hating children, as if you keep expecting them to do bad things that's all they are going to give to you. Overall, this section had a bunch of insightful moments and was an interesting look into the profession.
The asset approach focuses on the strengths and resources individuals bring, while deficit thinking emphasizes shortcomings or weaknesses. When looking for the influence of an asset approach, you might notice instances where the chapter highlights the positive qualities, skills, or knowledge of individuals. On the other hand, vestiges of deficit thinking may appear when the text focuses on what individuals lack or need to improve. Keep an eye out for these contrasting viewpoints as you page through the chapter.
This reading uses mostly an asset approach. Each student learns differently and needs different accommodations. Students should be seen as individuals and not as a whole class, this leads to students being heard.
This reading is an asset approach, it focuses on the individual student. What they bring into the classroom. Their intellectual, emotional, physical, and behavioral skills and needs are all very different. They may need different support in different areas of their learning. There is no gray area in education, and no student should felt left out or behind in an education system! Every student should feel seen, heard, and respected.
This reading definitely takes an asset approach. It opens up by talking about countering coloerblind classrooms and talks about how detrimental it is to ignore students racial backgrounds. It talks about culture and different ways to understand and why it's important to understand culture. It even goes further than race and tlks about other factors like gender, sexual orientation, and even geographic location. It talks about how all of these things can affect a students learning style.
The reading starts off with a deficit approach by mentioning “colorblind classrooms” and how teachers used an oversimplified perspective of cultural issues. Rather than acknowledging the impact that different identities and cultures make they are made invisible and maintains disparities between people. To correct this, an asset approach could be making those differences in culture and identity be viewed in a strength rather than a burden.
I'll tell you what really got my goat when reading all this: poverty as deficit. To think that just because someone who doesn't make enough money doesn't mean they have a culture or a culture that matters is abusive, in my opinion. page 140 third paragraph last couple of sentences. As with all chaos and confusion, growth can be made from these situations. One thing I'm gathering is things are never permanent, just like culture, our mindset can change when we realize that our current "program" isn't working anymore. This lack of understanding of the relationship poverty has with culture and learning can inspire teachers to discover new information about their students and incorporate methods that allows all social classes to enrich their minds. Poverty can be an asset, it teaches the importance of community and the concept of equity. If we don't embrace the acceptance of our differences, whether its money or our demographic or what we're attracted too then we miss out on the blessings of discovery.
This reading really focused on the students as individual learners with specific needs for learning and that should be considered rather than viewing the class as a whole who all learn the same. I like how they touch on the damaging affects of failing to recognize a student's ethnic background.
Through reading, the influence is mostly an asset approach. I think it shows it best by concluding that the reading focuses on how each student is different when it comes to learning, pacing, and understanding. Also in “ Influence of Culture Learning” there is a section of the reading that stood out to me about how educators/teachers have to take into account the cultural background of the students and their economic background and how that can affect the students' different pace in learning.
After I finished reading, I thought that children all learn differently. Teachers and people higher up need to recognize that not everyone can learn from the same thing. What works best for one student could confuse another so trying different approaches will benefit everyone. Culture was something that was brought up as well, debating if culture has an influence on the way students learn which is something that also needs to be recognized.
The reading starts by stating that some teachers and schools view students differences as deficiencies and I agree because that does happen and it really is unfortunate. It is important for students identities to be expressed and it is important for teachers and schools to provide students with the utmost support. No student should have to hide their identity. I like how this article points out the things kids face and it is unfortunate but important to bring up but we must in order to bring change to our schools and teaching regarding culture & identity.
The biggest takeaway I got was the idea of students having different ways of learning and more often than not the traditional learning idea does not work for these kids. As teachers it's our job to help best support our students in whatever way possible. The idea of higher up educators disagreeing with the fact that students all learn differently and that's why INDIVIDUALIZING our students will help better meet children's needs.
This chapter critiques the lack of individuality that exists in educational systems. It highlights the discomfort that arises from the idea that schools tend to make students more similar rather than encouraging and nurturing their unique qualities. The frustration with this viewpoint is understandable, and this chapter takes a different approach. It adopts an asset-based approach that emphasizes the importance of identifying and leveraging each child's strengths within the educational framework. The goal is to shift the focus from a negative perspective to one that recognizes and amplifies the inherent capabilities and talents of each child. This way, an environment can be created where students are empowered to thrive based on their individual strengths and abilities, rather than being limited by a standardized educational model.
This reading solely focuses on viewing the students' differences as strengths rather than weaknesses. It has an asset approach in which it emphasizes that all students have a different way of thinking and learning and that that should be incorporated into their learning.
