The first "Notes to Teachers" (page 106) spoke to me about extroverts and introverts. I'm sure we have all experience these situations as teachers. Not every activity or project is going to resonate with every student. As teachers we need to try and connect with both types of learners.
In response to BChristopherson on July 9, I agree that we need to incorporate different types of activities and projects into our classrooms. It will expose them to different ways of doing things and show them that you don’t always have to do everything the same way. I think more exposure to different activities, along with encouragement, will make students more comfortable with a variety of learning opportunities.
The first “Note to Teacher” on page 106 spoke to me the most. Personality traits have always been fascinating to me, in particular the differences between extroverts and introverts. I can get caught up in meeting the academic needs of children in my classroom, but reading this reminded me of how important it is to meet their emotional needs as well. I will be more aware as I plan lessons and group my students in the future.
In response to Melanie Dulworth:I also chose the same "Note to Teacher" for the reason that it is so interesting to me. Like Melanie said, we can get caught up in meeting our students' academic needs, but it takes a different mindset to meet their emotional needs.
The Notes to the Teacher on p. 106 spoke the most to me. While extroverts tend to love assignments that are highly interactive, introverts often cringe at the thought. I myself can relate. Usually I would much prefer to do assignments on my own. This is another way we need to differentiate. I am really going to consider this extrovert, introvert idea as I plan different lessons and projects.
In response to Travelingbug:This page obviously struck a cord with all of us. Growing up I also had to find a balance between being assigned a group project and wanting to do assignments on my own.
In response to travelingbug's post of July 10, I wonder how much of wanting to do a project individually has to do with extrovert and introvert preferences and how much of it has to do with wanting the project to be done correctly. I think gifted kids sometimes want to do projects on their own because they want to be sure it gets done right, or they don't trust the other student to do their part correctly, so they end up just doing it all on their own so it gets done on time and correctly. I have seen this happen over and over both at school and at home.
i agree with Pkassir's comment to Travelingbug's post..i do have to wonder when a child wants to do a project individually is is because they just want to get the project done right because they don't trust the other group members to do their part and to do it right..
In response to travelingbug’s post of July 10th, I have to say that Kassir’s comment is so true of gifted students who want to work alone because so many perfectionists expect that they can do it to the quality that is acceptable to them. Their goals do not always meet the goals of others in their group and they would prefer to do it on their own because it will get done with their specifications and done correctly. Introverts do not necessarily cringe at assignments that are interactive. Interactive doesn’t always mean working with others – it could be using the Web 2.0 tools that are highly interactive.
travelingbug's post made me think of a funny little graphic I've seen posted by people online--two pie charts, one titled, "What Teachers Think Group Work Teaches Me" and the second one titled, "What Group Work Really Teaches Me" (or something to that effect)--I've witnessed the push and pull of introverts and extroverts in those assignments and how absolutely uncomfortable some students seem in working with others. I need only be reminded of my own reluctance to comply when told to "join up with a partner!" in a PD or class, and I try to keep that in mind when I plan lessons.
In response to PKassir, July 12, I agree with her response to travelingbug's post. I hate to admit it but even working with my team, there are times I just want to do it myself to make sure it gets done correctly. I especially remember this is both HS and college when you had to work with others and there was a deadline, sometimes you hated having to rely on others and doing it yourself meant doing it correctly and on time. This is a hard thing letting go of and I'm not sure how to handle it with my students. Something to reflect on.
The “Notes to Teacher” on page 109 spoke the most to me. I think a lot of times the giftedness is forgotten in dually exceptional children. I agree with the book that giftedness is more than learning things at a fast rate. It is important that we make sure that the student receives an IEP that supports the weaker areas of the student’s learning, as well as meets the student’s gifted needs.
To KMuske July 11I agree that IEPs should address the gifted needs of students. Unfortunately, I believe that students who are dually exceptional are rarely identified as gifted. Teachers see that they receive special education services and their potential giftedness isn't given a thought.
In “Note to Teachers” on pp. 106-107, which talks about extroversion and introversion in gifted students, there is a statement that says the key to achieving a balance between the various types of learners in a classroom is knowing your students. What are their social/emotional/educational styles and strengths and weaknesses, including a tendency to be an introvert or extrovert? Answering these questions creates a safe and nurturing environment for these learners.Additionally, teachers should never discount a student’s identification as gifted just because he/she doesn’t overtly demonstrate their intellect. Once again, getting to know a student’s personality and his/her strengths and weakness as well as his/her specific G/T subject(s) identification will help teachers know how to address the specific needs of the student and create an atmosphere of individual acceptance and success.
To FMoore July 11I also chose this section. I found the descriptions of extroverts and introverts to be very interesting. It has given me a new awareness of how extroverts and introverts function in the classroom. This awareness will help me plan lessons to better meet the needs of these students.
