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HI8h-auality Picture Books Treasure Troves of Learning for Bright Young Children Dr 1 R -~----

Creating From

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Future Problem Solving Program International Inc Teaching students HOW to lhink nol WHAT 10 think

Promotes the development of 21st Century Skills

bull Critical Thinking bull Creative Thinking and Innovation bull Problem Solving bull Communication (Verbal and Written) bull Collaboration bull Information amp Research bull Media and Technology Skills

FP PI offers competitive components andor may be used in the school curriculum to meet multiple standards

Crented in 1974 by Dr E Paul Torrance to meet tbe need of gifted students

FPSPI

A Non-Profit Organization Email mailfpspi org Phone 3217680074

the teacher in advance and agree upon times that will work for both parties Pare nts should be very profess ional abou t coming on the agreed days and times and shou ld be dressed appropriately Unscheduled visits can du more harm than good for students when the regular routine is inte rrupted o r disruptions occ ur during focused work periods

Parents should also fee l comfortable sharing their ta lents and interests with the teacher Even hobbies and co llections can serve as a valuable resource for students Many high-abilshyity students working on independent projects could grea tly benefit from expertise in a spec ia lized area Exposure to a vari ety of interests and passions can often pique the curios ity of gifted students who are unmotivated and unde rac hiev ing Busy parents could share information with students through e-mails and phone interviews By sharing talents with the class students can ga in a va riety of meaningful experiences

How can teachers keep parents involved Parents are often not aware of the various voluntee r

opportunities ava ilab le within the classr om In the same way teac hers may be hes itant and unsure about how best to invo lve parents O ne way to alleviate this pr lblem is tll use a parent inventory to uncover parents areas of expe rtise and talents O nce parents have completed the inventory the teacher can rev iew the responses to dete rmi ne various ways in which parents may he ab le to contri bu te to the cu rriculum Teachers can make up their own inventory o r use one already created such as the Community Talent Miner (Renzulli 1977)

Another great activity that can be used to increase partnt invo lvement is Family Enrichment Trips These are voluntary fi e ld trips on the weekends that are presented to families The goa l is to expose families to low-cost activities in the commushynity that provide stude nts with enriched lea rning experiencshyes Fie ld trips may be offered once a year or as often as once a month Such trips should involve activities that are free or low cost eas ily accessible to families and re lated to the state

or district curriculum Examples of Family Enrichment Trips may include a trip to a loca l community zoo or state park a symphony or play a day of reading in a park an evening obshyservat ion of the conste ll ations through a local university tele scope a visit to a museum or walking on a loca l nature trail These trips seek to introd uce community resources to parents and demonstrate the importance of providing children with learning experiences outside of the classroom

Tip 2 Communicating Respectfully

Pa rents and teachers play an important role in a child s socia l em tio na l and academ ic deve lopment Recognizing the importance of one another and appreciating what each ind ividua l has to offer the child contribu tes to a positive relationsh ip between pment and teacher

How can parents support communication Parents should remain positive in front of the child when

discussing his or her teac her O nce negative views of a teachshyer are expressed reversing these opinions can be clifficult

The pa rent in such a situation should strive to serve as the mediator between the studen t and the teac her by helping the child devise a plan to speak with the teacher about the conshyce rn By teaching ch ildren how to advocate for themselves and speaking ca lmly to an authori ty figure about a misundermiddot standing parents provide children with a va luahle life skill Parents should explain to the ch ild that such a discussion should be held at a time when the teacher is alone and availshyable to talk uninterrupted-making an appo intment before school after schoo l or during a lunch break would be most productive Teac hers who are challenged in front of the cla spoken to in a confrontational or ove rly emo tional manner or who are rushed between classes will not be as likely to reshyspond positively to the childs concern Delisle and Ga lbraith (2002) offered the following 10 tips (see p 10) to help gu idt students when talking to a teacher about a problem Parents also can use these tips to help children so lve dilemmas from place of mutua l respect

Visit wwwfpspiorg for additional information and to locate the appropriate affiliate program

PHP staying in sync

Future Problem Solving Program International Inc Teaching students HOW to lhink nol WHAT 10 think

Promotes the development of 21st Century Skills

bull Critical Thinking bull Creative Thinking and Innovation bull Problem Solving bull Communication (Verbal and Written) bull Collaboration bull Information amp Research bull Media and Technology Skills

FP PI offers competitive components andor may be used in the school curriculum to meet multiple standards

