The evaluation of a student's well-being is related to the theme Context ‘Space’ for Openness, Peacefulness, Focus:  (See Guide to Strength-Based Learning, Contexts).   We refer to the use of tools for positive behavioural classroom management where we can use the ‘Well-being Meter’.  We also refer to the ‘Week Planner Teacher and Student’ where the energy per block of time is measured  (You can also find and download the ‘Planners’ at https://www.teachmi.eu/strength-based). 

 

Multiple ways of measuring well-being ensure that students remain aware of themselves and stay in contact with their (learning-)environments. Teachers and students become alert to signals of situations where contexts deplete energy. If a school measures well-being once or twice a year, the school can only act in a curative way for what is happening and in a preventive way for the whole group. If well-being is measured frequently, the teacher can also handle situations in a preventive way for the individual student.

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In strength-based learning students are allowed to use their strengths to learn. Still, strengths alone are not enough. The skills in which a young person shows talent are not always the skills that a young person likes to use or gives them energy. When they are allowed to use ‘energizing skills’ (as strengths), then, we enhance their motivation and willingness to learn.

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This last tool (Well-Being Meter) provides students with the opportunity to screen their energy levels throughout the week. They already measure their energy with the tool integrated in the Week Planner (See Guide to Strength-Based Learning, Part III, Contexts) and you can easily integrate the findings of this tool into the School Planner or Goals Planner-Life Path by changing the column titled, ‘Check’ into ‘Energy’.

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The tool presented here is useful when over the course of a week (or more) you want to measure the well-being of a student more intensely.  Students colour the right number of blocks to indicate their overall feelings/energy level during the day. We separated the free time available during the time school from formal lessons. At the ‘top’ and ‘flop’ moments, they can write down a qualitative answer.  Afterwards, we invite them to search for solutions for the moments where they feel like it is not going well.  

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It is a good idea to use this form more intensively when there are longer periods of conflict in the class (See Guide to Strength-Based Learning, Part IV, Resolving Conflicts)