[Ailist] AI in Schools

[Daniel Cheng]

Dear Marge and friends,

It is so excited to learn about the preparation of a strengths-focused
approaches manual to be used in schools and youth groups.  

I use AI and strengths-based approach in both school development and
leadership development works here in Hong Kong, a special administrative
region of China.  For school development works, AI, strengths-based approach
and growth mindset are usually introduced in teacher workshops.
Participants are asked to share one or two good or peak experiences in a
group of three and then they will take turns to talk about the strengths of
each other.  This simple exercise can bring very positive energy to the
workshop.  Then the systems of different strengths (usually Seligman or
Clifton) are discussed.  Sometimes movies such as "Twelve angry men" or "Les
Miserables" are viewed and participants are asked to identify the strengths
of the characters.  Recently, AI was embedded in two specific themes in
school development:  classroom observation and school year planning.  For
classroom observation, pre-recorded tapes were played while participants
were asked to look for any strength displayed by the teacher or the
students.  This gave a fresh view for observers as we are so accustomed to
look for what goes wrong or where the room for improvement is.  For school
year planning, a full 4-D cycle was used.  An AI summit for the teaching
staff of the school was conducted.  And a core group was formed by senior
teachers.  The core groups discussed the dreams of the teachers and will
conduct AI interviews to see how to make the dreams real.

AI and strengths-based approach were also used for both teacher and student
leadership development.  In a course for deputy principals and senior
teachers, AI was introduced.  The participants took AI back to their own
school and gave it a try.  Some participants conducted sharing sessions with
their colleagues and some asked me to host school-wide workshop for them.
Most of the administrators and teachers found AI and strengths-based
approach timely and meaningful as Hong Kong was overwhelmed by accusing and
cynical atmosphere in the territory wide education sector in particular and
in the public sector in general.  For student leadership development, the
impact of AI was even more obvious.  Before using AI, student leaders (from
elementary to high school) who were bright, assertive and confident tended
to argue a lot.  Using AI (A-eye indeed), student leaders were asked to pay
attention to their attitude and manner during the interaction and at the end
of any meetings.  At the end of every meeting, a time for A-eye was
allocated.  Students and their tutor expressed who and what they appreciated
in the meeting.  We called it positively MAD (making a difference).

AI and strengths-based approach, plus positive psychology and growth mindset
are very promising tools, though I may be the only practitioner promoting
it.  There are of course some challenges, especially the so-called cultural
differences.  When mentioning AI to educators, sometimes people would tell
me that AI is good but not applicable to the Chinese society.  And sometimes
people would say, "AI is good, but these teachers need something tougher or
more pressing."  I used to sigh at these occasions.  However, digging deep
into the Chinese philosophy and also into my own self, I learnt that their
comments mark another strength not mentioned by Clifton or Seligman.  I
called it "opposing but completing" (just like yin-yang).  Anyway, where
there is a challenge, there is a need and there is an opportunity.

Please count me in.

With warmest regards,
Daniel Cheng.
LeaderSEA coaching and consulting Ltd.
Email:  dkycheng at leadersea.org
Blog:  http://daniel-kin.leadersea.org  (Sorry, mainly in Traditional
Chinese, though some in English)
Mobile:  852-9211-2764