Crented in 1974 by Dr E Paul Torrance to meet tbe need of gifted students

FPSPI

A Non-Profit Organization Email mailfpspi org Phone 3217680074

the teacher in advance and agree upon times that will work for both parties Pare nts should be very profess ional abou t coming on the agreed days and times and shou ld be dressed appropriately Unscheduled visits can du more harm than good for students when the regular routine is inte rrupted o r disruptions occ ur during focused work periods

Parents should also fee l comfortable sharing their ta lents and interests with the teacher Even hobbies and co llections can serve as a valuable resource for students Many high-abilshyity students working on independent projects could grea tly benefit from expertise in a spec ia lized area Exposure to a vari ety of interests and passions can often pique the curios ity of gifted students who are unmotivated and unde rac hiev ing Busy parents could share information with students through e-mails and phone interviews By sharing talents with the class students can ga in a va riety of meaningful experiences

How can teachers keep parents involved Parents are often not aware of the various voluntee r

opportunities ava ilab le within the classr om In the same way teac hers may be hes itant and unsure about how best to invo lve parents O ne way to alleviate this pr lblem is tll use a parent inventory to uncover parents areas of expe rtise and talents O nce parents have completed the inventory the teacher can rev iew the responses to dete rmi ne various ways in which parents may he ab le to contri bu te to the cu rriculum Teachers can make up their own inventory o r use one already created such as the Community Talent Miner (Renzulli 1977)

Another great activity that can be used to increase partnt invo lvement is Family Enrichment Trips These are voluntary fi e ld trips on the weekends that are presented to families The goa l is to expose families to low-cost activities in the commushynity that provide stude nts with enriched lea rning experiencshyes Fie ld trips may be offered once a year or as often as once a month Such trips should involve activities that are free or low cost eas ily accessible to families and re lated to the state

or district curriculum Examples of Family Enrichment Trips may include a trip to a loca l community zoo or state park a symphony or play a day of reading in a park an evening obshyservat ion of the conste ll ations through a local university tele scope a visit to a museum or walking on a loca l nature trail These trips seek to introd uce community resources to parents and demonstrate the importance of providing children with learning experiences outside of the classroom

Tip 2 Communicating Respectfully

Pa rents and teachers play an important role in a child s socia l em tio na l and academ ic deve lopment Recognizing the importance of one another and appreciating what each ind ividua l has to offer the child contribu tes to a positive relationsh ip between pment and teacher

How can parents support communication Parents should remain positive in front of the child when

discussing his or her teac her O nce negative views of a teachshyer are expressed reversing these opinions can be clifficult

The pa rent in such a situation should strive to serve as the mediator between the studen t and the teac her by helping the child devise a plan to speak with the teacher about the conshyce rn By teaching ch ildren how to advocate for themselves and speaking ca lmly to an authori ty figure about a misundermiddot standing parents provide children with a va luahle life skill Parents should explain to the ch ild that such a discussion should be held at a time when the teacher is alone and availshyable to talk uninterrupted-making an appo intment before school after schoo l or during a lunch break would be most productive Teac hers who are challenged in front of the cla spoken to in a confrontational or ove rly emo tional manner or who are rushed between classes will not be as likely to reshyspond positively to the childs concern Delisle and Ga lbraith (2002) offered the following 10 tips (see p 10) to help gu idt students when talking to a teacher about a problem Parents also can use these tips to help children so lve dilemmas from place of mutua l respect

Visit wwwfpspiorg for additional information and to locate the appropriate affiliate program

staying in sync

Ten Tips for Talking to Teach~rs bl with a class or an asslg n-

Make on appointment to meet and talk This shows the teacher thai you re serious and you have some understanding of hiS or

Are you haVing a pro fem ement in how a subiect 2 C e room or Improvnent an you se better idea for a special proiect or

IS taught~ Do you ~ave all our friends Talk to the teacher term paper~ dDon td1uste

k y w how to go about doing this

Many stu ents on no ake it easier for The following suggestions are meant to m _ _ ~~~J

her busy schedule Tell Ihe teacher about how much lime youll need be flexshyible and donI be late everyone-students and teachers

If you know other students who feel the way you do conshysider approaching the teacher togelher Theres strength in numbers If a teacher hears the some thing From four or five people he or she is more likely to do something about It

Dont expect the teacher to dQ all of the work or propose all of the answers Be preshypared to make suggestions offer solutions even recom mend resources The teacher will appreciate that you took the initialive

