I've been in the business of talent development for a long time, although I didn't always realize it. I really dove in deep when I had my own children. My husband and I always thought that when we had children someday, they would be a product of our careful efforts to guide them to be their best. What I didn't understand then, was how much of a child's personality, temperament, and even some talents are wired in their DNA. I, along with many child development experts, thought that nurture was much more important than nature. For some things, it certainly is. That's not so true of talents though. I came to understand this as my children grew from toddlers to preschoolers. Very early on, it became clear that each child already had his/her own interests, which were probably based on some already developing innate talent. My son had an incredible memory, so he was very good at games and puzzles involving visual memory. My daughter never preferred these types of activities, but had an uncanny eye for color even as a three year old. She could match colors of clothing in the store exactly to an item of clothing she already had at home. In fact, she started helping her older brother pick out his clothes at about the same time. We never taught her that, or expected it, but there it was!
As a veteran teacher, one my biggest priorities is to get to know my students, their interests, struggles and especially their talents. Many times when I watch and listen carefully, I learn surprising things about some of my students. I remember at a parent conference how surprised a mother was that I knew her son so well. She said that nobody had ever shared that level of insight into her son’s abilities, learning preferences, and hidden talents. It cemented our working relationship and our trust, which created a fertile ground for my student to blossom that year. Thinking back to my first year of teaching in my own classroom, where I was in charge of exactly what happened each day, I know that I did some things right. I also know for sure, that I did some things very wrong. I was a great teacher for the kids who were easy to teach: those who achieved easily, those who could sit still and listen, and those who were ready to learn. Where I struggled, was with the children whose curiosity drove them to ask too many questions, with the kids who didn't learn easily because maybe they had a learning disability, with the little boys who had so much energy and just wanted to move more during the day. I can still remember several of the children from my first class, even though I haven't seen them for over 25 years. The ones I remember most are the ones who challenged me to be a better teacher. I had varying degrees of success with those students, some achieved well that year, a few of that small group had a mediocre learning experience, and a couple needed another year in first grade. What I still think about all these years later is how I didn't take the time to find the hidden talents in each child. Even the two girls who needed another year to master first grade had strengths. I was too busy teaching to their weaknesses to see their strengths. Even if I had seen them, I hadn't yet learned that focusing on student strengths is a highly effective way to encourage academic growth. That perspective underlies everything I do today as a teacher. It guides the types of activities I choose for my students, the way I form collaborative groups, the commentary I write as feedback on their work, and the things I share with their parents. Self-inventories for learning styles, Favorites Lists, seat-mates, partners, etc. are all good ways to learn about your students. While they may not always voice their preferences or opinions, they are usually willing to share these in a survey or questionnaire. Starting the year with these activities gives teachers a head-start on getting to know their students, helping them plug in to likes/dislikes from Day One. Students immediately feel more comfortable when the classroom environment, activities, and seating are better aligned with their preferences. While it's not currently the start of a new school year, many teachers are still in the early stages of Emergency Remote Learning with their students. Although there are many challenges, we can think of this as an opportunity to see our students in a new light. Ask your students what they like, what's keeping them busy, what new hobbies they may be discovering, what books they're reading, what movies or TV shows they recommend. Try using an online poll in Edmodo, Seesaw, Poll Everywhere or a simple Google Form. Maybe you'll find the glimmer of a new talent or one that has been hidden. You may be surprised at what you discover, and I hope it will influence how you teach. Check back here for the next part of our journey in uncovering hidden talents. Until next time, Dr. Kraeger
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