Pegasus essentials 2011 2012

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Overview of the Gifted and Talented Program in the Plymouth School District with the answers to some frequently asked questions about advocating for your child.

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  • Each day in my classroom, I strive to challenge the Pegasus students. These students have all the capabilities and knowledge they need in order to overcome my challenges, they simply may not know the route to take. This can be frustrating especially when nothing has been difficult for the child in the past. I often remind the students that before they are given any assignment, I must complete it first. Having the answer does not always make the problem easy to solve. I am sure to tell the students that things are difficult for me as well and often times, I have to take a break in order to see things more clearly. When I come back, things often go much more smoothly. I also talk with the kids about how it feels when they overcome a challenge.
  • Project Choices, Using the multiple intelligences, Show project choice cards, lists, and dice roll. Blooms Taxonomy
  • If you simply celebrate when a child succeeds, he or she may come to believe that you love them only when they are successful. Therefore, it is just as important to become more aware of improvements and how to work through a disappointment that he or she may encounter. A way to prepare students for failure is to remind them that some things just may not work. There is a delete button on a computer keyboard for a reason. Another approach is consider the worse case scenario and what you will do if it happens. Try to take the positive approach. Rather than seeing everything in a negative manner, try to help your child see what DID go well. For example, if the child is struggling with school, listen to his or her complaints and then encourage them to see the problem from another point of view. For example, some children will complain greatly about math problems that I assign. I however, like to remind them that I would not assign it if they did not have the background knowledge in order to complete the problem. I try to instill my faith and positive thinking that they are capable of completing the problem. “Whether you think you can or you can’t, you’re right” ~ Henry Ford Be sure that your child understands your expectations as well as the expectations at school. The idea is to make the message clear and concise so that there is no “pitting” against one another. Think of how you feel when you finally finish a tough chore or come up with a solution for a very difficult problem. You want your child to feel the same way! If you don’t let the child struggle, you may send the message that you do not believe in your child, you may not think that he or she is smart enough and they need immediate assistance. Provide support, encouragement, and kind words to help them through it. Help your child understand that the work they put into something is directly reflected in the outcome. Help them to see that hard work is necessary. Example: Studying for a testSet a time and place that your child can use to work on homework. Be sure that you have all the supplies needed at this study area. (pens, pencils, paper, dictionary, etc) If your child does not have homework, use the set aside time for reading or studying, even if it is something unrelated for school. Classical music may help to stimulate your child, so feel free to play it quietly in the background. (Ipods?) If your child is involved in this process, he or she will take ownership in the task. This can include deciding what homework to begin first or what chore they will do for the week.Focus on the positive. Try incentives rather than consequences. Keep in mind that the incentives will only work if they are based on your child’s interests or needs.Use language your child can understand, consider your child’s point of view, and make yourself aware of any fears your child may have.
  • 10. Prepare for wins and losses. Support both academic and personal growth11. Create situations that your child is guaranteed to succeed in. Create a goal that can be achieved. For example, can your child pick up after him or herself? Be sure that you recognize that success!
  • Sara – kindergarten friend issue
  • Mary – Shane long list of demands
  • Pegasus essentials 2011 2012

