Strength 2: Analytical

This is part of a series where I explore my top five strengths in detail and think of ways I can utilize them in the classroom. Check out the intro post hereThe two books I reference in this post are “Strengths Finder 2.0” by Tom Rath and “Teach With Your Strengths” by Rosanne Liesveld and Jo Ann Miller.

This strength explains why I plan on doing so much research with each step for my summer goal. And why I get all “ga-ga” over someone showing me methods of collecting and tracking data. Basically, I love evidence, data, getting down to the root cause of a problem, and questioning ideas (49 Rath). This isn’t to say I don’t have wishful thinking type ideas, it just means that I do the research to turn the wishful thinking into a more realistic plan. And then I can share those ideas with others and satisfy my relator strength. I need to be careful that I don’t just analyze and collect data – that I actually follow through with action. If need be, I should find someone who pushes me into action. A good person to partner with would be someone with the Activator strength. (51 Rath)

Things I can help do for my students with this strength include pointing out cause-and-effect, being the “voice of reason” when students get “emotionally charged,” explain my thinking process when figuring things out, and help my students see the path they need to be on to succeed (77-78 Liesveld & Miller). One thing I want to try to get better at is teaching my students to use their learning styles to help them learn in any environment. My analytical strength can help with that by talking through the process of what I do to learn in an environment that doesn’t automatically meet my learning style. I can also give them data and examples of how to do this in all kinds of situations with all different styles of learning.

Perhaps I should explain my reasoning behind each rule/routine to my students which could allow them to benefit and perhaps even be more invested in following them. Or at least know that the rule isn’t for nothing, even if they don’t agree with the reasoning. I’ve been reading a book “Start with Why: How Great Leaders Inspire Everyone to Take Action” by Simon Sinek that so far talks about the importance of starting with the reasoning behind something, then the how, then the what, instead of the other way around. This strength could make it easy for me to do that in the classroom.

What suggestions do you have for applying the analytical strength in the classroom? I can see how it can be used to research classroom management techniques and lesson planning idea, but I would love to read your ideas on how I can use it in the actual classroom as I design my classroom management plan.


Author: Brandy

Just your average badass who has overcome codependency, depression, anxiety, and is living life to the fullest with a career I love and am passionate about, a relationship that is super healthy and fulfilling, a great social life, and personal hobbies that I enjoy. I continue to work hard to improve myself and improve the lives of those I am fortunate enough to be around.

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