Parenting for High Potential

September 2009

Harnessing the Power of the

Computer: Challenging Your Gifted Child

Staying in Sync

Tips to Help Parents and Teachers Developing your child’s gifts and talents

A publication of the national association for gifted children

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editorial

As millions of American children return to school this year, the many memories of my first days are vivid. Would I like the teacher?

Who would be in my class? And, an equally important question, what would I wear? I so loved getting my textbooks for the school year.

In elementary school, I was fortunate to have some excellent teachers and be in a school district that took gifted education seriously, so during this time school was an exciting place. While in elementary school, I also was in mixed grade level classrooms that grouped by ability disregarding grade level. In the fourth grade, as the teacher passed out our math books, I was so disappointed when I received the yellow math book rather than the green. The yellow was the lower level book and to be honest I felt insulted and somehow lesser than my classmates, even those who had received the yellow book as well.

I pleaded with the teacher to let me be with the green math book group. Eventually, she relented if only to end the minor meltdown I was having. I look back on this incident with mixed emotions and conclusions. Even though I felt I was ready to be in the green math book group, I probably would have been better off in the yellow group as math continues today to be problematic. I appreciate my teacher making the concession but her initial conclusion was most likely the right one. Also, no one had ever explained to me (or my parents) that I didn’t have to be the most able in every subject; in fact, I only learned about this in graduate school when I began studying giftedness. As gifted children return to school this year, let’s all keep in mind what they need both academically and emotionally. As a parent or teacher, helping children to navigate their way through school is a collective effort that includes being informed about the needs of gifted children. The intent is that the articles included in this issue of PHP will help in just such an effort.

Dr. Jennifer L. Jolly Editor-in-Chief jollyphp@gmail.com

PHP Editorial Advisory Board Tracy F. Inman, Chair Bowling Green, KY

Marcia Delcourt Stamford, CT

Jamie MacDougall Layfayette, IN

Jane Clarenbach Washington, DC

Ellen C. Fithian Poquoson, VA

Michael Matthews Charlotte, NC

Laurence J. Coleman Toledo, OH

Jill Grunewald Rochester, MN

Stephanie Smith Billings, MT

Carolyn R. Cooper St. Louis, MO

Pau-San Haruta Hyde Park, NY

Felicia Standifer Chicago, IL

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table of contents

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Columns 3

President’s Column Back to School for Precocious Readers Dr. Ann Robinson

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The Buzz High-Quality Picture Books: Treasure Troves of Learning for Bright Young Children Dr. Carolyn R. Cooper

15 An Interview With . . .

Dr. Del Siegle Nancy Green

18 Things to Think About & Places to Go Dr. Robin Schader

25 Connecting With Kids A Little “Art” of the Ordinary: Creating Art From Everyday Objects Shelley Putnam Burge

29 Tools of the Trade Finding Value in Play Maureen Reed

Features 7

Staying in Sync: Tips to Maintain and Form Positive Relationships Katherine B. Brown

23 Harnessing the Power of the Computer: Challenging Your Gifted Child Lisa Natcharian

Publisher NAGC

Art Director jml designs

Editor-in-Chief Dr. Jennifer L. Jolly Louisiana State University Baton Rouge, LA Parenting for High Potential is published quarterly and is distributed as a membership benefit by the National Association for Gifted Children (NAGC).

The views expressed in the magazine are those of the authors and do not necessarily reflect the views of NAGC or its Board of Directors.

Copyright © 2009 National Association for Gifted Children 1707 L Street, NW, Suite 550 Washington, DC 20036 202-785-4268 www.nagc.org

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president’s column

Back to School for Precocious Readers Dr. Ann Robinson, NAGC President

Back to school! Back to school! This phrase can have an exciting or an ominous ring for precocious learners. One of the most important opportunities we can give children is the opportunity to learn something new every day. As parents and educators, we shoulder that responsibility for children together. It will take teamwork from the home and the classroom to meet the educational needs of talented learners.

The first day of school can be an extremely memorable experience. Call up that memory for yourself. It is likely to be a rich mixture of people, locations, and events. I can recall attending my first day of school in a large brick building in a small Wyoming town. As is often the case in small towns, my first-grade teacher was my father’s first-grade teacher. “What luck!” I thought. “I am going to have Miss Weedow.” She was known all over the county for her discipline and imposing presence, but she was my dad’s teacher to me. He spoke highly of her, and I was excited to be in her first-grade room.

I can recall desks, books, and a big closet in the back of the room for storing the heavy coats everyone wore during the long and cold Wyoming winters. I also recall the thrill of receiving my first book at school. Inside the front cover, a paper nameplate had been pasted in; I was allowed to print my own name on the first blank line. A new book on the first day! This could only be good. As the time drew closer for reading instruction, I was wiggling in my chair and eager to begin. I didn’t know it yet, but I was already a reader—a fluent one. My family haunted the library from the time I was old enough to be taken outside in the cold. My mother read aloud to me several books a day. At night, I sat on my dad’s lap as he scanned the newspaper, commented on what he was reading, and gave me the opportunity to ask questions. Given the rich print environment in our home, reading before formal instruction was no surprise.

Quickly, however, my reading skill level became an issue at school. The first reading lesson involved recognizing the word “look.” It was slow going and everyone repeated the word in round-robin fashion until Miss Weedow was satisfied.

As there were almost 30 children in her class, taking turns to read aloud was a cumbersome business. Nevertheless, the day went well, and we were allowed to take home our first readers to show our parents. I was delighted, went home brandishing the small primer proudly, and sat down in my dad’s big easy chair to read. My mother, a sixth-grade teacher, settled herself quietly across the room and listened to me read the first primer cover to cover. “Well,” I said. “I’m finished with that one. Where do I get the next book?” She made no reply.

Back in those days, there would be no new book for an interminable 6 weeks. Reading class became agonizing by the second day of school. I can still recall the frustration of being taught words I already knew, of having to keep my place in a primer that I already finished, and of listening to some classmates stumble over pronunciation and be corrected in front of everyone. I was absolutely mortified for my friends, but did not know what I could do to help. That memory is as 3

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fresh today as it was decades ago—for me it was a crystallizing experience.

If you cannot recall a similar experience from your childhood, you will have one from your adult life. If you are a working parent, imagine sitting hour after hour, day after day in a staff or committee meeting in which you already understand what is being discussed. If you are a teacher, imagine sitting hour after hour in an in-service or a required professional development day in which you already know the information. Children are captive to such events every day, and gifted children are particularly vulnerable to intellectual and motivational captivity in the classroom.

As parents and teachers, we must watch for those signs of drooping motivation, angry frustration, or dreamy withdrawal. And we must act with quiet determination. My back-toschool story has a happy ending because my mother and Miss Weedow got together on my behalf. I don’t know who made the first move, but it doesn’t really matter. My mother was a diplomat, and Miss Weedow was nobody’s fool. By the second week of school, my new friend Sherry and I were seated next to one another. We still did the reading worksheets and answered comprehension questions, but the round-robin reading was gone. Other more advanced books appeared like magic in our desks, and Miss Weedow leaned down from her very great height and quietly explained that we could read these books or any that we brought from home during wholeclass reading time. “And, by the way, whenever you finish your work, you can read anything you like,” she said. Sherry and I took her up on her invitation.

Many primary classrooms have a Miss Weedow, but some do not. The research on precocious readers indicates that these children rarely receive differentiated reading instruction in elementary or middle school. A longitudinal study of children who read before formal instruction indicates that early readers maintained their advantage until age 11, but the researchers speculated that they might have gained more had their reading opportunities been better matched with their skill level. The evidence suggests that homes with rich print environments and regular reading times characterized by a relaxed and playful parent-child interchange foster reading interest and skill. To smooth the way for precocious readers in the first important weeks of school, parents can also let their child’s new teacher know if the child has been reading independently at home and can offer to equip their child with a leisure reading book for those spare minutes in the instructional day.