P. 106 Extroversion and introversion have implications in the classroom.This makes it hard for a teacher when meeting the needs of these children. The extroverts love interacting with others and working together. The introverts love just soaking up information and just being an individual on their own. Taylor making the learning and activities can be hard to meet the needs of these children and a lot of times it requires more work on the teacher’s part. In the end though, I think it is worthwhile. I also think sometimes these kids need to also step out of their comfort zone and take risks through their learning, because I think they might surprise themselves with their interaction and learning with others or sometimes just sitting quietly is beneficial too.
I think both types of learners appreciate any teacher that "mixes it up" a bit. I had a teacher once that let us pick our seats, and we often worked with the immediate neighbors, which is nice for the introverts, who don't mind so much working with the same people over and over (takes off the stress of having to work with a new personality), but then there were days we walked into the room and she had moved the desks around and randomly assigned us to groups. It was a nice mixture so that both sides of the fence got their needs met about half of the time.
I hate to be repetitive, but the Notes on page 106-107 also meant the most to me...I myself find myself having to walk a fine line with this in my own classroom. I am an introvert by nature (even the dog knows to leave me alone for a bit when I first get home!), and teaching younger kids and trying to "handle it" when they are doing group work---I have to tell myself that it is OK that there is noise in the classroom, it is a working noise, not an off-task thing. I don't force kids to work with a group unless there is something particular that I think they can contribute, in which case if I notice they are having troubles, I will pull them aside and tell them that they are doing me "a favor by _____" in which case makes them feel that they have a purpose, and most of the time it works out. If I don't have an agenda, then I let them have a choice about working with a group or by themselves.
The Notes to Teacher on page 109 was especially useful. It deals with meeting the needs of dually exceptional or “twice-blessed” children. The author encourages teachers to work with members of the IEP team and other support personnel for guidance on working with these unique children. Fonseca also reminds us to not set aside the giftedness of a student in trying to accommodate the other exceptionality. Because the giftedness is so much a part of a child, it must be considered when making any kind of educational decision.
I agree with PKassir's posting on July 12th, we can never put aside the giftedness of a child in trying to accommodate their other exceptionality. You must incorporate all aspects of the student's needs and develop the correct methodology to meet them all.
In chapter 8 there are three "Notes to Teachers". Which one "spoke" to you and why? the notes on pages 106 and 107 really struck home with me..I have to remember some kids are introverts and others are extroverts. I always will have one or 2 students who when i assign groups for science labs will come and ask me "is it okay if i work by myself"..In the future, i need to remember that they may learn best this way. But at the same time, i feel like i not allowing them to develop the skills of working cooperatively with others and sharing responsibility..I guess this year I will allow students who ask to work alone and see how this goes, i just have to remember to have extra supplies on hand for the additional groups that now form in my room.
In reply to Helen Roberts, July 12You bring up an important point about making sure that *on occasion* introverts are given the opportunity to experience a group project setting and extroverts an individualized project setting. Knowing how to work cooperatively in a group and independently are life skills *all* students need. Also, most importantly, the teacher should know his/her students well enough to flexibly tailor how many projects and of what type to offer during a year.
In the notes to teacher for chapter 8, I paid the most attention to the part about "Flexibility and willingness to find creative solutions" in the classroom (page 110).
I also think that, "Flexibility and a willingness to find creative solutions are the most important factors for teams to keep in mind" (ebook page 80) is wise advice. Over the years, I've seen many teachers who were determined to force students to adhere to their procedures rather than seeing what would work best for each class. I totally believe in setting expectations for students, but each class (and student) has individual needs and personality that we teachers must take into consideration. Students respond very positively to flexibility which is just another way of saying individualized instruction.
Fonseca makes some good points on pages 106-107 about the extroverted and introverted gifted child. We always find the quiet, introverted child not initiating or sharing in class discussions and perhaps in a small group. The GT child is so often labeled as verbal and outgoing. The loud, excitable, verbal GT students can often intimidate the quiet, shy GT students. In my classroom, it is encouraged and emphasized that one must defer judgement and allow for all to participate. The more outgoing child is reminded to communicate directly to the introverted child and ask for their input when working collaboratively in a small group. When working in small groups, students can take on roles to play and one is the “encourager.” It is his or her job to make sure all are participating and involve the quiet ones. The classroom environment must feel safe for our introverted gifted students thus when communicating their ideas they are not to be “judged” harshly in any way but instead hear them out and acknowledge their input as positive. Practicing this, allows the introverted child to feel comfortable and safe and will undoubtedly offer ideas without prodding and ultimately feel success and comfort with their peers. Place your introverted child in an environment/activity which is their strength and interest…this will assure more participation. Do not ever assume that the quiet child is not as gifted as the verbal child. Find out what makes them click and give them the opportunities they need to grow and shine.
The first note on page 109 spoke to me. I agree that it is important that a child's giftedness should not be forgotten or pushed away to accommodate others. Each child is unique and requires their needs to be met. I agree that a learnig at a faster rate is not the whole picture of a gifted student. Looking at the whole picture when making decisions for our stuents is critical for their success.
