Education A S P EC I AL S EC T I O N O F T H E R I V E R T OW N S E N T E R P R I S E ✍ JA N UA RY 1 5 , 2 0 1 6
Nurture your educational
STRENGTHS
Opportunities abound for students who develop talent BY TODD SLISS
A
-plus students have a lot going for them in the classroom. That we know, and that’s whether the grades come easy or through tireless effort. But what about a B student? Or a C student? He or she is likely not getting all Bs or all Cs, instead maybe a mix some higher grades, middle ground grades and lower grades. Often those higher grades come in subjects the student enjoys more, so while trying to improve the weaknesses is important, so is nurturing that love or like of the strengths.
INSIDE
When turning to the college process, those strengths become even more important than ever and can lead to success for the next two or four years of school and into the workplace. Perhaps someone who struggled in science and math did well in languages and other classes where the written or spoken word was the focus goes on to become a journalist (wink, wink). Or someone who is strong with art or music becomes an artist, a musician or a teacher. Or the creative soul becomes an editor or author. The math standout who loves sports could work in professional baseball. The choice can actually be easier compared to that A student, but the options are still plentiful for every student who can identify and exploit at
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least one strength or talent. “Every student has at least one strength on which she can hang her hat,” said Laura Rice of the Learning Resource Center in Mount Cisco. “It might be academic, social or artistic. Having a special talent can be a great source of self-esteem and confidence. As they say, ‘Success breeds success.’ The confidence a strong math student feels may inspire her to try upper level science classes which may lead to her future career as an astronaut.” The number of students who are “globally proficient” is not as high as people think. And the work students have to put in for the same result, whether it be an A, B or C, can vary greatly. “Many students study for hours for ev-
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ery good grade they receive,” Rice said. “These students develop excellent problem solving skills and perseverance for when times are tough. Still other students work twice as hard only to attain mediocre scores. They must fight frustration and think creatively to accommodate for their weakness.” Weakness doesn’t always have to be a weakness, Rice said. In fact, it can develop into a positive as long as a student perseveres and fights off any frustration that comes with the struggle. The ability to work through that weakness, which can be a struggle, will benefit that student in the present and future. Not facing that Continued on page 14A
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