Gifted Underachievers

Please watch the following POWTOON for my ideas about gifted underachievers.

Gifted Underachievers

Excellent Gifted Resource for Gifted Underachievers

This is a must have resource:
 https://www.education.act.gov.au/__data/assets/pdf_file/0009/587304/Gifted-Underachievers.pdf

 It explains the different reasons/type of gifted underachievers and gives ideas to help cater for each one.

Acronyms in Education

This is a quick reference list of some of the most commonly used acronyms in education . For full definitions of the terms, please refer to ABC's Glossary for Education.
Click here for the link:   Alphabet Soup

Educational Assistants - and defined roles

Educational Assistants – Invaluable!

Defined Roles when thinking about working with students with exceptionalities:

Role of EA	Role of Teacher	Role of Special Education Teacher
assist students with lessons under direct supervision of classroom teacher assist special needs students with intellectual or physical disabilities, with mobility, communication, and personal hygiene assist with marking tests (true/false, multiple choice (assignments or tests not requiring the teacher’s judgment) and worksheets monitor and report to classroom teacher on student progress monitor students during a break or noon hour (depending on school schedule) preparing classroom displays and bulletins carry-out behaviour modification, personal development, and other therapeutic programs under supervision of professionals such as special education teachers, psychologists, speech and language pathologists, social workers, etc. administer prescribed medications and other medical procedures for which they have been trained document any concerns	·         Design, supervise  and assess educational program for student (IEP) – to do in collaboration with SERT ·         Provide EA with IEP and source materials for EA to use ·         Give suggestions for teaching points ·         Provide feedback to EA on implementation ·         Carry out instruction of pupils with special needs in addition to the EA (ie. So it is not only the EA teaching children) ·         Review and reinforce learning activities for concept and skill development ·         Evaluate and report on progress of students to parents ·         Seek assistance of principal or Special Education Teacher when required ·         Documents any concerns ·         Maintain up-to-date knowledge of special education practices	·         Understand and be familiar with IEPs ·         Provide adequate resources ·         Suggest suitable workspace to accommodate learning activities ·         Oversee the IEP’s, checking and supporting appropriate activities/strategies ·         Advise EA/Teacher of strategies, accommodations and new practices ·         Provide in-service training on instructional and behavioural techniques and strategies ·         Provide adequate release time for developing, implementing and monitoring IEP ·         Regularly meet with EA and Teacher to hear of progress and/or concerns ·         Review IEP’s regularly and ensure all aspects of the IEP have been completed ·         Provide and update achievement testing and assist with referral process ·         Arrange case conferences and meetings ·         Communicate regularly with the principal regarding Special Education concerns

Me and my Brilliant EA's.

5 strategies to help foster a positive and effective relationship between the educational assistant and the classroom teacher: 
Ensure your EA is well informed of your plans. I always give my EA a daily plan that has a section just for them. It includes what the class is doing and what I would like them do with specific children throughout the day. Every EA that I have worked with has really appreciated being informed. They feel part of the team, feel valued and they appreciate knowing not just what they are doing but what the class, as a whole, is doing as well.

    Take on the advice of your EA. Welcome their input.  They have so much to add.  Sometimes they see things that I don’t and so sometimes this isn’t just about a child with special needs but about other pupils in the class too. This is invaluable information that should be used and appreciated in the classroom.

    You are a team.  On the door to your classroom, should be your name AND the EA/EAs that are also assigned to work with you or with children in your class.  Showing the rest of the school, the parents (and anyone else that comes into your classroom) that you are team, sets you up to be a double-act! Two heads are better than one.  The importance that you place on the EA too will have a far-reaching effect that he or she will likely feel more invested to do his or her very best. If a letter goes out from me, I often sign it from myself and the EA. This shows again that the EA is a valued, important part of the class.

   In the past, I have used an EA to support various children. I have found this very successful because sometimes even adults need a break from particular children. Therefore, I may dedicate my time to a child or group who have special educational needs for a particular lesson, and ask that my EA instead support a different group (gifted or otherwise). I really feel this is important for the welfare of the EA.  They have a very difficult job and I can see that it can be very draining for them as individuals, particularly if the child is very difficult to manage. This is one concern that I have coming into the Ontario school systems. I have found, as I move from school to school as an occasional teacher, that EA’s are seen to be assigned to one particular child and that the only support that they give. For example, I went into a school and was asked to teach a gym class to a grade 2 class. I simply asked the EA if she could lead us to the gym (as I had never been there before) and she very abruptly pointed out that she was assigned to a certain child and that wasn’t her job. In that case, she could have led the line (with the child at the front) but instead, her inflexibility showed a not very positive attitude. I am hoping that if I am lucky enough to have an EA assigned to my class that I can be responsible as to how I arrange their time best. 
    Have a dedicated time to meet and discuss the children with whom the EA works. It is crucial that feedback is given regularly as to what is going well, what isn’t, what is being covered academically and if there are any concerns or suggestions. Talk. Talk. Talk. In the past, I have had such strong relationships with my EA’s that I would do this daily, after each lesson, in between the lesson, or whenever it was needed. Praise and appreciation (from me to them) was always a part of this communication. Constant communication was the key to having successful, positive relationships with each of the EA’s with whom I have worked.

EA’s, in my eyes, are invaluable. When they are away or unavailable, I definitely miss their presence and support.

Mental Health

After reading, Supporting Minds: An Educator’s Guide to Promoting Mental Health and Well-Being, I was very surprised to read how common Mental Health Problems are in Youth: “Most estimates suggest that 15 to 20 per cent of children and youth struggle with a mental health problem. This could mean that in a classroom of thirty students, five or six students may be experiencing a mental health problem, and three or four of them may have a problem that significantly interferes with their daily life.”

This fact really shocked me.  It made me think about my daily practice in the classroom and how focussed I am on achieving the best results. 

The article listed ways that one can promote positive mental health:

 •            identification and effective management of emotions;

•             promotion of normal and healthy child and adolescent development;

•             exploration and use of children and youth’s strengths and capacities;

 •            development of meaningful family, school, and community relationships;

•             enhancement of positive coping and problem-solving skills;

 •            creation of meaningful and positive learning environments;

•             increased participation in structured community recreational and leisure activities;

 •            enhanced respect and appreciation for diversity and individual differences;

•             increased understanding and de-stigmatization of mental health conditions;

•             enhanced opportunities for children and youth to demonstrate age-appropriate autonomy and choice;

•             heightened sensitivity to the needs of others and demonstration of pro-social behaviours;

•             increased involvement in structured and unstructured physical activities;

 •            reduction in high-risk behaviours (e.g., drug use);

•             enhanced academic achievement and school attendance;

One of the best schools that I worked at was a ‘Value-Based’ School.  Values was promoted in all that we did. We had a value of the month and this value was introduced to the school as a whole (during an assembly) and within the classroom. The school had an end of the week ‘Values Assembly’ whereby individual children were praised for values that they had shown throughout the week. We also had very high standards at this school. We thought all children had the potential to be successful academically and we made this and school attendance a priority.  I feel this helped with the overall mental attitude within the school. It felt like we were one big family! I think this can really help children (and staff) who are suffering mentally.  I think schools like this should be modelled for others to follow.