The Underachieving Gifted Child - Chapters 10 & 11

Chapter 10 - Environmental Perceptions

BUILDING TRUSTING RELATIONSHIPS

BUILDING TRUSTING RELATIONSHIPS, (in all caps on purpose), isn't a maybe for teachers, it's a MUST!  Over my years of teaching, I have seen how this is vital for EVERY student!  Little  kids, big kids, kids with special needs, and kids who are gifted all need to know that I care for them and that I like them. They need to know that my classroom is a safe place for them to make mistakes,  have a bad day, question me, and be themselves.  I truly believe that the best teachers spend a LOT of time building relationships.  

Meaningful relationships with our students can be the difference between achievement and underachievement.  I love how Siegle talked about connecting with students through humor.  I love using humor with my students.  I especially love when there may be a gifted student or two who get a giggle from something that not many other students quite "get" yet.  I believe they love that too.  It deepens the connection that they feel and allows them to trust you even more.  

Honestly, being a knowledgeable teacher is something that I'm always a little nervous about.  I've found that there are times when I have to say, "I don't know!"  Over the years, I've gotten better at that, but it was difficult to admit in the beginning.  Admitting to kids that you don't know something can be freeing for them.  It also allows our gifted students to possibly be the expert by giving them the task to find the answer or share what they already know about a topic.  

After teaching special education for a couple of years, I've come to see that there are more teachers out there with biases than I thought.  To their defense, it's often because they just don't know how to teach kids with learning differences in a different way, and they just need some guidance.  Making sure that we are bias-free is especially necessary for our gifted kids.  As soon as they feel that you might not treat them fairly, underachievement could show up.  

Building trusting relationships is something every teacher needs to spend time doing.  I love asking kids questions about what they're interested in.  I tell them all about myself.  They love knowing about their teacher and feel a closer connection when they know about me.  I sing with my kids.  I dance with my kids.  I joke around with my kids.  I set boundaries with my kids.  All of these things build a trusting relationship with students.  I'm always striving to make sure that I continue to learn new ways to connect with them.

Chapter 11 - Developing Self-Regulation and Study Skills

All of the strategies and study skills discussed were interesting, but there were a few things that stuck out to me in this chapter...Premack's Principle, the Active Study Checklist for Different Learning Styles, and Organization.

Premack's Principle, or "Grandma's Rule", was fun to read about.  It seems easy to implement and as a parent, that's what my husband and I do at home.  Yet, as the years go by in the classroom, I'm finding that more coaching needs to happen for some.  Students are often accustomed to being in charge and deciding what they are going to do first.  As the teacher, it is my responsibility to help them see that reward comes after effort and work.  Many parents may need to be coached on this too.

I loved Table 2 on page 135.  This is a great checklist to keep out and refer to when a student might not be "getting it".  All learners learn differently and it's up to us to make sure we can teach them how to study so they are getting the most out of the time they are putting in.  

I am an organized person.  One might call me slightly OCD.  There are five people in my family and I am the only one who organization has come to naturally.  I've had to teach my daughters (and husband) ways that they can organize and how it makes life so much easier.  Checklists have become what my oldest (gifted) daughter uses to help keep her on task and organized.  She has a whiteboard in her room with checklists, she has a planner, and she has sticky notes on her desk.  I have to remind myself that teaching organizational skills will be necessary for many gifted kids.  

I'm looking forward to coming back to this chapter as I get to know my students and as I'm figuring out what it is they need.  I do believe that we, even as elementary teachers, need to spend time teaching them study skills and self-regulation.  When they go to middle school, they are expected to know how to study and self-regulate.  Let's give them the boost they need to help them be achievers.