I think the influence is an asset approach after reading this. The reading illustrates how children learn very different and each of them have specific needs. Asset approach focuses on the children's strengths, potential and focuses on how all children are individuals. The Deficit approach focuses more on the student's weaknesses, limitations and what they need to improve upon. It is sad to see that educators and the system make these assumptions about children. The importance of understanding the potential in children and understanding that each kid is their own individual learner.
I feel a part that shows the asset approach is taking the child as an individual and realizing they all bring something different to their learning. They all also learn different as show in the different styles of learning. This approach can be brought to any kind of teaching environment and can help a lot. It especially can help young kids and bilingual kids by teaching them in different ways to help fit their learning style. The children are all different and can’t all be taught the same and the cultures that teach them all the same either lose their individuality to succeed or makes kids struggle.
Every child learns best in different ways, thus there is no one-size-fits-all teaching strategy. To be culturally responsive, teachers and administrators must consider kids as individuals with specific learning techniques rather than as a collective unit where what works for one person will work for others. As an ESL student myself, I was always pulled out of classrooms and felt left out when I have to be in these classes and have to take special assessments. It’s best to find a way to have everyone joined together as a group and find ways to help students instead of separating them. Many students are similar to one another and pairing them up and see what works best for them will help them grow as individuals.
The part of the reading where I noticed an example of deficit thinking is in the beginning where the talk about how many teachers try not to acknowledge the cultural or racial differences of their students in attempt to be "fair". This can actually be harmful to to the students because it is almost like they are refusing to acknowledge their differences and in turn refusing to acknowledge that these differences can have impacts on the way they navigate the world. It reminds me of the saying "equal does not always mean fair" because if you think of and treat every student as exactly the same regardless of their differences, whatever they may be, it disregards the struggles that they may face In the world because of their differences.
I identified an influence of the asset approach in Chapter 5. It emphasized acknowledging that all students are different, and the importance of equity. Equity is an essential component of the asset approach, as it promotes valuing all students and focusing on strengths instead of weaknesses. Students are not defined by their deficits and are positively encouraged.
I think deficit thinking is advantageous in a wrap-around way when it comes to relieving the anxiety of being high achieving. Deficit thinking seems to starts every student at a 0 in expectation, to someone with fear of failure/success this could almost be a comforting idea. Of course however, asset thinking does this even better by focusing solely on the strengths of students, which also allows to cut some of the stress of failing for students. And obviously hones students best skills in a detailed manner that generalized teaching methods can't focus on.
I believe that an asset-based approach toward education was shown throughout the chapters. Every student learns differently, there is an importance of tailoring instruction to meet the unique needs and strengths of each individual rather than a one-size-fits-all concept. The perspective of tailoring to each individual embraces the diverse cultural backgrounds and learning styles of each student. Another vestige would be the tendency to categorize students based on standardized assessments or to overlook the cultural influences in learning. Despite this, the emphasis on celebrating diversity and promoting individual growth reflects to an asset-based approach in education.
I would consider the section on learning styles to have taken an asset approach. Students learn best in different ways, however, they are not limited to just one way of learning. certain ways may be more effective because of a student's particular culture or ability. I also wanted to comment on the section called "A Critical Appraisal of Cultural-Specific Accommodations". This section had concerns with culturally congruent education. I too am concerned that some of culturally responsive education makes assumptions that children from similar backgrounds learn the same way, when it is likely but not always the case. An additional concern of the section was a kind of self-segregation of students rather than inclusive learning. I believe there is a way to teach culturally responsively that addresses these concerns.
ReplyDeleteI would say that the reading mostly showed an asset approach. Every kid learns best through different methods, so there is no one-size-fits-all teaching method. In order for teaching to be cultrally responsive, teachers and the administration needs to view students as individuals with specific learning methods rather than an collective unit where if something works for one person, it will work for everyone.
ReplyDeleteHannah Falls
ReplyDeleteAn asset approach would be acknowledging that learning styles vary from individual to individual. The textbook says that whether culture has an influence on learning style is unclear, but assuming that one culture shares a singular learning style would be deficit thinking. Teachers need to acknowledge that every individual has specific learning needs and capabilities and it is important not to block one group together simply based on identity.
An example of a deficit approach is mentioned towards the beginning of the chapter saying how some teachers don't see black or white and only see their students as a whole, it is kind of a close-minded and biased way of viewing things because you have to be aware of the differences that each student brings into the classroom. Each student is not the same, each student does not think the same and if you already have that mindset set of your student should be acting a certain way and that there should be no reason why students of different races act differently is already a setup for failure for your students and even for yourself as a teacher.