DOn t forget to listen Strange but true many students need practice in this essential skill The purpose of your meeting isn t just to hear yourself talk

Bring your sense of humor Not necessarily

the ioke-telling sense of humor but the one that lets you laugh at yourself and your own misunderstandings and

mistakes

Be diplomatic tactful and respectshyful Teachers have feelings too And

theyre more likely to be responsive if you remember that the purpose of your meet ing is conversation not confrontation

Choose your ds carefully ~xample Instead of saying I hate doing reports Iheyre

boring and a waste of lime I

try Is there some other wa~ I could satisfy this requireshyment2 Could I do a video Instead Strike the word boring from your vocabushylary Its a word thats not helpful for teachers (and might even make them mod)

Focus on what you need not on what the teacher is doing wrong The more the leacher learns about you the more he or she will be able to help The more defensive the teacher feels the less he or she will wont to help_

If your meeting isn t successful gel help from another adult Successful doesn t necessarily mean that you emerged victorious Even if the teacher denies your request your meeting can still be judged successful If you hod a real convershysation-if you communicated openly listened carefully and respected each others point of view-then congratulate yourself on a great meeting If the air crackled with tension the meeting fell aport and you felt disrespected (or acted disrespectful) then iis time to bring In another adult Suggestions a guidance counselor the gifted program coordinator or another teacher you know and trust who seems likely to support you and advocate For you Once you ve found help approach your teacher and try again

EXcerpted From ~ How to M hen Gifted Kids D Ph 0 eet Their Social on t Have All th

and Judy G Ib and Emotional N d e Answers Pe a ralth M A ee s byJ 0

rmlsSlon of F s COpy h 1m elisle 735-7323 hltp~ plflt Publishing Inc fI~ t copy 2002 Used with

WWwFreesPiritcom middotAIInnheapoisMN 800shyfig ts reserved

How can reacher demonstrate positive interactions Parents ot high-ability students take a keen tnt Test In

thelT child education Often thi concern result from exshypcritl1cs in whi~h the bild wa nOl provided wilh arproprishyat~ H tivitle lue t the Jifficulry that many teacher have in differentiating curriculum ior ~ltleJ tIlJent In orJer to

pur parem -It eas anJ 11 Iluragt positive interactilm the t Khcr also need to under rand a parent pOint at VICW

TIlis an he achieved everai way Tcacher~ should ask parelll- lit the beginning of the year

for inform)tlOn hl1ut the chilJ perceived saengths weakshync _ IS imere r anJ ~ ai - Thi can be csP cally helpful f()r the high-ability ruJenr whom the tcmhcr maya lime il a hievmg In all lrtas Parents can make the reacher awne If area in which the chIld needr lOminu -d challenge Jr i

havmg dlfticulrie If the pflrem Cl middot that the teacher is will shy1l1g to listen to III or her suggestions onJ knowledge about the child thl parent is more likely tIl al 0 appreciate the tClchtr - uggc~tinn middot

Another w y fur tca her~ W reach oU( tu parents i t write lhmk you n )le to parent wh have helped ut m orne manner Till G1n bels imrle ar a 4lJlck me sage jutted n1 Pn -t-Itiki nOle to il (lrma1 hank you card The kc) IS that the child Will see [hat the teacher recogl1le the Importancc of Ihe parent and respect him or her for helpmg

Tip 3 Transferring Information C mrnuni ati m is the C enrial ingreJienr in pr moring

a Pll itlve leacher-parent rdrltil n hip mJ c mrnunicatillil I - a twomiddot way -acct Both parents and tllI hcrlt mu -t make an ert()ft tl) keep each I ther mformeJ In clear languo lYe thaI d0e nlll Imph blame Certain furms of OnllnLmlCation proVide for more effective contacr berween parcn und retlchers Below is rt sample c-mad or to rt reacher It-Illn a eonclrned prtrtnt