Back to school or the first day—these events can be exciting for young children who are more than ready to learn. We owe it to precocious children to see they have the opportunity to learn something new every day. Let’s give our gifted children a happy ending.

the buzz

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ves of o r T e r u s ks: Trea o o B e r u lity Pict ldren i a h u C Q g h n g u i H ight Yo r B r o f ell. g books, as w ir e th in r Learnin lo ct co straer lyn R. Coop

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u for a ’s when a child loves yo REAL?” The answer? “It LY loves AL RE t t to play with, bu long, long time, not jus AL.” RE me co rse. “Then you be you,” says the Skin Ho as you er nd po ssage for a child to What an insightful me wise words! read him or her these oks respected children’s bo These vignettes of welluld be co ing th no ding difficult, but may seem to make rea thout wi t, igh ins Reading without farther from the truth. ggers tri at th ge anding or a messa a comprehensive underst on rds wo er ning one’s eyes ov thinking, is merely run en itt wr are rds to huge tomes, wo page! From tiny cards ding ply what he or she is rea ap to prompt a reader to this for g tin set And what better to his or her own life. benth Bo ? ild ch t’s reading to a application than a paren e th at wh er eth y to discuss tog efit from the opportunit own eir th to s ate g and how it rel of author is communicatin el lev ed nc va ren love this ad world. Highly able child e th to up le bb of many kinds bu thinking. Possibilities setting ding experience a rich surface, making the rea ild, a ch d an t on between paren for thoughtful discussi found be t no y ma unfortunately, product of reading that, in school. g chilthunder, as many youn If your child is afraid of tricia Pa by 0) 99 (1 Thunder Cake dren are, I recommend sumtry sul n “O iptive language— scr de s use e Sh . co lac Po ichigan, ) grandma’s farm in M re Books for mer days at my (Russian low over ft dri More Recent Pictu s ud heavy. Stormclo l Child the air gets damp and s of her on ati Your High-Potentia str illu includes rich 3) o 98 als (1 co al Re lac e Po .” com lds Be fie ys the ng How To granddaughter’s gatheri The Velveteen Rabbit or ful story for young mother overseeing her ht nd g lig de gra nin st ht lig mo a of is lt s bo am ge coop “as a hu er n

by Margery Willi aft he ok e th bo is m th fro en gs eg giv s sh fre es, too! I wa ins how she knows the readers—and older on doctorate in gifted ed,” and Grandma expla sh my fla letes for ion tat ser dis calming activity comp I’d defended my is still 8 miles away. A favorite books to rm my sto of a e to on e s nc ain rie rem pe it a frightening ex education, and an opthe story, which brings the “real” gives the reader ss and much learning on ine m this day. The search for pp showering ha quite different fro se, s clo len ssion a cu gh dis rou ely th liv life a grist for portunity to see his or her daily ightened child. Much in -fr s ce ing on th see to s use e the one he or sh Skin here! ample, the Rabbit asks ee? (1976) gives yet an routine. One day, for ex is t ha “W ry, rse w Does It Feel to Be a Tr nu Ho e th of in ny ma toy s rn ion wo est llqu ildren to ask Horse, an old, we rk other opportunity for ch ba if er nd wo “I e. m time to tim fro t ou ab er nd wo em th g in? Does tree house hurt movin feels like skin. Does a Morse Flo or th h? Which?” Au rain tickle? Do bugs itc erment nd wo d an tural innocence na ’s ren ild ch s sse dre ad monochronner. Clyde Watson’s in a most appealing ma representang iki str every page are matic illustrations on ge, such pa at th on e has placed tions of the words Mors n you Ca ? eze bre e stirred by a as, “Is it fun when you’r nversaco ul erf nd wo a sneeze?” A e lik — ng mi co e on l fee tion starter! the ty picture books that fill Many more high-quali ding rea ss tle un co er d libraries off an res sto ok bo of es elv sh and make ld children’s attention ho th bo at th s ure nt ve ad

en erful today as it was wh Another classic as wond , to which e Original Mother Goose published in1916 is Th ong all a rhyme I know is am I turn when trying to rec of England . Some are reminiscent the many in this book of Leeds.” as, “The Old Woman in an earlier day, such within and as “A Chimney: Black Others are brief, such use of the ers round about.” This red without; Four corn children, bably be new to young word “without” will pro ild that rtunity to teach your ch so it gives you an oppo nities to ans “outside.” Opportu this use of “without” me rhymes— when reading nursery teach your child abound especially old ones. of , My First Oxford Book In a more modern book n tells the Geraldine McCaughrea Stories (1999), author od” and “Little Red Riding Ho well-known stories of en Town ” alongside “The Brem “The Billy Goats Gruff ds,” and and the Seven Little Ki Musicians,” “The Wolf . Ruby oemaker,” among others “The Elves and the Sh e each rful illustrations enhanc Green’s simple-but-colo easy to nversational style and story that is told in co opportuese books are filled with understand. Again, th what the ild to discuss not only nities for parent and ch ate it. the language used to rel story is about, but also,

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References ersion from usdiv ive nt sta sub with picture books. a er off 8). Developing talent . them think. They 99 ing (1 rn S. , lea um me Ba ho of child, potential e only source y (Ed.), The young gifted utn ing the computer as th Sm F. n’t J. ve In ha u yo If 26). Cresskill, NJ: on or two: an anthology (pp. 515-5 A final recommendati ard se, ch mi Ri pro of d e an som th wi d your child familiarized yourself an strate Hampton Press. use tiny animals to illu at th s tures. Retrieved ks Scarry’s 200 book Cars and Truc 0). Uncle Wiggily’s adven his 91 , (1 8) 96 R. (1 H. , y? ris Da l Ga Al berg.org/ What Do People Do sy World (1965), from http://www.guten , Bu 09 sy, 20 , Bu 24 his e , 7) Jun 99 (1 and Things That Go 281-h.htm one or files/15281/15281-h/15 (1976), please pick up and Busiest People Ever They are d book of stories. them with your child.

(1999). My first Oxfor G. n, rea gh au cC M two of these and read s of rsity Press. lude very clever example London: Oxford Unive magical, funny, and inc y, arr Sc t. ou ab ow New York: uld like to kn w does it feel to be a tree? t life that your child wo Ho ou .

6) ab e 97 (1 rav F. ot e, nn ors ca I M us a legacy . now deceased, has left ations that Parents Magazine Press t see the magical illustr firs u t, enough! When yo ildren cake. New York: The Pu ng his text to life for ch co, P. (1990). Thunder lac Po d he created himself to bri an oks— at I mean. I love his bo nam & Grosset Group. you’ll know at once wh w y’s busy, busy world. Ne R. (1965). Richard Scarr th kids do, too! y, wi r arr ilia Sc fam be th bo y ild ma Finally, you and your ch York: Golden Press. er and the Ternd exa Al , ck rba pe pa what do people do all the popular little (1968). Richard Scarry’s y by Judith Viorst R. Da d y, Ba arr ry Sc Ve , od Go House. rible, Horrible, No ed in day? New York: Random hair to his being squish ve (1972). From gum in his mo he’ll siest people ever. r has had it and thinks 976). Richard Scarry’s bu (1 R. y, arr Sc e the car pool, Alexande tur ’s pic use. er likes another student New York: Random Ho t to Australia! His teach “A e. stl ca ble isi inv s and trucks and his of the 7). Richard Scarry’s car 99 of a sailboat better than g (1 tin R. un y, co arr at Sc d an d, sang too lou Random House. singing time she said I things that go. New York: teen?” Everything six s ed ne ho W n. tee le, horrible, no time I left out six . Alexander and the terrib ander he’s going to 2) ex 97 Al (1 es J. t, inc nv ors co Vi him ecticut Printers. that happens to st likely, had days d day. Hartford: Conn mo ba s, y ha ver d, ild ch goo ur Yo a. move to Australi move to , or how toys she, too, has wanted to 3). The velveteen rabbit 98 (1 .

M s, am illi W like this. Maybe he or ’t sn ha Simon & Schuster. n, but even if your child become real. New York: Australia upon occasio gh lau od go a t ge ll wi he or she se: Based on the The original mother goo experienced rejection, s are .

2) on 99 ati (1 str B. , illu e ht Th rig .

W ok little bo ia: Running Press. out of this very amusing 1916 classic. Philadelph simply perfect! ith Your Child: Reading to and W plore New Worlds to Ex rjust the tip of the prove The books I’ve cited are you and ul reading that awaits bial iceberg of wonderf s as you’re ask “what if?” question your child. Be sure to hat are gh a book together. W working your way throu done? ve ha uld co r lead characte some other things the w might ge the story as it is? Ho How would those chan en today? different if it were writt the story or rhyme be rned from what he or she has lea Finally, ask your child er story d together. Of which oth the story you’ve just rea ild? Why? does it remind your ch ong gsters need to have a str un yo l High-potentia t en gm au to me ho cussion at base of reading and dis have t gh mi at wh t ou Thinking ab their school learning. mind, en stretches the child’s happened or could happ h. needed for further growt increasing its elasticity

Author’s Note nistra.D., is a seasoned admi Carolyn R. Cooper, Ph s. She nt de stu l ating high-potentia tor in the field of educ nme ele e th at ented students has taught gifted and tal els lev l oo sch h le school, and hig e tary, junior high, midd tiv Ac . ers gst h-potential youn as well as teachers of hig ce sin ren ild Ch iation for Gifted in the National Assoc te schools es both public and priva 1982, Dr. Cooper advis sentapre s ke of high ability, ma on educating students arterly qu for rly and writes regula tions to parent groups, l. tia ten Po Parenting for High publications including

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staying in sync

Staying

in Sync

By Katherine B. Brown

Tips to Form and Maintain Positive Relationships

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staying in sync

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It takes a village to raise a child.

This saying remains relevant today and perhaps now more than ever before. With differentiated needs and increased potentials, gifted students can benefit from parents and teachers who recognize the importance of staying in sync or connected with one another. Often a lack of communication, or even miscommunication, can cause unnecessary stress and frustration for parents and teachers. Most importantly, when misunderstandings occur between parents and teachers, the child may not receive the best education that he or she deserves.