ReplyDeleteAn assest approch could could be accepting that there are students that learn in different way and that each person may have a different learning styles and embracing that along with their culture can give many benefits for students who have different backgrounds. Being able to implement a child's culture or even maybe working hard, researching interesting topics or even adding things into the curriculum that openly includes different aspects of a child's inner life can be an immense good for said student.
I believe this excerpt has taken an asset approach to education, especially regarding ESL students in the classroom. Rather than forcing students to shed their families and culture the section on the influence of culture on learning instructs educators to bring the students home to the class. The author mentions how importance of uplifting the child rather than changing them to fit into Western standards. This emphasis on uplifting and understanding the child is in my eyes an asset approach as it works due to the instructor believing in the student's capabilities. A clear example of a deficit would be the teachers in the example from the start of the chapter. These teachers were described as viewing students as only black and white which is fairly harsh as children are still learning to navigate the world. This mindset leaves no room for error and sets the educator up for a future of hating children, as if you keep expecting them to do bad things that's all they are going to give to you. Overall, this section had a bunch of insightful moments and was an interesting look into the profession.
ReplyDeleteThe asset approach focuses on the strengths and resources individuals bring, while deficit thinking emphasizes shortcomings or weaknesses. When looking for the influence of an asset approach, you might notice instances where the chapter highlights the positive qualities, skills, or knowledge of individuals. On the other hand, vestiges of deficit thinking may appear when the text focuses on what individuals lack or need to improve. Keep an eye out for these contrasting viewpoints as you page through the chapter.
ReplyDeleteThis reading uses mostly an asset approach. Each student learns differently and needs different accommodations. Students should be seen as individuals and not as a whole class, this leads to students being heard.
ReplyDeleteThis reading is an asset approach, it focuses on the individual student. What they bring into the classroom. Their intellectual, emotional, physical, and behavioral skills and needs are all very different. They may need different support in different areas of their learning. There is no gray area in education, and no student should felt left out or behind in an education system! Every student should feel seen, heard, and respected.
ReplyDelete^Mary-Beth Previs
DeleteMilady Ramos Amaya
ReplyDeleteThis reading talks av
it posted before I finished typing... but it talks about the importance of focusing on the different needs and wants of each individual student.
DeleteThis reading definitely takes an asset approach. It opens up by talking about countering coloerblind classrooms and talks about how detrimental it is to ignore students racial backgrounds. It talks about culture and different ways to understand and why it's important to understand culture. It even goes further than race and tlks about other factors like gender, sexual orientation, and even geographic location. It talks about how all of these things can affect a students learning style.
ReplyDeleteThe reading starts off with a deficit approach by mentioning “colorblind classrooms” and how teachers used an oversimplified perspective of cultural issues. Rather than acknowledging the impact that different identities and cultures make they are made invisible and maintains disparities between people. To correct this, an asset approach could be making those differences in culture and identity be viewed in a strength rather than a burden.
ReplyDeleteI'll tell you what really got my goat when reading all this: poverty as deficit. To think that just because someone who doesn't make enough money doesn't mean they have a culture or a culture that matters is abusive, in my opinion. page 140 third paragraph last couple of sentences. As with all chaos and confusion, growth can be made from these situations. One thing I'm gathering is things are never permanent, just like culture, our mindset can change when we realize that our current "program" isn't working anymore. This lack of understanding of the relationship poverty has with culture and learning can inspire teachers to discover new information about their students and incorporate methods that allows all social classes to enrich their minds. Poverty can be an asset, it teaches the importance of community and the concept of equity. If we don't embrace the acceptance of our differences, whether its money or our demographic or what we're attracted too then we miss out on the blessings of discovery.
ReplyDeleteThis reading really focused on the students as individual learners with specific needs for learning and that should be considered rather than viewing the class as a whole who all learn the same. I like how they touch on the damaging affects of failing to recognize a student's ethnic background.
ReplyDeleteThrough reading, the influence is mostly an asset approach. I think it shows it best by concluding that the reading focuses on how each student is different when it comes to learning, pacing, and understanding. Also in “ Influence of Culture Learning” there is a section of the reading that stood out to me about how educators/teachers have to take into account the cultural background of the students and their economic background and how that can affect the students' different pace in learning.
ReplyDeleteAfter I finished reading, I thought that children all learn differently. Teachers and people higher up need to recognize that not everyone can learn from the same thing. What works best for one student could confuse another so trying different approaches will benefit everyone. Culture was something that was brought up as well, debating if culture has an influence on the way students learn which is something that also needs to be recognized.