Concerned Parent - nbox

) Reply Rep AI rorward

Frommiddot Cynthi a Broomberg

Subject Concerned Parent Date Septe mber 1 2009 6 37 11 PM CDT

To Ms_ Ricard

Dear Ms Ricard

d that Shaun is not receiving I am concerne h enough enrichment in science I feel as thoug he can be challenged further What can be

done to solve this matter

Cynthia Broomberg

staying in sync PHP

How can parents keep infonned Many parents find e-mail an easy way to communicate

with th ir child teacher This txample dem nstrates that e-mail iIUick and convenient for the ender but can lead to misun [ertandings when the rone of the message is m unshyderstand [n this example Mrs Broomberg mny have unpl wntcd Ms Ricard rn ugge t some ways he could ennch Shauns ience curriculum at home Ms Ricard howey r Ulay take the t-mnil to say rhar she is not doing a good Job of proi ling Shaun with enou~h enrichment opportuniu A hown thr lugh this emiddotmtil hrevity an read ~ teTStn and

concern may OW1J like an accusation Ii a parent )r teacher wishe to vnice a concern it I u -ually hetter to call un the (hlme m cbeJule an apptgtintment t ) talk in pcrson Ife-mail must be used Jo ruJt lgtenJ the me Sltlge immediately after an up-etung cpisodc Wmt IIntil rhe situation hn - calmed and rcwad the me age with a critical eye Better y to hav an oUbiJc ptnion read the me -sage tel ee ii it -en rht right tone hefllre being enl

Mimy high-a ililY stlldenr have multiple areilS nf rength Because Ilf dUs tuJents are very hu~y Olinde nf the cia room with v3rillll activirtes and vent In order to

stay updated and organIZed parents [night keep n calendar in II prominent place lit home This calendar hould be checked anJ updareJ uften with upe ming cyentlgt Anllther idea w )ulJ he to keer ltl file (old r fllr each chilJ in [he family As teacher and coachmiddot _cnd home f mn - or infomatilln heetr these Item can be placed in a cllrre plmding fnlJer

How can tea her keep par nt and themselves informed and organized

One way teachers cun keep parents IOfomled is through agenda books Dally or weekly communicarion cm occur through [he child agenda book with il ticker po itive comshyment or not of cone rn (regarding nehtvi lr()r aCildemi TIlt parent at tl might ~ign the genda lach night l[ week to sbow thar he or he ha~ looked ltIt it By makmg thi a habit rh parent Will -ce if there is an LlIe rbat neeJs ttl be illsshycus d Teachers al 0 can keep parents lO(om1ed about har is gOlllg 011 ar chool by sendmg hUUle (1 weekly newlener m creallng and re~l1larly updating a classroom Weh ~Ite

Tt11cher also can keep Ultormed anJ connltcted by h bull ing an mtere1 in their rodllln pefllOal lives A great way to do thi- 1 to ask parent - tor a ~ch-JlIle l1i aCtlllIe In which their child Involved ill after hl10

-o ()me children dll not partl Ipatt in lrgal1lzeJ exrra urshyricular activillemiddot but mar have a hohby l1T intense Interest in sometlung Tea hers an provide these students with way [0 further their iorerci[ after ~chllol or Juring free (ime For example if a rodent h IW Jlfear inrere -t in marine lifl bull che tcach r might encourclQe I im nr her til hegin a marine club TIlt teacher could UpPI rt the -tuJcrlt as he ~lr he adverta fllr the duh researche - marine lile and plan meetings and aCLivlries r ven by offermg his or her cla room a meetshying place during lunch or after choo

Tip 4 Working in Cooperation The occurrence III disagreements unatural howev r the

way in whkh Jisagreemenr are handled mak th ddkrence hetwcen a healthy disagreement and un that i toxl

How can parents work in cooperation with teache

PHP staying in sync

When a parent has an issue of concern regarding a child the meet ing or phone call should always begin in a pOSitive manner For example a parent may start with HI love the book you sent home with Abigail It really helped to pique her interest in Egyptian architecture Then proceed with the issue of concern The concern should be presented as a chalshylenge that can be overcome by setting a plan and working to carry out the plan together

When a disagreement occurs parents should always begin a discussion with the teacher It is rarely advisable to go above the teachers head without speaking to him or her first This only causes anger emharrassment and resentment The teacher may not have even been aware that there wa an issue or the issue may be a misunderstanding that could have been easily solved with a short conversation Parents should speak to the teacher about the issue first if there is still conshycern that the teacher is not responding to the issue at hand then consulting an administrator may be advised

How can teachers maintain a cooperative relationship with parents

When attempting to builJ and strengthen relationships with parents teachers should follow the same advice given to them When a parent is called in for a conference always discuss the childs positive traits with the parent first never start with the negative This will help the parent see that the teClcher wishes to support his or her child and is not simply throwing out insults and blame for his or her issues

