5.8.13~What is all this talk about intrinsic motivation, Mrs. Morrow? Well, being intrinsically (or internally) motivated means it comes from inside, not because a teacher will offer a reward (grade) or a parent will be happy if the job is well done. By spring, many gifted students struggle with motivation to complete the school year. Here is a great video from the Davidson Institute on how to help your child (or yourself) remain engaged and driven.
http://www.youtube.com/watch?v=tGicNHSvr-g
Gifted learners have unique, ever-changing social and emotional needs. As your Gifted Education Specialist, I work with classroom teachers, school support staff, and families to address each child's strengths and challenges. My first step is developing a relationship with each one of my students. I believe every student should have at least one mentor at school he or she feels safe talking to about everything and anything. My door is almost always open to students and they know they can come and find me, even if I am teaching a class. Sometimes I need to schedule an appointment with students, but just knowing they can approach me during the day is calming when a crisis arises.
My classes and flexible groups incorporate social and emotional curriculum as part of student units. I teach gender-specific classes to address issues or concerns that come up when the need arises. In my science, social studies, and literature classes, the materials and concepts all reflect carefully selected social and emotional themes. Examples include reading The Little Prince, Humanities (A third grade anthropology class), The Human Condition (A fifth grade class studying the human and civil rights movements), SEASCAPE (serving fifth graders...this past year we studied our lives and roles in our families in one class and world religions and philosophies in another), and Banned Books, a literature class exploring why books are challenged. This class connected key social issues from the 20th and 21st centuries to gifted learners' lives.
Throughout the school year I send home newsletters and often include articles on social and emotional needs of gifted learners. There are many wonderful resources, but one of my favorite groups is Supporting Emotional Needs of the Gifted, also known as, SENGifted.
From their website...
Mission
SENG’s mission is to empower families and communities to guide gifted and talented individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually.
Vision
SENG envisions a world where gifted, talented and creative individuals are
supported to build gratifying, meaningful lives and contribute to the well-being
of others. To this end, SENG reaches out to diverse communities that share
our mission across the nation and the globe.
Looking for information and resources to address the social and emotional needs of gifted students? Check sengifted! http://www.sengifted.org/
Gifted learners are often very aware of what is happening around them and around the world and are typically concerned about current events and social injustices. By nature, they read into everything and continue thinking about issues or events well after others have moved on. It is not uncommon for students to come to me after a tragic event and ask to discuss it in class. I allow AIG students to take the lead when those discussions are necessary. Whenever possible, I encourage students to share their thoughts, fears, and analysis of the events.
I have found many of our AIG students to be highly sensitive individuals who require different learning environments and situations than found in other places. At times, the AIG classroom appears very quite in comparison to the regular classroom. Yet, at other times, it is rather rowdy! Depending on a student's sensitivities, he or she may sometimes ask to work alone or with a partner in another location. I always try to accommodate students when they request a separate setting.
Behavioral concerns that impact instruction in AIG are addressed on the spot because inappropriate disruption of any kind is not tolerated in the gifted learning environment. If students struggle with behavior or impulse control, we meet to discuss management strategies. If after meeting with students, their classroom teachers, parents, and sometimes administration or school support staff, behavior is still an issue, AIG students will typically be served in their regular classrooms.
The AIG Resource Class is not for everyone. Identified AIG students who are pulled for enrichment demonstrate exceptional motivation, are committed to task completion, and are self-driven to learn and grow as scholars. The classes require higher-level, critical thinking skills and although they are often "fun" and rewarding, students find they must develop their organization skills in order to keep up with homework and projects. If academic or social stress becomes a problem, students should speak to me sooner rather than later.
Many AIG students come to class without their resources...I often hear, "I left it at home." "I didn't realize it was Tuesday." "I didn't do my homework because I forgot to bring it home." The Davidson Institute has a great series to help families develop organization and social skills. I highly recommend them for parents and students to watch together. Here is one that addresses organizing materials AND developing social skills.
Organizational and Social Skills