you see deficit model thinking every single day let's introduce let's talk about it deficit model thinking or perspectives it's the assumption that some students because of genetics cultural experience or differences experiential differences poverty level experiential differences are inferior to other students or have a deficit teachers working from the deficit model tend to have low teacher efficacy here's the key deficit model thinking paralyzes teachers because they believe that circumstances in a child's life prevent learning what we subscribe to is what we call the resiliency model and the resiliency model builds on the strengths of the child it focuses on high expectations for all learners and believes that resilient children bounce back and succeed despite the odds against them teachers working from a resilient model tend to have high teacher advocacy when if I posed the question right now tell me why students aren't experiencing success at nacho school because I know they experience success at your school but at another school because I know they got it all together at your school what would you say the issue at another school now someone say relationship low expectations lack of communication with home parents in the school okay school climate that whole little back section there I need some give me some give me some energy don't be takers be givers spinergy okay listen when I talk to people they say things across the country I just left Chicago champagne they said I heard someone say because you know they built the apartments across the street now you have you heard that so what we've done is we've we've embraced a view that poverty poverty equates to intellectual capability so your social economic status and let me tell you why that's dangerous it's dangerous because so many schools are out there there are several schools who have the same 98% free reduced lunch students you all the title one y'all know and you have some schools that are exemplary am i right it is a fact that you have to do some things what different but we want to operate the same old way so this piece here is powerful and that we build on the strips of kids how do you measure resiliency you can't and let me tell you something to turn don't become what they think they should become they don't even become what you think they should become they become what they think they think you think they should become something I'd see people looking like it hits you when you get on the Beltway it's not even about what you think it's about what they think about what you think teachers tell me all the time I have a good relationship with my kids and and I love my kids and my and and you talk to the kids and there's a disconnect what I'm telling you you have so much power but a lot of it that's why we started this exercise with unwrapping self to talk about the culture encounters so that you can become present too if you've had those shifts if you haven't had those shifts what are your areas for growth and every teacher has an area of growth every teacher I don't care who we all none of us are perfect all of us have views that have to be challenged