If a parent docs come in upset or angry try not to show anshyger as well listen to the parent and encourage collaboration in solving the problem If the parent begins to display cruel or threatening hehavior stop the meeting and suggest that an administrator become involved

Tip 5 Promoting Independence

In order for students to become self-motivated learners and reach their full potential they must become responsible for their learning Parents and teachers should work together to promote independence

How can parents promote independence When teaching a child to be independent parents must

learn when to let go Rescuing your child may be the first impulse but isnt always best This doesnt mean neglecting the child when he or she is experiencing a difficult situation but gently encouraging the child to take responsibility for his or her own actions and become a problem solver

Many gifted students go through grade school never expeshyriencing failure It is important that these students are shown the value of making mistakes Parents should try to involve the child in an activity that he or she may find challenging and where success is not a given Mistakes are good when we learn from them and when they result in positive growth

Another important component of promoting indepenshydence is teaching children responsibility for completing their own work As a parent children should be encouraged to complete class projects without parental assistance Children need this opportunity to work independently They discover the joy of hard work and sustained effort only when they do the work themselves

How can teachers promote independence Parents are not the only culprits who allow children to

become overly depenJent It can be a challenge for teachshyers to work with high-ability students who know they are bright have never experienced failure and have minimal study skills Rather than proViding these students with opshyportunit ies to learn how to recover from failure and be chalshylenged some teachers may tend to dominate the classroom and attempt to take control over students learning Instead teachers should find ways to create a student-centered enshyvironment where students take responsibility for their own learning and behavior A shared class room that is studentshycentered provides students with opportunities to solve problems related to the curriculum using performance-based activities questioning and collaborative work

For many gifted students who have difficulty remClining organized and keeping up with assigned tasks teachers should teach these students how to be accountable for their achieveshyment Instead of sending home a neatly typed homework sheet students can keep up with their homework by writing down the assignments themselves in agenda books

One key goal in education is to create lifelong indepenshydent learners Students should see the importance of having control over their actions and learning both inside and outshyside of the cla middotsroom Teachers also can encourage indepenshydent learning among gifted students by using independent projects and portfolios

In conclusion teachers and parents should come into the school year with the belief that they are a team Parents and teachers must remain in sync when it comes to what is best for the child When parents and teachers rea lize the imporshytance of their shared relationship and identify common goals the child benefits most

References

Delisle] amp Galbmith] (2002) When gifted kids dont have all the answers How to mee t their social and emotional necds Minneapulis MN Free Spirit

Renzulli] S (1977) The enrichment triad model A guide for developing defensible progmms for the giftcd and talcntcd Mansfield Center CT Creative Learning Press

Resources

Steinberg L Lamborn S D Dornbusch S M amp Darling N (1992) Impact of parenting practices on adolescent achievement Authoritative parenting school involveshyment and encouragement to succeed Child Development 63 1266-128l

Stevenson D L amp Baker D P (1987) The family-school relation and the ch ilds school performance Child Develshyopment 58 1348-1357

Authors Note

Katherine B Brown MEd teaches at Judea Jackson Harris Elementary School in Athens GA She is currently pursuing a PhD in educational psychology with an emphas is in gifted and creative education at the University of Georgia

13 bull Parenting for High Potential

How can reacher demonstrate positive interactions Parents ot high-ability students take a keen tnt Test In

thelT child education Often thi concern result from exshypcritl1cs in whi~h the bild wa nOl provided wilh arproprishyat~ H tivitle lue t the Jifficulry that many teacher have in differentiating curriculum ior ~ltleJ tIlJent In orJer to

pur parem -It eas anJ 11 Iluragt positive interactilm the t Khcr also need to under rand a parent pOint at VICW

TIlis an he achieved everai way Tcacher~ should ask parelll- lit the beginning of the year

for inform)tlOn hl1ut the chilJ perceived saengths weakshync _ IS imere r anJ ~ ai - Thi can be csP cally helpful f()r the high-ability ruJenr whom the tcmhcr maya lime il a hievmg In all lrtas Parents can make the reacher awne If area in which the chIld needr lOminu -d challenge Jr i

havmg dlfticulrie If the pflrem Cl middot that the teacher is will shy1l1g to listen to III or her suggestions onJ knowledge about the child thl parent is more likely tIl al 0 appreciate the tClchtr - uggc~tinn middot

