Like Chip Anderson, whose essay you read earlier in this issue, I was initially taught to use the deficit-remediation model with my students. Even in that negative context, though, and with no exposure at all to strengths-based education, I unconsciously based my early teaching on four of my five Clifton StrengthsFinder signature themes: Significance (I wanted to be recognized for having made a difference to each student); Achiever (I focused on individual students and tried to energize them to establish and reach their goals); Restorative (I was confident that I would create success in even those students who had lost all hope); and Futuristic (I developed a vision for my students with the identified deficits reduced or eliminated).