ReplyDeleteThe reading starts by stating that some teachers and schools view students differences as deficiencies and I agree because that does happen and it really is unfortunate. It is important for students identities to be expressed and it is important for teachers and schools to provide students with the utmost support. No student should have to hide their identity. I like how this article points out the things kids face and it is unfortunate but important to bring up but we must in order to bring change to our schools and teaching regarding culture & identity.
ReplyDeleteThe biggest takeaway I got was the idea of students having different ways of learning and more often than not the traditional learning idea does not work for these kids. As teachers it's our job to help best support our students in whatever way possible. The idea of higher up educators disagreeing with the fact that students all learn differently and that's why INDIVIDUALIZING our students will help better meet children's needs.
ReplyDeleteThis chapter critiques the lack of individuality that exists in educational systems. It highlights the discomfort that arises from the idea that schools tend to make students more similar rather than encouraging and nurturing their unique qualities. The frustration with this viewpoint is understandable, and this chapter takes a different approach. It adopts an asset-based approach that emphasizes the importance of identifying and leveraging each child's strengths within the educational framework. The goal is to shift the focus from a negative perspective to one that recognizes and amplifies the inherent capabilities and talents of each child. This way, an environment can be created where students are empowered to thrive based on their individual strengths and abilities, rather than being limited by a standardized educational model.
ReplyDeleteThis reading solely focuses on viewing the students' differences as strengths rather than weaknesses. It has an asset approach in which it emphasizes that all students have a different way of thinking and learning and that that should be incorporated into their learning.
ReplyDeleteI think the influence is an asset approach after reading this. The reading illustrates how children learn very different and each of them have specific needs. Asset approach focuses on the children's strengths, potential and focuses on how all children are individuals. The Deficit approach focuses more on the student's weaknesses, limitations and what they need to improve upon. It is sad to see that educators and the system make these assumptions about children. The importance of understanding the potential in children and understanding that each kid is their own individual learner.
ReplyDeleteI feel a part that shows the asset approach is taking the child as an individual and realizing they all bring something different to their learning. They all also learn different as show in the different styles of learning. This approach can be brought to any kind of teaching environment and can help a lot. It especially can help young kids and bilingual kids by teaching them in different ways to help fit their learning style. The children are all different and can’t all be taught the same and the cultures that teach them all the same either lose their individuality to succeed or makes kids struggle.
ReplyDeleteEvery child learns best in different ways, thus there is no one-size-fits-all teaching strategy. To be culturally responsive, teachers and administrators must consider kids as individuals with specific learning techniques rather than as a collective unit where what works for one person will work for others. As an ESL student myself, I was always pulled out of classrooms and felt left out when I have to be in these classes and have to take special assessments. It’s best to find a way to have everyone joined together as a group and find ways to help students instead of separating them. Many students are similar to one another and pairing them up and see what works best for them will help them grow as individuals.
ReplyDeleteThe part of the reading where I noticed an example of deficit thinking is in the beginning where the talk about how many teachers try not to acknowledge the cultural or racial differences of their students in attempt to be "fair". This can actually be harmful to to the students because it is almost like they are refusing to acknowledge their differences and in turn refusing to acknowledge that these differences can have impacts on the way they navigate the world. It reminds me of the saying "equal does not always mean fair" because if you think of and treat every student as exactly the same regardless of their differences, whatever they may be, it disregards the struggles that they may face In the world because of their differences.
ReplyDeleteI identified an influence of the asset approach in Chapter 5. It emphasized acknowledging that all students are different, and the importance of equity. Equity is an essential component of the asset approach, as it promotes valuing all students and focusing on strengths instead of weaknesses. Students are not defined by their deficits and are positively encouraged.
ReplyDeleteI think deficit thinking is advantageous in a wrap-around way when it comes to relieving the anxiety of being high achieving. Deficit thinking seems to starts every student at a 0 in expectation, to someone with fear of failure/success this could almost be a comforting idea. Of course however, asset thinking does this even better by focusing solely on the strengths of students, which also allows to cut some of the stress of failing for students. And obviously hones students best skills in a detailed manner that generalized teaching methods can't focus on.
ReplyDeleteI believe that an asset-based approach toward education was shown throughout the chapters. Every student learns differently, there is an importance of tailoring instruction to meet the unique needs and strengths of each individual rather than a one-size-fits-all concept. The perspective of tailoring to each individual embraces the diverse cultural backgrounds and learning styles of each student. Another vestige would be the tendency to categorize students based on standardized assessments or to overlook the cultural influences in learning. Despite this, the emphasis on celebrating diversity and promoting individual growth reflects to an asset-based approach in education.
ReplyDelete