How Schools Can Support GT Parents
The best ways to communicate with parents are those that are regular in nature ~ text/email updates, newsletters, or personal invitations to school activities or events. Sometimes, spending a little extra time at regularly scheduled school meetings (parent-teacher conferences, welcome back to school night, etc.) may be all that is needed.
What information do parents of GT students need most from schools? Parents of GT students should be made aware of all the options available for their child; the entire range of academic programs K-12. Options including social-emotional interventions, enrichment opportunities through the school and out of school, and possible accommodations for twice-exceptional students. Parents should be given an opportunity to review all assessments/test scores relating to their child and be able to participate in planning sessions for IEPs or ALPs (when available). They should be given information on ways they can support their child at home.
Schools can engage and involve parents in their gifted learner’s education by inviting them to volunteer to organize or chaperone field trips, become a coach for academic competitions, or participate in classroom activities. They can provide information sessions for parents about gifted issues, gifted education, and resources available to them from state and national organizations. They can also list information on their websites for parents about online resources, local support or advocacy groups, and upcoming conferences.
Teachers can assist parents of newly identified GT students by sharing information on the criteria used to identify their child as gifted. They may periodically ask parents if they believe their child’s needs are being met and what more they’d like to see as part of their child’s education plan. Also, teachers can encourage parents to form or participate in a parent advocacy group. Oftentimes, parents can advocate for gifted programs in ways school personnel cannot.
What should teachers know about gifted education to best support parents? The best way to support parents is to become educated about gifted education and then share that information and resources with parents. Teachers may need to seek out PD at both the local level or online and consider attending gifted conferences to learn about the latest developments/research in gifted education.
How can tensions between parents and school personnel be minimized? Open channels of communication can go a long way in easing tensions between home and school. This can prevent unnecessary surprises for all involved. Teachers can reassure parents that they have their child’s best interest at heart; becoming a trusted ally can promote positive relationships between schools and parents.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
How Do You Teach Parents to Advocate for their Child?
10 Steps to a Better Parent-School Partnership: Pre-action, not Re-action
The Teacher-Parent Connection: Tips for Working with the Parents of a Gifted Student
14 Things Gifted Students Want Teachers to Know
Teacher’s Survival Guide: Gifted Education (book)
Tips for Teaching Gifted Students
TEMPO Issue 1 2016: Advocating for Gifted Learners (pdf)
15 Ways to Help Gifted Kids Thrive in School (pdf)
Trying to Make School Better for Gifted Kids
Disclaimer: Some resources in our resources have affiliate links.
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad.
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Building a Successful Gifted Program
Gifted programs should ensure a continuum of services throughout a GT student’s entire K-12 school career. They should include opportunities for all forms of acceleration, differentiation in the regular classroom, and alternative learning environments. All gifted programs need a social-emotional component to fully meet the needs of gifted students.
Best practices in gifted identification require a multifaceted approach. Reliance on only one measurement, such as IQ tests, will result in many students being missed. Out-of-level testing are essential to avoid inaccurate measurements. Because the best programs are tailored to student needs and not vice versa; universal testing as well as parent and teacher recommendations, should be utilized. Gifted identification should be culturally sensitive, linguistically appropriate, and take into account low-SES environmental factors such as lack of access to technology.
The best gifted programs provide challenge to all GT students include PG, twice-exceptional, and ELL. Curriculum should promote authentic experiential learning experiences and be conducive to exploration of student interests. A gifted curriculum should be more complex, provide in-depth study of key-concepts; and stress higher-level thinking, creativity, and problem solving. It can include enrichment and compacting as needed. Services may include standalone gifted classrooms; full-grade or subject acceleration; full or part day pull-out; independent study; early entrance/early out; dual enrollment in college classes; and counseling services.
Parents should be included in district planning and evaluation of gifted programs. Programs serve students and parents are often good judges of their child’s need. Their involvement can be a conduit for advocacy of gifted programs. As programs develop, parents need to be informed of identification criteria and procedures; and have access to application forms. Utilizing classroom tech, social media, and newsletters are all ways to stay connected. Forming a Parent Support or Advocacy group is a great way to build support for a school’s gifted programs. Parents can be invited to special information sessions at Parent Night events or engaged at regular monthly meetings.
