Hallways, Classrooms, and Computer Labs "OH MY!"

It is the best thing!

    It is FINALLY October!  (Or end of Dec.  Not sure why I didn't post this! Crazy yr.)

         Not only do I love it for the crisp fresh breezes, pumpkin everything, smells of  baking and fireplaces....But the greatest is that my kiddos are demonstrating the constant consistent work of following through even when I just want to through my hands up and say fine run the room!!! 
    When you take the time to send a small group back to practice for the five hundredth time, while the remainder of the students turn the corner making their way out of sight, integrity! Will they make it to the room without disrupting every classroom along the way? YES!! In fact, doing so impressing teachers as they make their way through the crowded hallway.

    INSERT~~~ Happy dance! Happy dance!

    Music Master turns on Weird Al's "Eat It" and even students working in the hall hop up, come in, put away one subject, and set up for the one after lunch. YES!!! Other adults in the room recognize the students' behaviors and independence. Lunch is a huge motivator!  Students are taking on responsibility in the classroom, following through without reminder after reminder, and independence is flourishing. 

HOW???

    Taking time....3 weeks or more at start of school....

to get to know students

 (inventories and surveys)

teach about how the brain works

setting expectations together

follow through with consequences

reteach expectations over and over and over...

put students in charge...give them responsibilities

expect that they will and are able to complete the task

continually remind the class that everyone learns differently

and have different talents to make our classroom the best ever

POINT OUT THOSE TALENTS AND HOW THEY HELP THE WHOLE

teach and talk like you believe every child can and will grow everyday in your room

It is NOT good enough to say it then treat them like one large group.

They are individuals.  They all learn differently and deserve our passion to teaching them

where they are and move them from there to where they can go.





What do you emphasize?

    WOW!! I needed that.
    Imagine...the peace and solitude of my own thoughts, my music, my timing to stop, and simple quiet.  It was pure heaven for me.  This introvert needed the car time.  I needed the time to reflect, refresh and just be still.  That is what the 2 1/2 hours to Omaha and back again afforded me.  If you are an extrovert like my husband and most of my closest friends, this may not be your heaven.  But for those of us who gain energy from our thoughts and time of reflection, this is!
   I was on my way to the Nebraska Association of Gifted Conference (NAGC).  Luckily, I have a supportive principal and administration that allowed me to head down the road to deeper understanding.  The draw for me this year was the over arching theme of going beyond the academics and into the social emotional aspects of the gifted learner.   I have a passion for the gifted.  I especially find myself desiring to assist parents understand why and what of their gifted students.
   There is too much to cover in one post.  A sprinkling of ideas, information and great resources will be passed along through the next several posts.  Today, I want to share a simple thought or rather question, "What do you emphasize?"
    The gifted student whether they are in your classroom or your house are more than the product they produce.  They are more than their academic achievements.  However, we get caught up in those achievements as parents and teachers.  Our society rewards the grade, the outcomes.  I pose this question to start a conversation about rewarding the process.  Gifted students tend towards perfectionistic behaviors.  Perfectionism is anxiety driven.  I had the great pleasure to listen on several occasions during the conference to Lori Comallie‐Caplan from SENG.  SENG stands for Social Emotional Needs of Gifted.  It is a national organization, which offers support to children and their parents.  Look them up!  I have only spent a few minutes on their website and facebook but the amount of information available is fantastic.
    During one session  Lori Comallie‐Caplan asked the question, which I pose to you (the whole two that read this), what do you emphasize academic achievement or the process? Really, what down deep do we emphasize. I watch society and I see us emphasizing either academics or athletics, but not the process.  If I am honest, it is the product.  I love rubrics because it spreads the grade out over the content.  However, why am I not putting more of the process, the how and why of the product, into the rubrics.  Not only will this give me insight but it will increase the likelihood that I am asking the deeper questions as probing for what they are doing.
    Great concept, but how do I write observable statements to use as evaluation? Any suggestions, comments, or further discussion on this topic?