Another w y fur tca her~ W reach oU( tu parents i t write lhmk you n )le to parent wh have helped ut m orne manner Till G1n bels imrle ar a 4lJlck me sage jutted n1 Pn -t-Itiki nOle to il (lrma1 hank you card The kc) IS that the child Will see [hat the teacher recogl1le the Importancc of Ihe parent and respect him or her for helpmg

Tip 3 Transferring Information C mrnuni ati m is the C enrial ingreJienr in pr moring

a Pll itlve leacher-parent rdrltil n hip mJ c mrnunicatillil I - a twomiddot way -acct Both parents and tllI hcrlt mu -t make an ert()ft tl) keep each I ther mformeJ In clear languo lYe thaI d0e nlll Imph blame Certain furms of OnllnLmlCation proVide for more effective contacr berween parcn und retlchers Below is rt sample c-mad or to rt reacher It-Illn a eonclrned prtrtnt

Concerned Parent - nbox

) Reply Rep AI rorward

Frommiddot Cynthi a Broomberg

Subject Concerned Parent Date Septe mber 1 2009 6 37 11 PM CDT

To Ms_ Ricard

Dear Ms Ricard

d that Shaun is not receiving I am concerne h enough enrichment in science I feel as thoug he can be challenged further What can be

done to solve this matter

Cynthia Broomberg

staying in sync PHP

How can parents keep infonned Many parents find e-mail an easy way to communicate

with th ir child teacher This txample dem nstrates that e-mail iIUick and convenient for the ender but can lead to misun [ertandings when the rone of the message is m unshyderstand [n this example Mrs Broomberg mny have unpl wntcd Ms Ricard rn ugge t some ways he could ennch Shauns ience curriculum at home Ms Ricard howey r Ulay take the t-mnil to say rhar she is not doing a good Job of proi ling Shaun with enou~h enrichment opportuniu A hown thr lugh this emiddotmtil hrevity an read ~ teTStn and

concern may OW1J like an accusation Ii a parent )r teacher wishe to vnice a concern it I u -ually hetter to call un the (hlme m cbeJule an apptgtintment t ) talk in pcrson Ife-mail must be used Jo ruJt lgtenJ the me Sltlge immediately after an up-etung cpisodc Wmt IIntil rhe situation hn - calmed and rcwad the me age with a critical eye Better y to hav an oUbiJc ptnion read the me -sage tel ee ii it -en rht right tone hefllre being enl

Mimy high-a ililY stlldenr have multiple areilS nf rength Because Ilf dUs tuJents are very hu~y Olinde nf the cia room with v3rillll activirtes and vent In order to

stay updated and organIZed parents [night keep n calendar in II prominent place lit home This calendar hould be checked anJ updareJ uften with upe ming cyentlgt Anllther idea w )ulJ he to keer ltl file (old r fllr each chilJ in [he family As teacher and coachmiddot _cnd home f mn - or infomatilln heetr these Item can be placed in a cllrre plmding fnlJer

How can tea her keep par nt and themselves informed and organized

One way teachers cun keep parents IOfomled is through agenda books Dally or weekly communicarion cm occur through [he child agenda book with il ticker po itive comshyment or not of cone rn (regarding nehtvi lr()r aCildemi TIlt parent at tl might ~ign the genda lach night l[ week to sbow thar he or he ha~ looked ltIt it By makmg thi a habit rh parent Will -ce if there is an LlIe rbat neeJs ttl be illsshycus d Teachers al 0 can keep parents lO(om1ed about har is gOlllg 011 ar chool by sendmg hUUle (1 weekly newlener m creallng and re~l1larly updating a classroom Weh ~Ite

Tt11cher also can keep Ultormed anJ connltcted by h bull ing an mtere1 in their rodllln pefllOal lives A great way to do thi- 1 to ask parent - tor a ~ch-JlIle l1i aCtlllIe In which their child Involved ill after hl10

-o ()me children dll not partl Ipatt in lrgal1lzeJ exrra urshyricular activillemiddot but mar have a hohby l1T intense Interest in sometlung Tea hers an provide these students with way [0 further their iorerci[ after ~chllol or Juring free (ime For example if a rodent h IW Jlfear inrere -t in marine lifl bull che tcach r might encourclQe I im nr her til hegin a marine club TIlt teacher could UpPI rt the -tuJcrlt as he ~lr he adverta fllr the duh researche - marine lile and plan meetings and aCLivlries r ven by offermg his or her cla room a meetshying place during lunch or after choo

