Though grounded in complex positive psychology research, the strength-based learning approach boils down to a simple rule: Focus on what students do well.

It feels natural to do the opposite, because pulling up areas of weakness can seem like the best way to help children grow, says Lea Waters, a psychology professor at the University of Melbourne, in Australia, and the author of a book called “The Strength Switch.”

The first step, she says, is helping students learn what strengths are and figure out which ones they display most. Then teachers can provide opportunities to use those talents and, theoretically, even allow students’ strengths to drive some choices of curricular content.

Meghan McFadyen uses strengths language as a form of discipline. Instead of chastising a student doing group work for being “too bossy,” for instance, she will suggest dialing back on “Achieving,” the drive to accomplish. Undesirable behavior still gets corrected, but by pointing out a surplus of something good, not a deficiency.

Then there’s the fear that students who are taught they have natural strengths and weaknesses won’t internalize the idea that they can improve and develop new talents with hard work.

Read the full article on strength-based learning by Gail Cornwall at The Hechinger Report