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Pegasus essentials 2012 2013
This document summarizes information from a presentation on gifted education. It discusses two gifted education teachers, Jennifer Marten and Jessica Barrington, and programs they offer for elementary and middle school gifted students. It also provides information on parent resources websites, upcoming conferences, and books related to parenting gifted children.
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Pegasus essentials 2012 2013
- 1. Program to Enhance the Gifts, Aptitudes, and Skills of Unique Students
- 2. Jennifer Marten (grades K-4) ◦ Word Masters (grades 3-4) ◦ Grouping/Scheduling ◦ Critical Thinking Jessica Barrington (grades 5-8) ◦ 5th Grade ◦ Math Olympiad & Word Masters ◦ Testing out ◦ Challenge opportunities ◦ Grading ◦ GEMS
- 3. The links to our past presentations can be found on all three parent wikis. ◦ http://plymouthpegasus.pbworks.com (K-4) ◦ http://riverviewpegasus.pbworks.com (5-8) ◦ http://phspegasus.pbworks.com (9-12)
- 4. We want to ◦ Move away from lecture model ◦ Share some of the great literature on giftedness ◦ Have a chance to listen and learn from each other Our plan is to ◦ Lead discussions on the following books Barefoot Irreverence http://www.amazon.com/Barefoot- Irreverence-Collection-Writings- Education/dp/1882664795/ref=sr_1_1?s=books&ie=UTF8& qid=1347646659&sr=1-1&keywords=barefoot+irreverence Nurturing Brilliance http://www.amazon.com/Nurturing- Brilliance-Discovering-Developing- Childs/dp/1935067125/ref=sr_1_1?ie=UTF8&qid=1347645 690&sr=8-1&keywords=nurturing+brilliance
- 5. The WATG (Wisconsin Association for Talented and Gifted) Annual Conference is at Blue Harbor October 11-12. There is a discounted rate for parents. http://www.watg.org/uploads/3/4/6/1/3461 451/parent_promo1.pdf Roots and Wings – if you are not on the email list, please contact Kelly Haefs at snkhaefs@wi.rr.com
- 6. 1. Be supportive and encouraging 2. Don‟t expect perfection or too much from us 3. Don‟t pressure us or be too demanding 4. Help us with our schoolwork/homework 5. Help us to develop our talents 6. Be understanding 7. Don‟t expect straight A‟s 8. Allow us some independence 9. Talk/Listen to us 10. Let us try other programs
- 7. What can youdo at home?
- 8. 1. Use moderation 2. Be positive 3. Agree on and communicate expectations 4. Let the learner struggle 5. Connect effort with results 6. Enforce academic time 7. Share decision making 8. Use incentives 9. Communicate clearly
- 9. 10. Minimize anxiety 11.Build self esteem
- 11. Get thewhole story Be careful not to ask leading questions Listen to what they are saying Help your child become a self- advocate ◦ Ask him/her to verbalize the issue ◦ Help him/her brainstorm a solution ◦ Help him/her verbalize how to appropriately approach the teacher
- 12. Differentiated assignments Subject area acceleration Compacted curriculum Pretesting
- 13. Accept that everything cannot be perfect for everyone at all times. Teach your children to turn lemons into lemonade. Model that behavior. Recognize issues that should be addressed by the school and act in a timely manner. Contact the appropriate person when you have a concern.
- 14. Formulate yourconcern before meeting Be prepared No personal vendettas Write short, effective speeches Encourage fathers to attend meetings Make sure to compliment the things the teacher is doing that you appreciate
- 15. Identify the problem. Investigate the situation and research the facts. Universalize the problem. Relate it to the mission and goals of the school. Strive for a reasonable/rational case. Emotions tend to detract from your credibility.
- 16. Write a synopsis of the problem. ◦ State the problem as you interpret it. ◦ Present the evidence of the problem. ◦ List alternatives that might alleviate the problem. ◦ Be succinct. ◦ Use „we‟ not „I‟ and „you‟. View the problem from others‟ perspective. ◦ Teacher ◦ Student ◦ Principal Never call when you are angry or very emotional.
- 17. Allow the person most directly involved the opportunity to hear your concern first. Call for an appointment but be prepared in case the person is available to talk then. Greet the person warmly. State your facts calmly and in order. Build bridges; do not burn them. If you‟re happy with the results of the meeting, say so and say thank you. If not, move up the chain of command.
- 18. Talk tothe GT Coordinator Talk to the Principal Talk to the Director of Instruction
- 19. Remember, your child is watching how you handle the situation. You are demonstrating that you love them and consider education a priority. You are modeling that every human counts so respect others as well as yourself. You are teaching that problem solving involves creativity, logic, protocol, challenge, time, an d commitment.
- 20. http://www.handsfreemama.com/2012/04/1 6/six-words-you-should-say-today/ “… College athletes were asked what their parents said that made them feel great, that amplified their joy during and after a ballgame. Their overwhelming response: „I love to watch you play.‟” (http://www.thepostgame.com/blog/more- family-fun/201202/what-makes-nightmare- sports-parent)
- 21. Texas Association for the Gifted and Talented Raising Champions by M.F. Sayler www.davidsongifted.org Judy Galbraith, M. A. and Jim Delisle, P.H.D. (1996). The Gifted Kids‟ Survival Guide: A Teen Handbook. Minneapolis: Free Spirit Publishing Diane Heacox (1991). Up From Underachievement. Minneapolis: Free Spirit Publishing Carolyn Coil (1999). Encouraging Achievement. Pieces of Learning
Editor's Notes
- #9 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 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!
- #12 Sara – kindergarten friend issue
- #15 Mary – Shane long list of demands