Tip 4 Working in Cooperation The occurrence III disagreements unatural howev r the

way in whkh Jisagreemenr are handled mak th ddkrence hetwcen a healthy disagreement and un that i toxl

How can parents work in cooperation with teache

PHP staying in sync

When a parent has an issue of concern regarding a child the meet ing or phone call should always begin in a pOSitive manner For example a parent may start with HI love the book you sent home with Abigail It really helped to pique her interest in Egyptian architecture Then proceed with the issue of concern The concern should be presented as a chalshylenge that can be overcome by setting a plan and working to carry out the plan together

When a disagreement occurs parents should always begin a discussion with the teacher It is rarely advisable to go above the teachers head without speaking to him or her first This only causes anger emharrassment and resentment The teacher may not have even been aware that there wa an issue or the issue may be a misunderstanding that could have been easily solved with a short conversation Parents should speak to the teacher about the issue first if there is still conshycern that the teacher is not responding to the issue at hand then consulting an administrator may be advised

How can teachers maintain a cooperative relationship with parents

When attempting to builJ and strengthen relationships with parents teachers should follow the same advice given to them When a parent is called in for a conference always discuss the childs positive traits with the parent first never start with the negative This will help the parent see that the teClcher wishes to support his or her child and is not simply throwing out insults and blame for his or her issues

If a parent docs come in upset or angry try not to show anshyger as well listen to the parent and encourage collaboration in solving the problem If the parent begins to display cruel or threatening hehavior stop the meeting and suggest that an administrator become involved

Tip 5 Promoting Independence

In order for students to become self-motivated learners and reach their full potential they must become responsible for their learning Parents and teachers should work together to promote independence

How can parents promote independence When teaching a child to be independent parents must

learn when to let go Rescuing your child may be the first impulse but isnt always best This doesnt mean neglecting the child when he or she is experiencing a difficult situation but gently encouraging the child to take responsibility for his or her own actions and become a problem solver

Many gifted students go through grade school never expeshyriencing failure It is important that these students are shown the value of making mistakes Parents should try to involve the child in an activity that he or she may find challenging and where success is not a given Mistakes are good when we learn from them and when they result in positive growth

Another important component of promoting indepenshydence is teaching children responsibility for completing their own work As a parent children should be encouraged to complete class projects without parental assistance Children need this opportunity to work independently They discover the joy of hard work and sustained effort only when they do the work themselves

How can teachers promote independence Parents are not the only culprits who allow children to

become overly depenJent It can be a challenge for teachshyers to work with high-ability students who know they are bright have never experienced failure and have minimal study skills Rather than proViding these students with opshyportunit ies to learn how to recover from failure and be chalshylenged some teachers may tend to dominate the classroom and attempt to take control over students learning Instead teachers should find ways to create a student-centered enshyvironment where students take responsibility for their own learning and behavior A shared class room that is studentshycentered provides students with opportunities to solve problems related to the curriculum using performance-based activities questioning and collaborative work

For many gifted students who have difficulty remClining organized and keeping up with assigned tasks teachers should teach these students how to be accountable for their achieveshyment Instead of sending home a neatly typed homework sheet students can keep up with their homework by writing down the assignments themselves in agenda books

One key goal in education is to create lifelong indepenshydent learners Students should see the importance of having control over their actions and learning both inside and outshyside of the cla middotsroom Teachers also can encourage indepenshydent learning among gifted students by using independent projects and portfolios

In conclusion teachers and parents should come into the school year with the belief that they are a team Parents and teachers must remain in sync when it comes to what is best for the child When parents and teachers rea lize the imporshytance of their shared relationship and identify common goals the child benefits most

References

Delisle] amp Galbmith] (2002) When gifted kids dont have all the answers How to mee t their social and emotional necds Minneapulis MN Free Spirit

Renzulli] S (1977) The enrichment triad model A guide for developing defensible progmms for the giftcd and talcntcd Mansfield Center CT Creative Learning Press

Resources

Steinberg L Lamborn S D Dornbusch S M amp Darling N (1992) Impact of parenting practices on adolescent achievement Authoritative parenting school involveshyment and encouragement to succeed Child Development 63 1266-128l

Stevenson D L amp Baker D P (1987) The family-school relation and the ch ilds school performance Child Develshyopment 58 1348-1357

Authors Note

Katherine B Brown MEd teaches at Judea Jackson Harris Elementary School in Athens GA She is currently pursuing a PhD in educational psychology with an emphas is in gifted and creative education at the University of Georgia