Professional development is essential in a high quality gifted program. Few teachers receive any coursework in gifted education during their undergraduate years. PD should be often and on-going to be effective. Gifted endorsement is highly recommended. Most endorsements are attainable online. Many states require teachers of gifted students to receive continuing education credits in gifted education.
What criteria should be used for evaluating effectiveness of program options & design? Criteria for student products should high-level and exemplary. Student products should be comparable to those of professionals in the field, challenge existing ideas, and produce new ones. Criteria for evaluating a program’s success and effectiveness should rely on standardized, achievement, and performance-based assessments as well as program feedback from all stakeholders – students, teachers and parents. All students, including GT students, should demonstrate academic growth with special care identify areas of strength and weakness in order to modify existing programs to better meet students’ needs.
A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
Building an Exemplary Gifted Program
Elements of a Good School Gifted Program
South Carolina – Gifted and Talented Best Practices Guidelines: Identification (pdf)
Gifted Education in America is Finally Moving Past its Legacy of Inequality
Why School Districts Are Rethinking Gifted & Talented Programs
Why Grouping Kids Based on Ability Works
Duke TIP Study Finds Using Local Criteria Identifies More Students as ‘Gifted’
Featured California Schools for Gifted Learners
Top Four Things to Look for in Your Gifted Program
The Best Kind of Schools for Gifted Kids
Program Evaluation in Gifted Education (Book)
High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services
Texas State Plan for the Education of Gifted/Talented Students 2019 Final (pdf)
UK: What Works in Gifted Education? A Literature Review (pdf)
State of the Nation in Gifted Education 2012 – 2013 (pdf)
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
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Counseling GT Students through Relationships
Building rapport with gifted students starts with a basic understanding of the term ‘gifted’ without prejudice. Teachers, staff, and admins should consider professional development in the specific area of gifted education. Most gifted students will bristle at any attempt by adults to be disingenuous in their feelings towards them. Building rapport begins with building relationships.
Gifted students are always the benefactors of positive relationships between their teachers and parents; hopefully from the beginning they meet. Too often, negative first impressions are hard to get passed. Positive relationships can make for happy classroom experiences for all involved.
What strategies can teach gifted students in improving their communication and connection with others? Emphasizing that being gifted is about being “better at something, not better than someone” (Delisle) can substantially improve how GT students connect with other students. Teachers can engage gifted students in conversation about gifted characteristics and how asynchronous development affects their relationships with both age-peers and intellectual peers.
Stress management is an often overlooked, but crucial area which GT students need to be counseled in when confronting academic anxiety related to test taking, performance, and competition. GT students face real and perceived pressure from others to achieve and be successful that other students may not experience. This can create higher levels of anxiety. Gifted students can benefit from being taught relaxation techniques such as meditation and positive self-talk; engage in expressive writing; as well as, bibliotherapy and cinematherapy.
When should a gifted student or their family seek counseling outside of school? When stress and anxiety begin to affect a student’s life beyond the classroom, parents may need to seek outside counseling. When warning signs begin to cause concern such as difficulty sleeping, expressing thoughts of despair or even attempts at self-harm; an outside counselor should be considered.
How can teachers balance the need for positive student relationships with the reality and obligations of being an educator? All relationships benefit from boundaries and teacher-student relationships are no different. Most school districts delineate expectations of these relationships. Most educators must work with students who exhibit a wide range of abilities. Providing a positive educational experience for each student is the most primary concern. Relationships should always foster learning. A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
Counseling the Gifted and Talented (book)
Counseling Gifted and Talented Students (Neihart et al., 2002)
No Child Left Behind: Gifted Children and School Counselors (paywall)
How to Find the Right Counselor for Your Gifted Child
The Whole Gifted Child Task Force Report to the Board of Directors (pdf March 2018)
Counseling Gifted and Talented Children: A Guide for Teachers, Counselors, and Parents (Creativity Research) (book)
Happiness Unpacked: Positive Emotions Increase Life Satisfaction by Building Resilience
The Social and Emotional Development of Gifted Children: What Do We Know? (2nd ed.)
