It’s a rare treat when I can go to spin class on a weekday morning (thank you winter break!), and especially one with Gina. Gina is a great instructor. She pushes us to our limits but she also allows for our strengths to shine through. She encourages us to try things that are challenging–hello there simulation of the 20th leg of the Tour de France (I couldn’t walk for 2 days)–and it ends up being so worth it. I like taking her class because I feel motivated to work hard when I’m there. (It’s not that I ever walk into spin thinking, “I’m just going to give it 75% today…”) but Gina helps me go above and beyond during my workout.
Before class, Gina greets everyone by name and introduces herself to new spinners. She helps set up bikes and she even helped me into my new clips today. (A story for another day–what a challenge that was!) Throughout class she looks out into the sea of bikes and picks out someone by name and offers them a compliment–usually that they are kicking some serious butt–and I love it when she zeros in on me. It’s not that I need my fellow riders to know that I am doing well; it’s because once I hear that affirmation from her I begin to work even harder. I think, “if I can do that, I can push it even further,” and I do.
When it comes to assessing students (and teachers, too!) we tend to focus on the weaknesses that are present in the work we see. (Look here again…try it this way…this isn’t quite there yet…) After my students finish an assessment, I score it and automatically look to see which questions they got wrong.
So as I was going into a seated climb–ouch–about halfway through my class this morning, it hit me. Why am I not focusing on student’s strengths as much as I am focusing on their weaknesses? Well, it makes sense to focus on the areas they need to improve upon because I can begin to help them strengthen those areas. But in the middle of the climb I decided that a better way to bring attention to my student’s weaknesses is to start with their strengths: “hey, I see that you rock at determining author’s choices, but have some trouble determining an author’s diction. It’s a very similar skill. Try applying what you do to determine author’s choices to determine an author’s diction.”
Now, I realize that this isn’t earth shattering people, but I know if Gina said to me, “engage the same muscles you would for a standing climb when you are in the seated climb. It may be a bit tougher at first, but you will work through it and condition your legs to handle it over time,” I would be more apt to follow her advice. First, it makes sense. Second, I’m already going in the right direction–since I have mastered standing climbs–and third, I’m motivated. I’m right in my Zone of Proximal Development (Vygotsky!) both physically and mentally.
Now my task is to find a way to connect each student’s strengths and weaknesses and motivate them through their strengths to fortify their areas of weakness.
So thanks for the inspiration today, Gina. I’m going to bring it with me when I get back into the classroom in 2016 and I can’t wait to try it out.