This article presents tips to both parents and teachers on how to stay in sync with one another by staying involved, communicating respectfully, transferring information, working in cooperation, and promoting independence.

Tip #1: Staying Involved Researchers have found that parents who are involved in their children’s education are more likely to have children who succeed in school. When parents volunteer in the classroom, they can add new depth to the curriculum and share with students experiences from their own lives.

How can parents stay involved?

If parents are interested in volunteering, they should begin by asking the teacher about volunteer opportunities. Some teachers may want help with field trips, story times, or classroom parties, while others may want help by preparing materials or assisting in enriching the curriculum. If parents are interested in volunteering their time, they should discuss this with

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the teacher in advance and agree upon times that will work for both parties. Parents should be very professional about coming on the agreed days and times and should be dressed appropriately. Unscheduled visits can do more harm than good for students when the regular routine is interrupted or disruptions occur during focused work periods.

Parents should also feel comfortable sharing their talents and interests with the teacher. Even hobbies and collections can serve as a valuable resource for students. Many high-ability students working on independent projects could greatly benefit from expertise in a specialized area. Exposure to a variety of interests and passions can often pique the curiosity of gifted students who are unmotivated and underachieving.

Busy parents could share information with students through e-mails and phone interviews. By sharing talents with the class, students can gain a variety of meaningful experiences.

How can teachers keep parents involved?

Parents are often not aware of the various volunteer opportunities available within the classroom. In the same way, teachers may be hesitant and unsure about how best to involve parents. One way to alleviate this problem is to use a parent inventory to uncover parents’ areas of expertise and talents. Once parents have completed the inventory, the teacher can review the responses to determine various ways in which parents may be able to contribute to the curriculum.

Teachers can make up their own inventory or use one already created, such as the Community Talent Miner (Renzulli, 1977).

Another great activity that can be used to increase parent involvement is Family Enrichment Trips. These are voluntary field trips on the weekends that are presented to families. The goal is to expose families to low-cost activities in the community that provide students with enriched learning experiences. Field 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, easily accessible to families, and related to the state

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or district curriculum. Examples of Family Enrichment Trips may include a trip to a local community zoo or state park, a symphony or play, a day of reading in a park, an evening observation of the constellations through a local university telescope, a visit to a museum, or walking on a local nature trail.

These trips seek to introduce community resources to parents and demonstrate the importance of providing children with learning experiences outside of the classroom.

Tip #2: Communicating Respectfully Parents and teachers play an important role in a child’s social, emotional, and academic development. Recognizing the importance of one another and appreciating what each individual has to offer the child contributes to a positive relationship between parent and teacher.

How can parents support communication?

Parents should remain positive in front of the child when discussing his or her teacher. Once negative views of a teacher are expressed, reversing these opinions can be difficult.

The parent in such a situation should strive to serve as the mediator between the student and the teacher by helping the child devise a plan to speak with the teacher about the concern. By teaching children how to advocate for themselves and speaking calmly to an authority figure about a misunderstanding, parents provide children with a valuable life skill.

Parents should explain to the child that such a discussion should be held at a time when the teacher is alone and available to talk uninterrupted—making an appointment before school, after school, or during a lunch break would be most productive. Teachers who are challenged in front of the class, spoken to in a confrontational or overly emotional manner, or who are rushed between classes will not be as likely to respond positively to the child’s concern. Delisle and Galbraith (2002) offered the following 10 tips (see p. 10) to help guide students when talking to a teacher about a problem. Parents also can use these tips to help children solve dilemmas from a place of mutual respect.

staying in sync

Make an appointment to meet and talk. This shows the teacher that you’re serious and you have some understanding of his or her busy schedule. Tell the teacher about how much time you’ll need, be flexible, and don’t be late.

ing to Teachers Ten Tips for Talk with a class or an assign-

problem subject Are you having a ovement in how a pr im r fo om ro e se project or ment? Can you idea for a special r tte be a ve ha u teacher! is taught? Do yo friends. Talk to the ur yo l tel st ju t n’ term paper? Do about doing this. n’t know how to go sier for Many students do meant to make it ea e ar ns tio es gg su The following s and teachers. ever yone—student

If you know other students who feel the way you do, consider approaching the teacher together. There’s strength in numbers. If a teacher hears the same thing from four or five people, he or she is more likely to do something about it.

Don’t expect the teacher to do all of the work or propose all of the answers. Be prepared to make suggestions, offer solutions, even recommend resources. The teacher will appreciate that you took the initiative.

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 rily humor. Not necessa e ns the joke-telling se e of humor, but the on at gh that lets you lau own yourself and your and s misunderstanding mistakes.

y to sa want u o y g in at meet h wh roug into your wn your h t k o f Thin u go ite d list o re yo cher. Wr Make a y a befo a s. um the te concern r. Yo e v o with r c e o for th it tions u want to r list ques u yo ult o s y s n m e py n co a givc the it ant to co u sider f yo n w o o n c h t e ev bo (Or e.) er so ting. of tim teach your mee r ahead g ache durin the te o t t ing i Be diplomatic, tactful, and respectful. Teachers have feelings, too. And they’re more likely to be responsive if you remember that the purpose of your meeting is conversation not confrontation.

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Choose your words carefully.

Example: Instead of saying, “I hate doing reports; they’re boring and a waste of time,” try, “Is there some other way I could satisfy this requirement? Could I do a video instead?” Strike the word “boring” from your vocabulary. It’s a word that’s not helpful for teachers (and it might even make them mad).

Focus on what you need, not on what the teacher is doing wrong. The more the teacher 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 want to help.

If your meeting isn’t successful, get 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 had a real conversation—if you communicated openly, listened carefully, and respected each other’s point of view—then congratulate yourself on a great meeting. If the air crackled with tension, the meeting fell apart, and you felt disrespected (or acted disrespectful), then it’s 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 When Gifted Kid How to Me s Don’t Ha et Their So ve All the A ci al and Emo Ph.D., and nswers: tional Nee Judy Galbra ds by Jim D ith, M.A., permission elisle, copyright © of Free Sp 2002. Use irit Publishin 735-7323 d with g Inc., Min ; http://ww neapolis, M w.freespirit N; 800.com. All ri ghts reserv ed.

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the mile marker series

Parenting for High Potential

staying in sync

How can teachers demonstrate positive interactions?

Parents of high-ability students take a keen interest in their child’s education. Often, this concern results from experiences in which the child was not provided with appropriate activities due to the difficulty that many teachers have in differentiating curriculum for gifted students. In order to put parents at ease and encourage positive interactions, the teacher also needs to understand a parent’s point of view.

This can be achieved several ways.

Teachers should ask parents at the beginning of the year for information about the child’s perceived strengths, weaknesses, interests, and goals. This can be especially helpful for the high-ability student whom the teacher may assume is achieving in all areas. Parents can make the teacher aware of areas in which the child needs continued challenge or is having difficulties. If the parent sees that the teacher is willing to listen to his or her suggestions and knowledge about the child, the parent is more likely to also appreciate the teacher’s suggestions.

Another way for teachers to reach out to parents is to write thank you notes to parents who have helped out in some manner. This can be as simple as a quick message jotted on a Post-it® note to a formal thank you card. The key is that the child will see that the teacher recognizes the importance of the parent and respects him or her for helping.

Tip #3: Transferring Information Communication is the essential ingredient in promoting a positive teacher-parent relationship, and communication is a two-way street. Both parents and teachers must make an effort to keep each other informed in clear language that does not imply blame. Certain forms of communication provide for more effective contact between parents and teachers.

Below is a sample e-mail sent to a teacher from a concerned parent.

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How can parents keep informed?

Many parents find e-mail an easy way to communicate with their child’s teacher. This example demonstrates that e-mail is quick and convenient for the sender, but can lead to misunderstandings when the tone of the message is misunderstood. In this example, Mrs. Broomberg may have simply wanted Ms. Ricard to suggest some ways she could enrich Shaun’s science curriculum at home. Ms. Ricard, however, may take the e-mail to say that she is not doing a good job of providing Shaun with enough enrichment opportunities. As shown through this e-mail, brevity can read as terseness, and concern may sound like an accusation. If a parent or teacher wishes to voice a concern, it is usually better to call on the phone or schedule an appointment to talk in person. If e-mail must be used, do not send the message immediately after an upsetting episode. Wait until the situation has calmed and reread the message with a critical eye. Better yet, have an outside person read the message to see if it sets the right tone before being sent.

Many high-ability students have multiple areas of strengths. Because of this, students are very busy outside of the classroom with various activities and events. In order to stay updated and organized, parents might keep a calendar in a prominent place at home. This calendar should be checked and updated often with upcoming events. Another idea would be to keep a file folder for each child in the family. As teachers and coaches send home forms or information sheets, these items can be placed in a corresponding folder.

How can teachers keep parents and themselves informed and organized?

One way teachers can keep parents informed is through agenda books. Daily or weekly communication can occur through the child’s agenda book with a sticker, positive comment, or note of concern (regarding behavior or academics).