    1. 1. PEGASUS Essentials2011-2012<br />Program to <br />Enhance the <br />Gifts, <br />Aptitudes, and <br />Skills of <br />Unique <br />Students<br />
    2. 2. Jennifer Marten (grades K-5)<br />Math Olympiad (grades 5-6)<br />Word Masters (grades 3-5)<br />Grouping<br />Jessica Barrington (grades 6-8)<br />Testing out<br />Challenge opportunities<br />Grading <br />Frequently Asked Questions<br />
    3. 3. Available Resources(wikis we have created for parents and students)<br />http://plymouthpegasus.pbworks.com (K-5)<br />http://riverviewpegasus.pbworks.com (6-8)<br />http://phspegasus.pbworks.com (9-12)<br />
    4. 4. Gifted Students Are Not Created Equal<br />Gifted children are children first, and their needs and abilities are varied. <br />
    5. 5. Bright vs. Gifted<br />Is interested.<br />Works hard.<br />6-8 repetitions.<br />Enjoys peers<br />Enjoys school.<br />Top group<br />Learns with ease<br />Is highly curious<br />Plays around<br />1-2 repetitions<br />Enjoys adults<br />Enjoys learning<br />Group?<br />Already knows<br />
    6. 6. Curious Endless Questions<br />Sense of Humor<br />Sense of Beauty<br />Intellectually playful<br />Comfortable with disorder<br />Comfortable with neatness<br />Observant<br />Intuitive<br />High energy<br />Speedy talkers<br />Motor skills gap<br />Concentration<br />Fearful<br />Loves junk<br />Collections/museums<br />Feels alone<br />Perfectionism<br />Non-conforming<br />Anger<br />Frustration<br />High energy/fidgeting<br />Intensity<br />Impulsivity<br />Stubborn<br />Sloppy<br />Poor handwriting<br />Forgetful<br />Absent-minded<br />Daydreamer<br />Emotional/moody<br />Questioning of rules<br />Needs less sleep<br />Poor attention<br />Judgment vs. intellect<br />Hyperactive<br />Endearing vs. Annoying Behaviors<br />
    7. 7. 120’s – bright<br />130’s – mild<br />140’s – moderate<br />150’s – highly<br />160’s + - exceptionally<br />180’s+ - profoundly<br />Levels of Giftedness<br />
    8. 8. Being gifted (especially at the high ends) can become a disability.<br />Mildly 1:40<br />Moderately 1:1,000<br />Highly 1:10,000<br />Exceptionally 1:1,000,000<br />Profoundly fewer than 1:1,000,000<br />*Will need lifelong counseling.<br />Parents of these children have more in common with special ed parents<br />
    9. 9. Six Ways to Promote and Support Student Motivation<br />What can we do to motivate students? <br />
    10. 10. 1. Be a model of Achievement<br />That’s right! If you want your child to do his or her best, model this behavior. <br />
    11. 11. 2. Introduce the student to other adults who are achievers <br />This can be especially powerful if you find someone who shares common interests with the child.<br />
    12. 12. 3. Communicate your expectations<br />Be specific!<br />For example, it is not enough for you to tell your child to practice playing the piano. Tell your child that you want him or her to practice for 20 minutes a day.<br />
    13. 13. 4. Give the student some “how-to” help to become motivated<br />Help your child become more interested in what he or she is learning by presenting the material in a way that he or she may find more appealing. <br />
    14. 14. 5. Make sure the student has the time to develop and practice the skills necessary for success<br />As the saying goes, practice makes perfect!<br />
    15. 15. 6. Encourage and praise learning efforts<br />Make sure that you take notice to any kind of achievements, whether they be large or small. <br />Reward your child with a congratulations, a hug, or something simple. This can make a big difference. <br />
    16. 16. What Gifted Students Want from Their Parents<br />Be supportive and encouraging<br />Don’t expect perfection or too much from us<br />Don’t pressure us or be too demanding<br />Help us with our schoolwork/homework<br />Help us to develop our talents<br />Be understanding<br />Don’t expect straight A’s<br />Allow us some independence<br />Talk/Listen to us<br />Let us try other programs <br />
    17. 17. Eleven Positive Coaching Tips for Parents<br />What can you do at home? <br />
    18. 18. Eleven Positive Coaching Tips for Parents<br />Use moderation<br />Be positive<br />Agree on and communicate expectations<br />Let the learner struggle<br />Connect effort with results<br />Enforce academic time<br />Share decision making<br />Use incentives<br />Communicate clearly<br />
    19. 19. Eleven Positive Coaching Tips for Parents (cont’d)<br />10. Minimize anxiety<br />11. Build self esteem <br />
    20. 20. Advocating for Your Child<br />
    21. 21. Get the whole story<br />Be careful not to ask leading questions<br />Listen to what they are saying <br />Help your child become a self-advocate<br />Ask him/her to verbalize the issue<br />Help him/her brainstorm a solution<br />Help him/her verbalize how to appropriately approach the teacher<br />Begin with your child<br />
    22. 22. Differentiated assignments<br />Subject area acceleration<br />Compacted curriculum<br />Pretesting<br />Know There Are Options<br />
    23. 23. Accept that everything cannot be perfect for everyone at all times.<br />Teach your children to turn lemons into lemonade. Model that behavior.<br />Recognize issues that should be addressed by the school and act in a timely manner.<br />Contact the appropriate person when you have a concern.<br />Choose Your Battles<br />
    24. 24. Formulate your concern before meeting<br />Be prepared<br />No personal vendettas<br />Write short, effective speeches<br />Encourage fathers to attend meetings<br />Make sure to compliment the things the teacher is doing that you appreciate<br />Begin With the Teacher<br />
    25. 25. Identify the problem.<br />Investigate the situation and research the facts.<br />Universalize the problem.<br />Relate it to the mission and goals of the school.<br />Strive for a reasonable/rational case. <br />Emotions tend to detract from your credibility.<br />Prepare Your Case<br />
    26. 26. Write a synopsis of the problem.<br />State the problem as you interpret it.<br />Present the evidence of the problem.<br />List alternatives that might alleviate the problem.<br />Be succinct. <br />Use ‘we’ not ‘I’ and ‘you’.<br />View the problem from others’ perspective.<br />Teacher<br />Student<br />Principal<br />Never call when you are angry or very emotional.<br />
    27. 27. Allow the person most directly involved the opportunity to hear your concern first.<br />Call for an appointment but be prepared in case the person is available to talk then.<br />Greet the person warmly.<br />State your facts calmly and in order.<br />Build bridges; do not burn them.<br />If you’re happy with the results of the meeting, say so and say thank you.<br />If not, move up the chain of command.<br />Present Your Case<br />
    28. 28. Talk to the GT Coordinator<br />Talk to the Principal<br />Talk to the Director of Instruction<br />When Talking to the Teacher Doesn’t Help<br />
    29. 29. Remember, your child is watching how you handle the situation.<br />You are demonstrating that you love them and consider education a priority.<br />You are modeling that every human counts so respect others as well as yourself.<br />You are teaching that problem solving involves creativity, logic, protocol, challenge, time, and commitment.<br />Teaching Your Children<br />
    30. 30. Texas Association for the Gifted and Talented<br />Raising Champions by M.F. Sayler<br />www.davidsongifted.org<br />Judy Galbraith, M. A. and Jim Delisle, P.H.D. (1996). The Gifted Kids&apos; Survival Guide: A Teen Handbook. Minneapolis: Free Spirit Publishing<br />Diane Heacox (1991). Up From Underachievement. Minneapolis: Free Spirit Publishing<br />Carolyn Coil (1999). Encouraging Achievement. Pieces of Learning<br />References<br />

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