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Effective parent teacher
- 1. Effective Parent/Teacher Relationships Jeff Danielian NAGC’s Teacher Resource Specialist Robin Schader, Ph.D. NAGC’s Parent Resource Advisor
- 2. Parents want to know how to help their child Teachers want to be able to teach their class of children
- 21. Issue #1: “We don’t have a gifted program, so what can I do?” Issue #2: “School’s Opening. How do we start off on the right foot?” Issue #3: “What do we need to know about children who have already mastered pre-school or kindergarten skills prior to entering the classroom?” Issue #4: “ But she (or he) doesn’t seem gifted to me…” Signs of giftedness can be unrecognized or misunderstood. Issue #5: “Giftedness? What does the label mean…?” Issue #6: “We know this child is gifted. Now that there’s no question about the high potential, what is my role? What are some practical ways I can support and encourage? Issue #7: “Are there ways to help the gifted child who procrastinates, has anxiety, and/or never seems to think things are good enough?” Available Issues of NAGC’s Connecting for High Potential
- 22. Issue #8: “How can I find appropriate, challenging resources for a child who is reading far above grade-level?” Issue #9: “This child is a classic ‘absent-minded professor.’ How can she or he ever learn organizational skills?” Issue #10: “What should we know about gifted children and stress?” Issue #11: Rights? Gifted Students? The Law? What should I know? Issue #12: Does Being Gifted Mean Gifted All the Time? Gifted at Home, but not at School (or vice versa)? Can “Gifted” be Gifted in Only Some Subjects? Issue #13: “ Homework? Making it worthwhile.” Issue #14: “ A friend is a friend is a friend, indeed: Gifted children and peers” Issue #15 : “Bored, apathetic, lost interest in school? Behavior problems? Don’t despair. Try applying Cooperative Action Research! Available Issues of NAGC’s Connecting for High Potential
- 24. There are Five Mile Markers representing different stages of nurturing gifted children. The Mile Markers are numbered sequentially, but you can begin at any Mile Marker. Every driver is able to take whatever path best meets his or her needs.
Notes de l'éditeur
- Educators and parents have pre-conceived assumptions of their teacher and school without the experience. If we choose not to assume, we can have open conversations about “what we think is best” from an educational and parental perspective. Let the parent help the educator, and the educator, the parent. A dialogue is needed. The places they see the child may differ a great deal, in arrangement, responsibility, and assumptions they too have, but the child is the same child.
- The start of school is an opportunity for renewing….and an opportunity for taking a fresh look. [Do we need googley eyes? Eyebrows?] We started writing CHP because NAGC receives similar questions from teachers and parents; however, rarely is there an opportunity to explore how the “other side” might face the issue. Interestingly, both groups benefit from the same information even though they look at it from different perspectives and have different roles to play in helping gifted children reach their potential. Connecting for High Potential is a one-page, tear-and-share guide to encourage conversations between teachers and parents
- [Notes not written. But, I think here we should go into what we mean….and indicate that the list is NOT inclusive]
- BUT HOW TO SHARE….[Here’s the meat of the matter. Now we can talk more about Connecting for High Potential and the different topics already covered]
- Of course there are a LOT of other issues. In fact, It turns out there are BIG PROBLEMS that are really different at home and at school. While the issues may not overlap (such as Mother’s going to die. Father’s going to Iraq. OR Both parents work and there’s no one at home OR the child is being bullied at school OR ? and there’s no one at home), the manifestations can effect learning….and effect home behavior. Communication is clearly a key. But how?
- Of course there are a LOT of other issues. In fact, It turns out there are BIG PROBLEMS that are really different at home and at school. While the issues may not overlap (such as Mother’s going to die. Father’s going to Iraq. OR Both parents work and there’s no one at home OR the child is being bullied at school OR ? and there’s no one at home), the manifestations can effect learning….and effect home behavior. Communication is clearly a key. But how?
- Talk about group who selected. Organized to help you find what you need, instantly.