The parent also might sign the agenda each night or week to show that he or she has looked at it. By making this a habit, the parent will see if there is an issue that needs to be discussed. Teachers also can keep parents informed about what is going on at school by sending home a weekly newsletter or creating and regularly updating a classroom Web site.

Teachers also can keep informed and connected by showing an interest in their students’ personal lives. A great way to do this is to ask parents for a schedule of activities in which their child is involved in after school.

Some children do not participate in organized extracurricular activities, but may have a hobby or intense interest in something. Teachers can provide these students with ways to further their interest after school or during free time. For example, if a student shows great interest in marine life, the teacher might encourage him or her to begin a marine club.

The teacher could support the student as he or she advertises for the club, researches marine life, and plans meetings and activities, or even by offering his or her classroom as a meeting place during lunch or after school.

Tip #4: Working in Cooperation The occurrence of disagreements is natural; however, the way in which disagreements are handled makes the difference between a healthy disagreement and one that is toxic.

How can parents work in cooperation with teachers?

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staying in sync

When a parent has an issue of concern regarding a child, the meeting or phone call should always begin in a positive manner. For example, a parent may start with, “I 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 challenge 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 teacher’s head without speaking to him or her first.

This only causes anger, embarrassment, and resentment. The teacher may not have even been aware that there was 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 concern 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 build 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 child’s positive traits with the parent first, never start with the negative. This will help the parent see that the teacher wishes to support his or her child and is not simply throwing out insults and blame for his or her issues.

If a parent does come in upset or angry, try not to show anger as well. Listen to the parent and encourage collaboration in solving the problem. If the parent begins to display cruel or threatening behavior, 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 isn’t always best. This doesn’t 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 experiencing 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 independence 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.

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How can teachers promote independence?

Parents are not the only culprits who allow children to become overly dependent. It can be a challenge for teachers 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 opportunities to learn how to recover from failure and be challenged, 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 environment where students take responsibility for their own learning and behavior. A shared classroom that is studentcentered 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 remaining organized and keeping up with assigned tasks, teachers should teach these students how to be accountable for their achievement. 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, independent learners. Students should see the importance of having control over their actions and learning, both inside and outside of the classroom. Teachers also can encourage independent 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 realize the importance of their shared relationship and identify common goals, the child benefits most.

References Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers: How to meet their social and emotional needs.

Minneapolis, MN: Free Spirit.

Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented.

Mansfield Center, CT: Creative Learning Press.

Resources Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281.

Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348–1357.

Author’s Note Katherine B. Brown, M.Ed., teaches at Judea Jackson Harris Elementary School in Athens, GA. She is currently pursuing a Ph.D. in educational psychology with an emphasis in gifted and creative education at the University of Georgia.

the mile marker series

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Nancy Green recently sat down with Del Siegle, NAGC’s past president and also father to almost 2-year-old Jessica. Regular readers of PHP will remember Del’s president’s column over the past eight issues; what follows here are some of his reflections and insights from the unique vantage point of a new parent and active NAGC president. Someone with this combination of life experience is not likely to pass through the “NAGC leadership doorway” anytime soon!

NG: What a treat to be able to stop and reflect on two amazing years in your life . . . both as a new parent and as NAGC president. I am delighted to have this chance to capture some of your reflections on the high points of your presidency, and also what you have learned. So let’s dig in. I know I can often apply some of my professional experiences from the world of education to my role as parent. How have you found this has happened with you?

DS: In a couple of ways. First, I think I now appreciate individual differences more. That’s a big part of gifted education—recognizing that talent manifests itself differently in different people.

This ranges from children in poverty to children who come from a high socioeconomic status home, children who have strengths in math or

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science to language arts, etc. This heightened awareness for uniqueness has helped me be a better parent. I’m more aware of the little things that Jessica does. For example, I can encourage her curiosity and problem solving in ways that a parent who doesn’t have the background in gifted education might overlook.

As a baby, she was amazed by store signs and the bright lights of logos . . . she would look at them and point. We really encouraged that by saying the name of the store, the letters. Soon she was recognizing and reading store signs on her own.

At 15 months old, she recognized these words when we wrote them down on paper. That has launched her into very early reading. Now she gets so excited when she “spots” these signs and logos out in the world. She’s making powerful connections and her learning has increased rapidly. She’s curious because she’s on the hunt.

Second, my passion for advocacy has taken on a dimension in reality. It’s a powerful image to think of my own child in school—challenged and excited by what she’s learning. It has given a true sense of relevance to the advocacy work we do here at NAGC. NG: So far, what has been your biggest surprise as a parent?

DS: I was amazed at how preprogrammed children come. Before Jessica was born, I had adopted the theory of the blank slate: Parents shape their child by writing on the slate to help them develop. Since early on, I have been amazed at her strong personality and early interests. She also knows a lot more than she reveals and strives to be independent. I’m sure there are times when I read too much into what she’s doing, so I often remind myself to let her be a kid! Of course, having two parents in gifted education sets up an expectation—so I keep close at hand the idea that all I hope for is a happy, curious child.

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NG: You became a parent in the midst of your NAGC leadership role. Did it change how you approached the NAGC presidency?

DS: Obviously, time management became an issue. The number of productive hours in my weeks was cut in half! I developed an appreciation for others’ time that I didn’t have before. Furthermore, I’ve always known and believed that parents were important to the cause of supporting high-ability learners.

In fact, the first year I served as convention program chair I featured a parent as general session keynote. It’s one of the rare times NAGC has showcased a parent perspective up on that stage.

As a teacher, I’ve always known the power of parents to make things happen. As teachers we could advocate for gifted services, but when a group of parents came in—the principal listened. The superintendent and the

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an interview with...

school board paid attention. I don’t think parents really understand the power that they have. Take special education—parents’ demanding services for their kids resulted in the whole special education movement. As a new parent, I have come to really appreciate and acknowledge parents and their experiences. If we could harness the power of parents we could achieve the mission and all of the goals of NAGC! NG: What have you learned from working with volunteers as part of your leadership?

DS: First and foremost, you have to invite people to participate. I think parents don’t quite know how to get involved—nor do teachers and others for that matter. But people don’t say no when you ask. Most want to help—they are more than willing to spend energy and work for the cause!

NG: How do you think parents fit into the future of NAGC and the future of gifted and talented children?

DS: Parents are the ticket to taking gifted education to the next level. They are the key. We’ve taken the organization a long way with teachers and with professors. Now it’s time to tap into the best way to identify what parents need and want.

As a new parent, I can picture the tragedy of my child sitting unchallenged in the classroom. The emotional connection is so powerful. And as a parent myself, I’m no longer an imposter—I used to write about parents using the proverbial “we.”

Now I’ve earned the right to speak as a legitimate parent voice!

NG: As you transition into the role of past president of NAGC, what do you see as major opportunities for the organization?

DS: No other organization focused on gifted education has the expertise or the materials that NAGC has. We have all of the pieces of the puzzle, if only we can get the word out to parents and others. A focus on building awareness, creating multiple access points, and packaging our information in inviting ways continues to be so important. We need to get our materials into the hands of people who need it most.

Of course, our national advocacy efforts are essen-

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tial. When I first started as president, I remember being afraid of sending an e-mail to a member of Congress.

The turning point for me was hearing U. S. Senator Charles Grassley (Iowa) say, “I can’t do it alone—I need parent advocates carrying the gifted message to Capitol Hill. If you don’t ask, then you’re shirking your responsibility as a citizen.”

Visiting Capitol Hill was the next eye opening experience for me. I now understand full well how important it is to be prepared with talking points, an articulate message, and the data to back it up.

Our next opportunity is to fit the advocacy pieces together—messages, policy, and legislation—tapping into state and local structures. We need to get more comfortable making the case with school boards, administrators, state legislators, as well as national leaders. In the end, it’s surprisingly true: All politics are local—that’s where we need to have an impact.

NG: How can parents contribute to NAGC? DS: In the past, NAGC has always had a parent representative seat on the board. I see no reason why parent members can’t become officers, hold other leadership roles, and author more publications. I see no reason why a parent couldn’t be president of this organization.

NG: If you could leave our readers with one piece of advice—on parenting, advocacy, or leadership . . . what would it be?

DS: In my experience, parents don’t realize how much they’re doing right. So many parents worry that they need to do more. As a professor and former classroom teacher, I have seen many times the great job parents already do on behalf of their kids. So relax a little and enjoy your children . . . keep doing what you’re doing because it has been successful. And finally, don’t underestimate your power to bring about change—whether it’s on behalf of your own child, change at the state level, or even at the national level. If parents are empowered, then amazing things will happen for gifted kids!

Author’s Note Nancy Green is the executive director of NAGC. She can be reached at nagc@nagc.org.

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first grader, Jake, who had lost interest in school, a complete turnaround from his excitement when he first walked in the classroom door. Jake was becoming defiant and easily frustrated. He didn’t have many friends. The teacher had referred him for testing, with the resulting report showing an IQ of 150+.

