When I think of the books that have deeply affected me, I
think of the ones that have formed or reformed my perspective through story. Books that have taken issues I have forgotten, dismissed,
misunderstood, or never considered and made them personal.
I have learned to
care and wrestle and introspect because the characters invited me into their
worlds and helped me understand. I learned to empathize, to see the multiple
layers present in conflict, ethical dilemmas, marriage, childhood, culture,
friendships, family relationships; my heart-eyes opened easily because I was
not threatened by these bookish characters. The deepest recesses of my heart have
been confronted, enlightened, changed by my reading experience. Empathy changes
everything, and the safest way to start building empathy is to pick up story.
I love when I sense that a book is teaching me empathy. I’m
always in awe of the author’s craft; how did he/she make me care so much and
help me understand so clearly without preaching at all? How did this writer
speak to me through the nuances, through the blurred lines of the story? Most
especially, how did this writer reach the hearts of my ESL students, language and
cultural barriers notwithstanding?
I love it when a story alone does deep work in my soul.
I wanted to write a mini-series on books that have done
this for me (and, at times, for my students). What better place to start than with classroom vignettes surrounding the novel Speak?
Speak by Laurie
Halse Anderson
I have seen my students grow so much through reading the
story of Melinda, a high schooler struggling with depression as a result of
date rape. The thing is, through most of the story, the reader does not know
what happened to cause this emotional pain because Melinda won’t talk about the
event, even to herself. The people surrounding her are focused on her failing
grades and avoidant behavior, but Melinda needs a safe person to talk to.
We read this book together and talk about depression,
self-injury, counseling, friendship, and family communication, focusing on
Melinda. Suddenly my students’ eyes are intense; they are talking to me about
depression after class, sharing about a depressed friend during class
discussions.
My students have never really learned about emotional
health, and I love watching them dive into this territory, expressing
compassion for Melinda and brainstorming ways to help her.
--The students in groups, creating a support group for
Melinda
--The students in a therapy role play, re creating what is
broken in Melinda’s family/communication, and practicing the art of listening.
--The students’ reflection essays, debriefing their No
Speaking Project and expressing what they have learned about depression and
lonely suffering
I learn so much as I teach this novel. I learn as I watch my students wrestle with questions that have no easy answers.
How can I reach out to someone who is hurting, but avoidant? How can I recognize the signs of depression? What is the best way to support someone in their journey towards healing? Who is a safe person to talk to? How should families address real issues without pushing the hurt child farther into the darkness? What are alternative ways we can use in communication? What is the role of art therapy? What are healthy ways to deal with pain? Will ignored emotions go away? What are some open ended questions that are not accusatory, but will help us learn about what is going on inside? How often do we assume rather than observe?
Melinda Sordino is not a real teen. But she is very real to us. We hurt for her; we worry about her; we brainstorm ways to support her. She has made it tough for us to ignore our peers who may be hurting. She is teaching us empathy.