Finding their brilliance

January 25th, 2016

We have a lovely guest post today from Rose Cappelli on finding brilliance in your students and helping them use that brilliance or expertise to improve on another skill that might be more challenging for them. Rose is a 1996 PAWLP Fellow. She is the co-author with Lynne Dorfman of Mentor Texts, Nonfiction Mentor Texts, and Poetry Mentor Texts. You can read more of her reflections about teaching and living in her blog entries or follow her on Twitter at @RoseCappelli.

Finding Their Brilliance
By Rose Cappelli

In Jacqueline Woodson’s beautiful novel in verse, Brown Girl Dreaming, the author talks about being compared in school to her older sister, Odella, who was “brilliant.” But school is difficult for Jacqueline, so soon the teachers

“…remember that I am the other Woodson

and begin searching for brilliance

at another desk.” (p. 220).

Jacqueline loves stories, and she quickly discovers that by reading the words of a story over and over again, that story eventually becomes lodged in her memory and becomes part of her. So when she is asked to read aloud to the class, she doesn’t need the book, and amazes her teacher and classmates by reciting a whole story from memory.

“How can I explain to anyone that stories
are like air to me,
I breathe them in and let them out
over and over again.

Brilliant! my teacher says, smiling.
Jackie, that was absolutely beautiful.

And I know now…words are my brilliance.” (p. 247-248)

The passages from Brown Girl Dreaming remind us of the importance not only of looking for the strengths in all of our students, but of helping students succeed by leading them to find their own strength or skill or “brilliance.” Recently I heard author/illustrator Peter Catalanotto speak about a teacher who encouraged him to write by letting him draw, a brilliance she recognized in him. Without that recognition, the world may have been robbed of such wonderful books as Matthew A.B.C. and Emily’s Art, among others.

How can we discover the brilliance that resides in our classrooms and use it to guide our students? We probably all know students who are great spellers, or who can easily solve math problems. Our students know them, too. They become the class experts who serve as resources to others. But how can we use the strengths we discover in students to help them become better writers? Perhaps we need to take time to think about the underlying skills of the brilliance we have observed and show our students how that brilliance or skill can be transferred to writing. For example, we might realize that the student who is great at solving math problems does so because she can easily break things down into smaller sequential parts. We could point out that organization in writing often requires breaking a large idea into smaller parts. The student who is great at telling a story but who seems lost on how to begin to transfer that story to paper might benefit from “pretend in-the-air” writing as he talks to better understand that writing is talk written down.

I have known writers who are good at crafting detailed and enticing beginnings, but who fall short when it comes to endings. If we can help those writers identify the skills they used to start the piece (rich detail, use of specific nouns, etc.) we can perhaps help them use the same skills to craft a more satisfying ending. We can help them find and use their brilliance.

Of course, it all boils down to the importance of us as teachers engaging in careful conferring so that we really get to know our students – their strengths, their weaknesses, their needs. Sometimes we might just catch a glimpse of an emerging brilliance – something the writer himself is just beginning to do without perhaps even realizing it. That is when we must step in to explain and guide and encourage that budding brilliance to grow so that it transfers to other places in the text and other pieces of writing. That is what we must do before we start to search for brilliance at another desk as Jacqueline’s teacher did.

In Brown Girl Dreaming, when Jacqueline’s brother stands on the school stage and sings in a voice no one knew he had, Jacqueline remarks,

“Maybe, I am thinking, there is something hidden

like this, in all of us. A small gift from the universe

waiting to be discovered.” (p. 233)

What brilliance will you discover in your students this week, and how will you help them use it?

Reference: Woodson, Jacqueline. 2014. Brown Girl Dreaming. New York: Penguin.

Reposted with permission from the Pennsylvania Writing and Literature Project

 

Entry Filed under: Classroom practice

1 Comment Add your own

  • 1. Holly  |  January 31st, 2016 at 8:55 pm

    My thoughts were jumbled when I read, Brown Girl Dreaming. I had a similar experience growing up. I followed scores of cousins and was rarely referred to as me, but as a cousin. How I wished to be noticed as me. Even today, I find myself relapsing into childhood during conversations with colleagues and teachers I support. The reference is so general as if I should know the student. It again reminds us of the importance that each of us is different and we excel at different things at different times in our lives.

Leave a Comment

Required

Required, hidden

Some HTML allowed:
<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Trackback this post  |  Subscribe to the comments via RSS Feed


New From Stenhouse

Most Recent Posts

Stenhouse Author Sites

Archives

Categories

Blogroll

Classroom Blogs

Tags

Feeds