In spite of that information, the school was focusing only on his attitude and underachievement. His parents had been asked to meet to discuss beginning a behavior modification program. This father wanted to know more about behavior problems and gifted children.

We can guess there’s a lot more rumbling beneath the surface of Jake’s impatient behavior. Where to begin? Let’s open up to the possibility that things have shifted for Jake, somehow, and that he doesn’t know how to handle the changes.

What might be influencing him? The more Jake’s parents can sort through different options prior to the meeting—trying them on, seeing if they fit, discarding those that don’t, and learning more about those that do—the more likely there will be a productive and positive outcome.

Situations like this prompted a group of NAGC parents and professionals to create the Mile Marker Series, a CD with a wide range of resources at the ready. With several different paths to explore, there are articles and links included in the five Mile Markers that could help put Jake’s parents and teacher on the road to understanding and solving the puzzle of their son’s behavior. Although there won’t necessarily be an answer, the resources from the Mile Markers offer useful clues about some of the things (and their relationships) that might be contributing to Jake’s current problems.

To illustrate how the Mile Markers can be used as a powerful tool, we’ve pulled excerpts from articles about six related topics. The quotes you’ll read below offer an introduction to resources about emotional stresses, peer and sibling dynamics, programming options, parent-teacher meetings, and parental influence. (Note: One of the virtues of browsing a rich resource like the Mile Markers is that unexpected connections can emerge.)

We’ll start with the topic of giftedness, because attitudes toward giftedness may be making it difficult for Jake—and students like Jake—to feel comfortable at home and in the classroom.

1. Giftedness: Within the Mile Marker Series, Mile Marker #1—Discovering Differences includes several types of resources. A direct link to NAGC’s outline of “Common Gifted Education Myths” at http://www.nagc.org/index.aspx?id=569 offers clear language to describe what is frequently encountered when talking with people who aren’t familiar with highability, curious, eager children. Three myths are particularly pertinent to Jake’s school experience: Myth: Gifted students are happy, popular, and well adjusted in school.

Truth: Many gifted students flourish in their community and school environment. However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests

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with their classmates, resulting in isolation or being labeled unfavorably as a nerd. Because of these difficulties, the school experience is one to be endured rather than enjoyed.

Myth: Gifted students don’t need help; they’ll do fine on their own.

Truth: Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits.

The role of the teacher is so crucial for spotting and nurturing talents in school.

Myth: Teachers challenge all students; so gifted kids will be fine in the regular classroom.

Truth: Although it’s true that teachers try to challenge all students and do the best they can, they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. The National Research Center on Gifted and Talented found that 61% of classroom teachers had no training in teaching highly able students, limiting the challenging educational opportunities offered to advanced learners.

Taken together, these myths suggest we look at the appropriateness of Jake’s academic program, the experience and comfort of Jake’s teacher in dealing with highly gifted students, as well as social and emotional However, aspects that may be contributing to Jake’s some gifted childisenchantment with school. dren differ in terms of Because the their emotional and morMile Marker Series contains all the al intensity, sensitivity to referenced fulltext articles in expectations and feelings, downloadable PDF format, they perfectionism, and deep are easy to print and concerns about socishare. Here are some quotes from selections etal problems. that could help Jake’s parents better understand his situation and prepare for their meeting.

From the article “Parenting Young Gifted Children.”

Once their young children begin attending school, parents frequently find themselves caught between the unhappiness of their bored or frustrated children and a school system that may not recognize the needs of gifted students, or one that lacks the funds and personnel to sustain an educational alternative for them. Documentation is particularly useful when children attend a school where the curriculum does not challenge or stimulate their growth and development. A portfolio of a child’s work, as well as anecdotes written by parents who observed some unusual September 2009

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flash of insight or knowledge in their child in the course of a day, can become a useful source of information for teachers who may not realize what the child can do.

In addition, a portfolio can be fortifying for a child who has lost interest in school and is beginning to doubt his or her worth. A number of gifted children stop applying themselves when the challenge is insufficient to inspire them. Then, when they experience penalties for what appears as laziness or indifference, they begin to doubt their abilities and retreat from the keen interest they once felt for learning. A record of young children’s accomplishments can go far in resurrecting their self-esteem, particularly when parents bring the portfolio to school as evidence of their child’s talents and abilities.

We know from testing results that Jake is an intellectually gifted child, so his parents might want to consider resources to discuss with his teacher. Building a collaborative relationship, if possible, will be a big step forward because it takes teamwork to deliver consistent messages about expectations, opportunities, and the child’s responsibility as an active learner. Here are more suggestions from the Mile Marker Series.

The Connecting for High Potential series are two-page newsletters that appear in NAGC’s quarterly newsletter, Compass

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Points, that explore ways teachers and parents can address the same question from different points of view. Both Jake’s parents and teacher might find reading the issue titled “But She (or He) Doesn’t Seem Gifted to Me . . .” because signs of giftedness can easily be unrecognized or misunderstood.

Another Connecting for High Potential begins with the question “We know this child is gifted. Now that the question of identification has been answered, what is my role?” and then reviews practical ways to support and encourage learning.

Research shows that plentiful conversations between parents and children—talking over ideas—are an essential component of home environments that foster success. What are good topics? Think about areas of interest (on the part of either parent or child). Isn’t that when you are most involved in learning?

See the topic “Keeping Your Child Challenged” at http://www. nagc.org/index.aspx?id=967.

In addition, becoming familiar with Mary Seagoe’s list of possible problems that can be associated with characteristic strengths of gifted children would be useful. Looking at both sides of the coin can be enlightening when thinking about why a child might not be working well at school or home.

The entire chart is available in the Mile Marker Series. Some examples are found on page 22.

things to think about

Strengths

Possible Problems

Acquires/retains information quickly

Impatient with others; dislikes basic routine.

Creative/inventive; likes new ways of doing things

May be seen as disruptive and out of step.

Diverse interests and abilities; versatility

May appear disorganized or scattered; frustrated over lack of time.

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From the article “Helping Gifted Children Cope With Perfectionism.”

Perfectionists come in many packages . . . some are intense and demanding from birth. Some children expect everything they do to be perfect and everyone around them to treat them perfectly. Generally, the first signs of perfectionism will be evident in how children respond to competition (“I must be the best!”). For others, perfectionism is a learned behavior influenced by critical parents or teachers who verbalize when a child makes a 90%, “That’s nice; what happened to the other 10%?” From kindergarten upward, children tend to equate the evaluations they receive on their assignments as indications of their self-worth.

From the article “High Achievers—Actively Engaged, but Secretly Stressed: Keys to Helping Youngsters With Stress Reduction.”

Through readings on giftedness, we hope Jake’s parents will develop a broader sense of the many ways a gifted child may be perceived. With that understanding, they can anticipate and reasonably respond to some of reasons behind the school’s push for a behavior modification program.

We know there are a variety of issues that could be playing a part in Jake’s school difficulties. It’s essential for his parents to step back from the immediate behavior problem and check out other possible contributors. We’ll start with emotional stresses.

2. Emotional Stresses: The following selections are taken from articles in Mile Marker #2—Exploring the World of G/T. From the article “A Counselor’s Perspective.”

Even entering kindergarten, moving from a small to a larger school, changing from having one teacher to having more than one, going to a summer camp, or entering high school may be formidable challenges for individuals who respond to life in extremely sensitive ways. Life’s transitions involve change, and change involves leaving something behind, perhaps with unrecognized grief responses.

From the article “The Questing Gifted Child.”

[Gifted children can be] subject to an acute sense of vulnerability in the world due to feeling “different” from peers and to difficult experiences in school. [They] can be profoundly affected by daily experience and paralyzed by the intensity of their feelings in the presence of injustice, cruelty, or self-centeredness. Gifted children with these sensibilities either flourish in families that understand them on a deep level or they revolt in families who do not.

Children with intuitive sensibilities and probing minds are often ushered into this awareness without the emotional maturity or life experience to cope with it. They can rebel, keep their thoughts to themselves, or withdraw from those around them.

Is your son or daughter over-scheduled? We know that gifted children are particularly susceptible to stress for many reasons. . . . Think about balance in our lives. Balance should include work, fun, sleep, exercise, and nutrition. Without that balance, stress can become overwhelming.

From the article “Everything I Ever Needed to Know About Parenting a Gifted Child, I Learned from ‘Star Trek.’”

Although we found that most gifted children are well adjusted, there are instances where gifted children are unable to find a social and emotional balance. In those cases, it is critical that parents and teachers find appropriate support systems and interventions to help solve the problems. All too often adults assume that the extraordinary reasoning ability of gifted children will help them solve social and emotional problems more effectively. Like all individuals who are unable to solve personal crises, the gifted child should receive professional counseling and intervention when faced with problems that interfere with personal adjustment.

Due to space limitations, you can read the conclusion of “Things to Think About & Places to Go” on the NAGC Web site at: http://www.nagc.org/index.aspx?id=1180. There is information and ideas about the topics of Peer and Sibling Relationships, Programming Options, Parent Teacher Meetings, and Parental Influence, along with a full list of the references cited.