13 bull Parenting for High Potential

PHP staying in sync

When a parent has an issue of concern regarding a child the meet ing or phone call should always begin in a pOSitive manner For example a parent may start with HI love the book you sent home with Abigail It really helped to pique her interest in Egyptian architecture Then proceed with the issue of concern The concern should be presented as a chalshylenge that can be overcome by setting a plan and working to carry out the plan together

When a disagreement occurs parents should always begin a discussion with the teacher It is rarely advisable to go above the teachers head without speaking to him or her first This only causes anger emharrassment and resentment The teacher may not have even been aware that there wa an issue or the issue may be a misunderstanding that could have been easily solved with a short conversation Parents should speak to the teacher about the issue first if there is still conshycern that the teacher is not responding to the issue at hand then consulting an administrator may be advised

How can teachers maintain a cooperative relationship with parents

When attempting to builJ and strengthen relationships with parents teachers should follow the same advice given to them When a parent is called in for a conference always discuss the childs positive traits with the parent first never start with the negative This will help the parent see that the teClcher wishes to support his or her child and is not simply throwing out insults and blame for his or her issues

If a parent docs come in upset or angry try not to show anshyger as well listen to the parent and encourage collaboration in solving the problem If the parent begins to display cruel or threatening hehavior stop the meeting and suggest that an administrator become involved

Tip 5 Promoting Independence

In order for students to become self-motivated learners and reach their full potential they must become responsible for their learning Parents and teachers should work together to promote independence

How can parents promote independence When teaching a child to be independent parents must

learn when to let go Rescuing your child may be the first impulse but isnt always best This doesnt mean neglecting the child when he or she is experiencing a difficult situation but gently encouraging the child to take responsibility for his or her own actions and become a problem solver

Many gifted students go through grade school never expeshyriencing failure It is important that these students are shown the value of making mistakes Parents should try to involve the child in an activity that he or she may find challenging and where success is not a given Mistakes are good when we learn from them and when they result in positive growth

Another important component of promoting indepenshydence is teaching children responsibility for completing their own work As a parent children should be encouraged to complete class projects without parental assistance Children need this opportunity to work independently They discover the joy of hard work and sustained effort only when they do the work themselves

How can teachers promote independence Parents are not the only culprits who allow children to

become overly depenJent It can be a challenge for teachshyers to work with high-ability students who know they are bright have never experienced failure and have minimal study skills Rather than proViding these students with opshyportunit ies to learn how to recover from failure and be chalshylenged some teachers may tend to dominate the classroom and attempt to take control over students learning Instead teachers should find ways to create a student-centered enshyvironment where students take responsibility for their own learning and behavior A shared class room that is studentshycentered provides students with opportunities to solve problems related to the curriculum using performance-based activities questioning and collaborative work

For many gifted students who have difficulty remClining organized and keeping up with assigned tasks teachers should teach these students how to be accountable for their achieveshyment Instead of sending home a neatly typed homework sheet students can keep up with their homework by writing down the assignments themselves in agenda books

One key goal in education is to create lifelong indepenshydent learners Students should see the importance of having control over their actions and learning both inside and outshyside of the cla middotsroom Teachers also can encourage indepenshydent learning among gifted students by using independent projects and portfolios

In conclusion teachers and parents should come into the school year with the belief that they are a team Parents and teachers must remain in sync when it comes to what is best for the child When parents and teachers rea lize the imporshytance of their shared relationship and identify common goals the child benefits most

References

Delisle] amp Galbmith] (2002) When gifted kids dont have all the answers How to mee t their social and emotional necds Minneapulis MN Free Spirit

Renzulli] S (1977) The enrichment triad model A guide for developing defensible progmms for the giftcd and talcntcd Mansfield Center CT Creative Learning Press

Resources

Steinberg L Lamborn S D Dornbusch S M amp Darling N (1992) Impact of parenting practices on adolescent achievement Authoritative parenting school involveshyment and encouragement to succeed Child Development 63 1266-128l

Stevenson D L amp Baker D P (1987) The family-school relation and the ch ilds school performance Child Develshyopment 58 1348-1357

Authors Note

Katherine B Brown MEd teaches at Judea Jackson Harris Elementary School in Athens GA She is currently pursuing a PhD in educational psychology with an emphas is in gifted and creative education at the University of Georgia

13 bull Parenting for High Potential