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings (pdf)
Being Gifted in School: An Introduction to Development, Guidance, and Teaching (2nd ed.)
Models of Counseling Gifted Children, Adolescents, and Young Adults
Addressing Counseling Needs of Gifted Students
Counseling Gifted Students: School-Based Considerations and Strategies (pdf)
Counselling Practices in Fostering Potentials among Gifted Students
The School Counselor and the Gifted Children Education
Psychological Issues and the Need for Counseling Services among Malaysian Gifted Students
Clinical and Mental Health Issues in Counseling the Gifted Individual (pdf)
A Multicultural Competence Model for Counseling Gifted and Talented Children (pdf)
Performance Anxiety in Gifted Students
Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder (book)
Cybraryman’s Coping Strategies Page
Cybraryman’s Building Relationships with Students and Parents Page
Cybraryman’s Body Language Page
With Hundreds of Students, School Counselors Just Try to ‘Stay Afloat’
Your Guide to Forest Bathing: Experience the Healing Power of Nature (book)
Sprite’s Site: The Dabrowski Dogs Make New Year Resolutions
Disclaimer: Resources from Prufrock Press include affiliate links.
Photo Courtesy of Heather Vaughn.
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
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Tech Addiction – Regulating Screen Time
Tech addiction or digital addiction actually covers three broad areas involving social media addiction, video game addiction, and Internet addiction. According to Shaw & Black at the University of Iowa, tech or digital addiction is distinguished by impairment or distress resulting from “urges or behaviors regarding computer use and Internet access.” Children addicted to tech often express feeling profound loneliness, lack social skills, display executive functioning disorder, and have trouble regulating their emotions.
Should GT students excelling in tech have their screen time limited at all? Students who excel at tech may actually be even more at risk of addiction than other students. It becomes a matter of balance; balancing necessary time using tech and avoiding addiction. GT students may be tech savvy at younger ages than their age-peers. Screen time can intrude on much need social interactions and ultimately affect social growth.
How does unlimited screen time affect twice-exceptional and are there potential benefits to screen time? It depends on the nature of their twice-exceptionality. Some twice-exceptional kids are highly susceptible to types of tech that are repetitive in nature. They may not understand why adults are limiting access. Tech affords opportunities for GT and #2ekids to express their creativity and to explore their passions. It gives them access to more challenging content and coursework.
Moderating access to tech almost has to have different approaches at school and at home. So much of differentiation for gifted students involves technology; both in the classroom and for homework assignments. At home use of tech may deal with different forms of tech use; such as, social media and video gaming. As such, it may require criteria that differ significantly from using tech for school work and interaction with peers.
The upside to tech addiction involves consideration of quality time online versus quantity of time. Availability of tech can be motivating. Limiting access to tech can also motivate students to use their time more wisely. Teachers can structure tech time to involve time offline supporting activities initiated online. Students can interact online to discuss assignments, but do the majority of work offline.
In recent years, gifted education in many school districts has come to rely heavily on tech as both a way to differentiate instruction as well as give students time to interact with intellectual peers at off campus locations. Parents need to be diligent in monitoring and regulating screen time. They should give forethought to their discussions about boundaries regarding the use of tech. GT kids will be well prepared with counter arguments. A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
Gifted and Addicted: Perils of the Cyber World
Technology and the Unseen World of Gifted Students
MRIs Show Screen Time Linked to Lower Brain Development in Preschoolers
Create Your Family Media Plan (American Academy of Pediatrics)
What to Do If Your Kid becomes Addicted to Tech
Screen Time and the Gifted Student: Balance and Quality Are Key
What Educators Need to Know about Technology Addiction
Dealing with Digital Distraction in the Classroom
Are Gifted Children More Prone to Digital Addictions?
Autism and Screen Time: Special Brains, Special Risks
Balancing Technology and School: Is Technology Addiction a Problem?
Media Use in School-Aged Children and Adolescents
Effects of Technology on Gifted Children
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