And, of course, we encourage you to read the complete articles included here.

Author’s Note Robin Schader, Ph.D., is NAGC’s Parent Resource Advisor.

After becoming interested in gifted education when the first of her three children entered school, her curiosity about talent development deepened while living with highly gifted young musicians from around the world at Music House, a nonprofit home-away-from-home she founded in 1990. In 2001, she completed a Ph.D. in educational psychology at the University of Connecticut where her research focused on parental influence in talent development.

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harnessing the power of the computer

Harnessing the Power of the Computer: Challenging Your Gifted Child

By Lisa Natcharian

children who are bored or unchallenged at school to have opportunities to enjoy learning about subjects that mean a lot to them, if only to remind them that learning can be fun. As parents of gifted children, our jobs often boil down to keeping enthusiasm for learning alive!

Creating Comprehensive Projects One of the most exciting endeavors for a parent is to locate several Web sites to create an exceptionally comprehensive project for his or her child to pursue. For example, the current economic crisis might spur you to discuss the Great Depression with your child. Although a short talk with mom or reading a chapter from a textbook will certainly give your child a solid overview of the parallels between the Depression and today’s economy, a hands-on project will create a much more solid understanding, and hands-on learning has been shown to stay with a child much longer.

Imagine how much more interesting the Great Depression will become to a child who investigates these sites: r Actual photos from the era (http://www.history1900s.about.com/library/photos/ blyindexdepression.htm) r Copies of letters from destitute children to Eleanor Roosevelt (http://www.newdeal.feri.org/eleanor/index.htm) r An audio file of President Roosevelt’s Fireside Chat about the banking crisis (http://www.washingtonpost.com/wp-srv/business/ economy-watch/fireside-chats)

Although many parents cringe at the thought of encouraging their child to spend more time in front of a screen, the personal computer can actually be a tremendous asset to the parent who would like to offer his or her child challenging learning experiences at home.

The Internet is laden with unusual Web sites that offer students a chance to delve deeper into any special interest area. Yes, there are plenty of games out there, but the sheer number of authentic learning opportunities is staggering.

Does your child love outer space? Show him or her the NASA site that features instructions to build a space exploration fleet from simple household objects (http:// sse.jpl.nasa.gov/kids/papermodels.cfm). Is your child wild about animals? He will have a blast designing a panda habitat on the Smithsonian National Zoo Web site (http://nationalzoo.si.edu/Education/ConservationCentral/ design/default.cfm). Perhaps your child prefers physics. The Australian National Science and Technology Centre site, where she can design and ride a virtual roller coaster, then read about the physics behind the G-forces she created, will keep her happily occupied for hours (http://sideshow. questacon.edu.au/maketracks.html).

Children of all ages and abilities can benefit from hands-on learning, but it is especially important for 23

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r “Seven Months of Boyhood Adventures,” a firstperson story of a young man traveling the country with his best friend during the Depression (http://www.newdeal.feri.org/attic/005.htm) Create an assignment for your budding historian. Offer your child the choice of interviewing someone who lived through the Great Depression, writing a journal from the point of view of a child of the era, creating a PowerPoint presentation explaining the role of banks during the Depression, or even making an advertising poster explaining the New Deal. Then sit back and enjoy the discussion around the dinner table as the newly minted expert shares details you may never have heard!

Resources for Sorting Sites As with any Internet search, finding just the right Web sites for your children can be a time-consuming task.

Filtering out games, over-simplistic sites, or adult content can be a headache. Luckily, there is a slew of specialized sites that offer help to parents sorting through the millions of possible educational Web sites available. Some are more robust than others; here are four you might like to try:

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Google Custom Search (http://www.google.com/coop/cse) This site allows parents to search the Web for specific sites using their child’s interests as criteria. To access the service, you must first initialize a free Google Mail account. Then, follow the easy directions to choose keywords for your searches. For example, if you would like to find Web sites that offer science projects for kids, use “learn about science” as your keyword. The next time you want to search for science projects, log onto your customized search engine and type in “science projects.”

Your results list will include only educational science Web sites—a pleasant change from the typical Google results list.

On the downside, you will need to create a separate customized search for each different subject area, and you will still need to visit every page to find the projects that are right for you and your child.

Surfing the Net With Kids (http://www.surfnetkids.com) Here, the Webmaster has posted links to hundreds of kid-friendly Web sites that can be searched by subject. It’s a simplistic site, comprising dozens of lists of subjects like history, math, and language arts, broken down into more detailed lists, such as biography, money, and Harry Potter.

Although it’s a good jumping-off point, users are limited to the particular sites the Webmaster has chosen, and the criteria are not clear.

Homeschool.com’s Top 100 Educational Web Sites (http://www.homeschool. com/articles/top100-2008/default.asp) This site includes a list of 100 Web sites “chosen

by Homeschool.com’s product testers.” Again, this is a simple list divided by subject matter, but it is an improvement over Surfing the Net, as the sites are listed with descriptions to aid parents in their initial sweep through the entries. Some of the sites listed do include lesson plans, tests, and worksheets for the parent to use when creating projects at home, but this information is not included in the summaries; one must open each site to view its components.

Renzulli Learning (http://www.renzullilearning.com) This site offers the highest level of customization of all of the filter software offerings. This is the only software that requires users to pay for membership. A site license for a family costs approximately $140 per child. The program is designed to analyze the self-reported interests of a student, then return a personalized list of challenging Web sites and projects that match those interests. The system also includes a feature that allows teachers and parents to design and assign additional projects for their

students, and a Total Talent Portfolio that saves each student’s work and measures progress.

Originally designed to help classroom teachers differentiate their instruction for students in their room, this site can also be used by parents.

A student begins the process by logging onto his own portfolio and completing an interest inventory called the Renzulli Profiler. The Profiler assesses the student’s learning style and the products he likes to create, then returns a Student Profile, listing the student’s top three interests, preferred instructional style, and preferred product style.

More than 13,000 activities are available in the database, each one screened for age-appropriateness, challenge level, and relative authenticity.

The returned lists can be several hundred entries long, but thankfully, these are not simply presented as a catalog of Web addresses. Instead, the sites are grouped by category, including Virtual Field Trips, Creativity Training, Projects and Independent Study, Online Classes, and even Contests and Competitions. The system also returns a list of interest-matched books, videos and DVDs, research sites, and even summer programs.

Additional features include a separate log-in feature for parents, which allows them to access their children’s portfolios, questionnaires, enrichment lists, projects, and other records. There also are parent resources available on the site, including links and information about gifted education, project ideas, and curriculum unit supplements.

Whichever search method you choose, your child will clearly benefit from the power of hands-on learning. As the ancient Chinese proverb reminds us:

I hear and I forget. I see and I remember. I do and I understand.

Author’s Note Lisa Natcharian, M.S. teaches gifted and talented students and also is the mother of three gifted boys.

She received a B.A. in Psychology and an M.S. in Mass Communication, and is currently pursuing her M.S. in Gifted Education at the University of Connecticut. Her Web site offering advice to parents of gifted children is www.brainstormingthecastle.com.

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By

lley

She

am Putn

e

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A Little “Art” of the Ordinary: Creating Art From Everyday Objects

Although most people are not artists in the official sense of the word, every human has the capacity to appreciate and create art. As Pablo Picasso once said, “Every child is an artist. The problem is how to remain an artist once we grow up.”

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What is art? To some, art is the rare and flawless—a priceless museum sculpture, an exquisite piece of jewelry, or a perfectly painted portrait. To others, art is the ordinary—a dilapidated shack that speckles the country roadside, wildflowers that color a wide-open field, or even junk rescued from the trash. Regardless of your kids’ ages or abilities, these art projects are guaranteed to get their creative juices flowing by transforming the seemingly ordinary parts of their daily lives into new and visually enticing pieces of art!

Amateur artists: Use objects that are easy to reshape— egg cartons, toilet paper rolls, and newspapers—and use objects that are easy to hold—small lids, rubber bands. Use glue to hold everything together.

What’s in a Name?

Professional artists: Go crazy and save coat hangers,

Art Form: Photography Supplies Needed: Camera, computer, picture frames Your family’s last name probably means a lot to you, so why not showcase it as art to illustrate its importance? Your mission: Seek out the letters of your last name in billboards, street signs, storefronts—anywhere! Younger children will love helping find the letters, while the older kids will enjoy selecting just the right letters to use. (Tip: Take all pictures either vertically or horizontally so that the resulting photo display will be uniform.)

Amateur artists: Consider choosing letters from places that

are important to your family (your child’s school, your place of worship, the hospital where your kids were born, a favorite restaurant). Or, simply select letters that are completely unusual and totally different from each other.

Professional artists: For a real challenge, try finding the

letters as represented in objects. For example, the frame of a swing set could represent the letter “A,” a manhole cover could represent the letter “O,” and a telephone pole could represent the letter “T.” Bonus: By looking at one’s typical surroundings from a new perspective, the surroundings become fresh and new again!

