Empowering Potential

Capturing the narrative identity of our learners has been an intriguing experiment. It has surprised us and delighted us but mostly led us to wonder. We have trialed using this data to initiate conversations with our learners about their potential with the hope of inspiring change, a shift in narrative identity.

In initiating this experiment, we were intentional about the language we’d use and practised approaching these delicate conversations from a place of curiosity. We noted that some conversations would be more difficult than others, particularly those where the learner had a higher realised potential than their teacher perceived.

Stepping into these vulnerable conversations felt strangely exciting for our four experimenting teachers. Despite sometimes requiring a pinpointing of stark differences in perceived potential, the conversations were astoundingly joyful and the kind of experience that left everyone involved with goosebumps.

Our learners surprised us by reflecting on their perception of themselves so truthfully. They articulated bravely and listened deeply to how their teacher viewed them in contrast. Our staff remarked that most of our learners were smiling during their conversations, appearing free of uncomfortableness or angst. Surprisingly, they appeared to delight in the deep sense of being seen and having their strengths and vulnerabilities heard – something we could never have predicted.

Our conversations resulted in each learner collaborating with their teacher to identify two goals. One ‘develop’ goal, where their teacher would illuminate the potential the learner was yet to see in themselves, and one ‘demonstrate’ goal, where the learner would illuminate a hidden potential strength area that the teacher was yet to fully see.

Following our illuminating conversations, we worked with our learners to shift their narrative identity through the identified goals. We planted seeds and then nurtured and watered the indicators of success that had potential to shift in our learners.

We realise that changing identity is no easy feat, we can't command self-identity to grow or change. We can, however, make it visible, notice and name it and continue to engage our learners in conversations about who they are and who they could be. The indicators are establishing a sophisticated language for our learners to talk about their self-identity as a learner. Illuminating potential is the first step in empowering it. Being seen and heard authentically has Transformative Power.

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