In response to T Healey, July 12I love your idea of having students in small groups choose a role to play with one of the roles being the "encourager." The title alone gives the sense of warmth, inclusion, and safety. Our introverted students do need opportunities “grow and shine” in a group setting. Wonderful post!
On page 109, Fonseca reminds us when dealing with a dual exceptional child, not to let the giftedness get brushed aside and forgotten. I like her quote that "[Giftedness] is as much a part of his make up as his physical body". Even though the other issues exist, they can not be allowed to overshadow a child's gifted nature.
In response to Susan,That reminder has really made me wonder about past students--how many of the students that I have had over the years did I let the giftedness part go unnoticed or didn't speak up and become an advocate for the child?
Pages 106-107. It is daunting to think about having such broad lessons (especially with the many dictates we have for said lessons these days!), and I wonder how long it would take me to even ID the introverts and extroverts. I thought that it would be worthwhile to somehow try to address that in the "recommendation" letters that parents write to me at the start of each school year. It would also help to talk to the grade level principal, counselor, former teacher, etc., in an attempt to get a read on students whose introverted/extrovertedness isn't so obvious.
@ CWinegar...think if we used more of our time to share info about students rather than learning 'new' things to help us teach, we would get more bang for our time.
The first Notes to the Teacher, page 106 really spoke to me. I think that knowing your students is definitely the key to achieving the balance between the different learners in your classroom. I think this is true for any children you have in your class, but with the GT, the author makes a valid point about letting go some of your beliefs about giftedness. Specifically, that not all GT kids demonstrate their intellect in overt ways. I had a child a few years back and I see now that this was her. She was incredibly intellegent, but she never demonstrated it in a way that I often thought of as "GT behavior". Instead, she sat back and watched, then slowly joined in our activities. I see now that this was her learning style and it is what made her comfortable.
The Notes To Teacher section that spoke most to me was the one I find most difficult... Dually Exceptional Students (pg 232-233 ereader). It is so easy to focus on the most evident exceptionality, whatever it may be, that many times it is hard to remain focused on the Gifted exceptionality. I had a dually exceptional student (although his family didn't know it at the time) a few years ago. He was highly mobile, impulsive, and many times defiant. He is also gifted and has an amazing way of synthesing information especially in Math. It was easy to get caught up in his behaviors, focusing more on those than cultivating his unique way of seeing numbers.
The "Notes to the Teacher" section on ebook pages 160-161 was very interesting.It is very important to understand whether my gifted students are introverted or extroverted so that I can effectively teach all the different learners in my classroom. The extroverted students need more hands-on learning and like to work in groups, while the introverted learners prefer to work alone.
NDeans- I agree that it is important to know your student and give them the comfort of learning the way they prefer and the opportunity and safe place to practice different learning styles that are out of their comfort zone.
In response to AmyL on July11, I agree that sometimes the introverted and extroverted kids both need to step out of their comfort zone and try something different. It think it you're exactly right when you say that they may "surprise themselves" which can build their level of confidence.
In response to NDeans on July 12, I agree that we create opportunities for our students to try new things. They may find new strengths or interests, and building their confidence is important for learning and achieving success.
On page 109, in discussing twice exceptional students, the author states the importance that a "child's giftedness never be forgotten or pushed aside in an effort to accommodate the other exceptionality". It seems that it would be very easy to address educational struggles associate with a learning disability or behavioral disorder before the educational needs of giftedness. I imagine for a teacher this would be like juggling...not an easy skill to master, but possible with practice and determination to meet the unique needs of these children.
On page 110, the author states, "Flexibility and willingness to find creative solutions are the most important factors for teams to keep in mind." This statement served to encompass the theme of the book by reminding us that there is never one set solution not only with gifted students but with all students. Creative solutions are often the ones that give you the best returns for all students.
As a lot of people have discussed, the Teacher Notes on introverts and extroverts need to feel success in the classroom. Constantly assigning a kid a presentation or individual work does nothing for their self esteem. By mixing up or giving choices you allow both kids to feel success. And then, with the confidence, they will break from that zone.
pg. 106 Extrovert vs. Introvert. The type of person the student is determines how they interact with the learning community. Me being aware of this can help to facilitate successful learning. Basically knowing what type of leaner my students are will help me balance my classroom. pg. 107. Also a big thing for me was to know that all gifted students do not demonstrate their intellect overtly. This really shows how there can't be just one set of lessons we use in the class. The lessons need to be tailored to the students needs and also flexible grouping can help those learners demonstrate more opportunity to learn and be successful in the class.
Using the IEP team to id areas of concern spoke to me. It seems now that students take the CoGat, Nagelieri and Stanford, we have ample data to discuss the needs of GT students for IEPs without having to do more testing. Secondly if you are a 1.5 standard deviation above, it is still a difference. I think we should be looking at this data. I am sure the GT dept does, but I wonder what happens next. If the next year teacher is not specifically working to help close the gap, I think we fail the students.