After taking the pictures: 1. Crop the images accordingly.

2.

Convert the images to black and white to unify the look.

3.

Frame each print in identical frames.

4.

Display side by side as, you guessed it, ART!

One Man’s Trash . . .

Art Form: Sculpture/Junk Art Supplies Needed: Junk, protective gloves and eyewear, hammer, nails, pliers, scissors, glue, tarp or old tablecloth, spray paint Lay out a tarp or an old tablecloth to protect the work surface, put on protective eyewear and gloves, and let your imagination fuel you!

This art project is an oldie but a goodie and will be a hit with the environmentalists of the household. To prepare, designate a bin to begin saving any objects that would normally be thrown away or recycled. When the bin is full, let the art-making commence!

aluminum cans, broken toys, and computer parts. The seemingly more difficult to work with the better. With parental supervision, of course, use hammers and pliers to shape objects as needed. Use nails, glue, and any other method that works to hold the parts of the sculpture in place. Use spray paint to enhance the sculpture.

Work together to make a family sculpture that can serve as a conversation piece for the home, a focal point for the garden, or a statement for the front yard.

It’s So (Not) Rude to Point!

Art Form: Painting/Pointillism Supplies Needed: Paint, paper or coloring books, poster board Long before Magic Eye posters lived the Pointillists. Pointillists were painters—among the most famous, Georges Seurat, who used his paintbrushes to make dots that formed the images in his paintings. Lots and lots and lots of dots. To make this project a little different than normal, abandon all paint brushes, and be prepared to get your hands dirty!

Amateur artists: Use a coloring book picture or a blank piece of paper as the canvas. Dip the pointer finger into paint and dot the paper gently to paint the picture or decorate the blank paper.

Professional artists: Use the same technique as the

amateurs, but paint an original picture. For variety, use different fingertips to obtain various sized dots. For impact, paint a large picture using poster board, frame it, and display it. Where? Above the mantel, of course!

Word Up Art Form: Collage Supplies Needed: Old magazines, scissors, paper, glue, water, bowl, foam paintbrush, an old glass or cardboard container, clear spray paint Words alone are tiny works of art. Compile them, and they make poetry, novels, and song lyrics. Words really are versatile, aren’t they? This activity will stretch the typical use of words and create what promises to be a thoughtful piece of art.

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To get started, select a glass or cardboard container (the glue will not adhere to plastic as well) on which you will paste the words. Then, mix a bit of glue with a few drops of water in a bowl until the mixture is just thin enough to stir.

Amateur artist: From old magazines, cut out words that

have visual interest because of their color or unique font style. Paste the words onto the container with a foam brush so that each word is legible. When the glue has dried, spray the container with clear spray paint for a glossy finish. Admire your treasure!

Professional artist: Think of a person whom you love or

admire: a relative, a friend, or a teacher. From old magazines, cut out words that describe that person. Or, work together as a family and cut out words that describe each family member. Paste the words onto the container with a foam brush so that each word is legible. When the glue has dried, spray the container with clear spray paint for a glossy finish. If you so desire, present the art piece to the person whom you described. What an impact this piece is sure to make!

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r 5VSO B XBMM JOUP BO BSU HBMMFSZ XJUI DPSL CVMMFUJO strips: These can be purchased inexpensively online at various school supply companies for less than $5.00 each. They are also easy to mount with small nails, magnets, or double-sided foam tape. r 8BOU BO BSU XBMM XJUI NPSF QJ[[B[[ 4QSBZ QBJOU clothespins in various colors and then use a glue gun to adhere clothespins to the wall in straight lines. Remember to allocate plenty of space between clothespins both top to bottom and left to right for artwork to hang. Clip artwork to the clothespins and easily interchange pieces when new artwork is complete! r "EE XIJNTZ UP B SPPN CZ TVTQFOEJOH BSU GSPN UIF ceiling. Tie one end of a length of fishing line to painted clothespins. Tie the other end to a hook and screw the hook into the ceiling. Clip artwork to the clothespins. Bonus: Two pieces can be hung back to back to double the amount of display.

Art Display Ideas

Authorâ&#x20AC;&#x2122;s Note

If your home is like mine, not a day goes by that the dining room table isnâ&#x20AC;&#x2122;t covered in markers, construction paper, glue, and scissors. What do you do with all of the beautiful artwork created by your kids? If you are at a loss, here are some ideas:

Shelley Putnam Burge, M.Ed., resides in Hattiesburg, MS. She has taught English and reading in public middle and high schools in Wisconsin, Florida, and Mississippi.

She can be reached at shelleypburge@aol.com.

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Play Finding Value in

2009 NAGC Toy List

By Maureen Reed

The year 2009 has been an economically trying time for many families, and families of the gifted are no exception. Budget-conscious parents are constantly evaluating their options in an effort to make wise purchases. Value is always an utmost consideration, even—or perhaps, especially—when it comes to their children’s toys.

The value of play itself to a child’s healthy development has been well-documented and researched. Dr. Peter Gray, a research professor of developmental and evolutionary psychology at Boston University, observes, “Play is nature’s way of assuring that young mammals, including young humans, will practice and become good at the skills they need to develop in order to survive and thrive in their environments.” Dr. Stuart Brown, founder of the National Institute for Play and author of Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul, notes, “Play is hardwired into our brains—it is the mechanism by which we become resilient, smart, and adaptable people.” Through play a child develops the majority of his or her soft skills such as problem solving, creativity, imagination, and social skills. Play also develops children’s hard skills such as physical coordination, language, and constructive abilities. The value of play to childhood development is undeniable.

Parents want a bang for their buck when looking for toys, including a variety of benefits beyond merely occupying a child. A good toy is one that will enable a child to explore, create, learn, and discover, all the while challenging and encouraging a child with new, fun, and exciting opportunities. In other words, a good toy to purchase will have value beyond the sticker price.

For 2009, NAGC looked at a diverse array of products to find the ones with the most value to offer. In choosing these products, we considered the educational value and developmental purpose of each one. We also sought the opinions of gifted children and their parents and teachers. The following products are offered for your consideration.

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Perfect Sense

When looking for the value of a potential toy purchase, consider the many ways play— and toys—promote the entire spectrum of development and learning.

The creator of this game understands the lure of the hidden secrets contained in a riddle. Each of the five riddles found on the card is a clue to the same word and relates to one of your five senses.

Riddles offer differing degrees of difficulty and can challenge and delight players of many ages. The manufacturer recommends this game for ages 12 and up, but our 9-year old tester said, “If you know the meanings of the words, and if you think about it, you can recognize the clues. I liked the game!”

t .PUPS 1IZTJDBM QMBZ 5ISPVHI NPUPS QIZTJDBM play, children develop both fine and gross motor skills; control their own bodies; recognize play’s relationship to the world around them; and integrate their muscle, nerve, and brain functions into a cohesive and coordinated whole.

Manufacturer: Patch Products Web Site: http://www.patchproducts.com Manufacturer’s Recommended Ages: 12 and up; Number of players: 3–6 MSRP: $25.00

t -BOHVBHF QMBZ 'SPN UIF mSTU TPVOET BO JOGBOU purposely babbles to the puns and rhymes of school-aged children and even adults, people learn language through playing with sounds, words, and sentence structures. t &YQMPSBUPSZ QMBZ 'SPN EBZ POF IVNBO CFJOHT explore the world around them. Their curiosity and drive to learn about their environment forms the basis for their intelligence. Exploratory play is nature’s classroom. t $POTUSVDUJWF QMBZ )VNBO CFJOHT BSF UPPM VTFST and structure builders. In constructive play, we learn to manipulate objects in our environment and create improvements that benefit our lives. t 4PDJBM QMBZ 5ISPVHI TPDJBM QMBZ XF MFBSO UP SFlate to other people with self-control and mutual benefit. We learn cooperation, reciprocity, sharing, values, and cultural roles. Through formal and informal games, we learn about the importance of social contracts and following rules.

We learn our place within a social structure and the value our contribution adds.

Six

This elegantly simple abstract strategy game was a hands-down favorite among our avid game-playing testers! Consisting of beautifully crafted red and black hexagon-shaped pieces, Six tickles the strategic mind and soothes the aesthetic eye. The goal of this game is to be the first to form a pyramid, a straight line, or a circle with six of your pieces. Our testers declared this game “both easier and harder than chess” because the concept is simple to learn yet a player must watch both offense and defense carefully to prevent a surprise defeat. A great abstract strategy game in the tradition of Go!, this game is great fun for kids who enjoy strategy and visualspatial patterns.

Manufacturer: FoxMind Web Site: http://www.foxmind.com Manufacturer’s Recommended Ages: 7 and up; Number of players: 2–4 MSRP: $24.95

t 1SFUFOE BOE *NBHJOBUJWF QMBZ 5ISPVHI QSFUFOE and imaginative play, children experiment and practice with what they already know and then go beyond it to the abstraction of ideas, concepts, and possibilities. This includes how to be flexible, creative, and predictive in our thinking—all very important to the development of intelligence.

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Gallery Ghost

Published in association with the National Gallery of Art, this unique puzzle book has its pages split in half horizontally. On the bottom are original paintings as they are shown in museums. On the top are those same paintings, but with subtle changes made by the artists at night. For instance, a hat from Winslow Homer’s “Breezing Up” may mysteriously show up in Mary Cassatt’s “The Boating Party.” The images were eagerly studied by our testers for long periods of time in an effort to “spot the difference.” In the process, they learned about the artists and their masterpieces, and many testers made independent observations about the differing styles and subject matter. This beautiful hardcover book is a very natural tool for engaging children in great paintings and comes with a magnifying glass and score card to help you keep track of the changes you find. This book has already won an award from the Independent Publisher and is Creative Child Magazine’s Book of the Year.

Manufacturer: Birdcage Press Web Site: http://www.birdcagepress.com Manufacturer’s Recommended Ages: 7 and up MSRP: $17.95

Gymathtics

A brilliant idea to combine math and exercise, this revolutionary DVD teaches math and healthy lifestyle concepts while performing a complete exercise routine. The exercise program is great for kids of all ages, while the math facts are targeted at traditional second- through fifth-grade levels.

After viewing this DVD, our testers continued playing this new “game” on their own, finding fun and creative ways to stretch and move their bodies into triangles, planes, intersecting lines, and a variety of other mathematical concepts. Besides getting the kids moving, this DVD’s value as an inspirational tool for young math lovers is invaluable.

Manufacturer: Exploramania Web Site: http://www.exploramania.com Manufacturer’s Recommended Ages: 6 and up MSRP: $24.99

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X-Ball

Roger von Oech, author, inventor, and public speaker on the topic of creative thinking, designed this “toy” as a way to teach the process of creativity to an adult audience. The benefits of creativity are obviously not confined to adults, however, and the X-Ball offers an excellent opportunity to enrich the creativity of kids, as well. The ball’s 30 magnetic X-shaped pieces come as a skeletal icosidodecahedron (Leonardo da Vinci’s favorite shape), but users will quickly take the ball apart, using the Xs to invent their own shapes and designs. The X-ball comes with a 96-page creativity guidebook full of ideas and exercises for other fun shapes and creative applications. Our testers enjoyed talking through many of the challenges in the guidebook, quickly asking for additional applications as each was completed.

Manufacturer: Creative Whack Company Web Site: http://www.creativewhack.com Manufacturer’s Recommended Ages: 8 and up MSRP: $29.95

Brain Food

Brain Food is inert, nontoxic, nonallergenic putty.

Wonderfully mushy, this mass of moldable goo is just waiting for creative hands to stretch, shape, sculpt, and twist it. None of our testers was able to resist immediately touching and poking the colorful substance.

Several created very clever sculptures that held their shape quite well. Some colors are glow-in-the-dark, and one type is even magnetic—eliciting an excited “supercool!” response from our testers.

Manufacturer: Fat Brain Toys Web Site: http://www.fatbraintoys.com Manufacturer’s Recommended Ages: 3 and up MSRP: $15.00

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The Chain Game

The Chain Game is a quick-thinking linking game in which you must think of a new phrase using one word from the previous phrase. For example, if the card says “catfish” you can say “house cat.” The next person might say “house of cards” and the next might say “card shark.” Keep the chain going and you keep your links. If the horn blows, the time is up, and you lose a link. The next player reads a new card and the fun continues.

The Chain Game is a fun party game for friends and family and is a fabulous example of linguistic play. Words and phrases are the crucial game pieces and your quick responses are the key to winning! This game brought all our testers together in large groups more than any other product tested. Lots of laughter and friendly rivalry created the social cohesiveness that is the other benefit of this fun party game.

Manufacturer: Out of the Box Publishing Web Site: http://www.otb-games.com Manufacturer’s Recommended Ages: 12 and up; Number of players: 3–10 MSRP: $24.99

Sequels and New Twists Creator 2

A gifted child’s natural curiosity is all that’s necessary to begin this exciting journey in two, three, or even higher dimensions.

Zometool’s Creator 2 kit of color- and shape-coded parts takes a child’s constructive play into the realm of hyperspace, molecular structures, and nature’s perfect symmetry. With online modeling guides and special downloadable software, this kit can inspire and teach higher concepts in math and science through fun, exploratory play. Our testers were instantly enthralled and immersed themselves in model designs with all the intense focus a gifted child can generate. Talk of wormholes, surface tension, and DNA nucleotides wafted through the air as the kids were truly unleashed to create with their hands objects they had previously played with only in their minds.

Manufacturer: Zometool Web Site: http://www.zometool.com Manufacturer’s Recommended Ages: 6 and up MSRP: $79.00

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Crazy Machines 2

This sequel to the very popular computer game of wacky contraptions and awesome gadgets was well received by all testers. They greeted it with eager anticipation and weren’t disappointed. 3-D wrecking balls, lightning rods, lasers, pulleys, springs, and gears kept the fans of the first CD interested and created new fans in those who hadn’t seen it before. Our testers with deviously inventive minds were especially enthralled by this game and spent hours perfecting their “inventions.”

Manufacturer: Viva Media Web Site: http://www.viva-media.com Rated E for Everyone by ESRB MSRP: $19.99

Gears! Gears! Gears! School Set

The youngest testers gravitated toward this toy, recognizing it instantly as something a bit different. After working with the pieces, they excitedly asked their parents to observe what they were building again and again. The school set, an addition to the awardwinning Gears! Gears! Gears! basic pieces, lets kids create their own school and playground with real moving gears. Color-coded building instructions are included or children can discover on their own. The set isn’t recommended for children under 4 because of small pieces.

Manufacturer: Learning Resources Web Site: http://www.learningresources.com Manufacturer’s Recommended Ages: 4–8 MSRP: $34.99

Quadrago

Our budding young strategic geniuses especially enjoyed challenging the older testers in this simple yet sophisticated strategy game. Quadrago is the familiar abstract strategy game in which getting four identical items in a row is the way to win—only with an added dimension and, ok, throw in a twist as well! You must create a row of four beads, in any direction, level, row, column, or plane before your opponent does. Each move consists of placing a bead and then an optional twist of the rotational middle. The multitude of possible moves wasn’t daunting for the younger players, and oftentimes they won, which generated a lot of eager excitement along with requests for more turns. Quadrago is one of those unique games that is enjoyable for all ages and is an ideal game for any family or other multiaged gathering.

Manufacturer: MindTwisterUSA Web Site: http://www.mindtwisterusa.com Manufacturer’s Recommended Ages: 6 and up; Number of players: 2 MSRP: $29.95

Morph-O-Scopes

Earlier versions of MorphO-Scopes have won numerous awards, including one from Parenting for High Potential. The newest set, called Sports of all Sorts, continues to stretch and twist the drawer’s perceptions as she puzzles out the image she is seeing. Morph-O-Scopes requires a child to decode the mysterious squiggles and swirls before starting to color. If correct, the image becomes something recognizable when seen through one of the enclosed curved mirrors. This product is the familiar coloring book, dot-to-dot puzzles, and mazes—with a twist—literally!

Our younger testers in particular giggled at the distortions and delighted in trying to decipher the morphed images without the mirror. Their delight doubled as they investigated the effect of the mirror on the images.

Each set includes two mirrors to make it easy to color with a friend.

Manufacturer: Ooz & Oz Web Site: http://www.oozandoz.com Manufacturer’s Recommended Ages: 5–14 MSRP: $19.99

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Classic Games Redone NAGC normally recommends brand-new products, but the past year has been such a special year for classic board games—two in particular—that we had to give them an honorable mention.

2009 saw both the 50th anniversary of the classic board game Diplomacy and the 25th anniversary of another classic board game, Axis & Allies. Renowned for their in-depth strategy and intense level of intellectual engagement, both events were celebrated by the publisher with updated art, game pieces, and even additional new rules. Over the years, these two games have delighted and challenged innumerable teens and adults who love international intrigue and decisions that affect the fate of nations. Whether negotiating, planning, or marshalling resources, these classic board games have proven to be a reliable source of fun and enticing mental exercise for deep thinkers.

Many history teachers have used these games in their classrooms, and families have spent hours around the table replaying history. Their appeal has not diminished over the years (as evidenced by one teenage boy’s excited comment, “New rules? Let me see that!” and the snatching of the game with a speed unrivaled by anything other than his parents’ car keys), proving that value can be found in quality that stands the test of time.

Manufacturer: Avalon Hill Web Site: http://www.wizards.com Diplomacy: Manufacturer’s Recommended Ages: 12 and up; Number of players: 2–7 MSRP: $29.99 Axis & Allies, Anniversary Edition: Manufacturer’s Recommended Ages: 12 and up; Number of players: 2–6 MSRP: $24.99

You can find more information on the 2009 recommended toys and games as well as links to where they can be purchased on the NAGC online Resource Directory at www.nagc.org/resourcedirectory.aspx.

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1707 L Street NW, Suite 550 Washington DC 20036