"If you know it, there isn't any need to keep it"

 

Yesterday as I recycled nearly 20 years of collected articles and conference notes, an anecdote from many years ago came to mind.

A child came to their teacher with a completed piece of work, perhaps a test, which had been marked, asking the teacher where they should put it.

The teacher told the child to put the work in the bin.

When the child looked stricken and asked "Why?", the teacher asked "Do you know the material?"

 

The child answered "Yes".

The teacher replied “If you know it, there isn't any need to keep it".

When I looked at the big pile of lever arch files full of articles and the dozens notebooks containing conference notes I had a similar feeling. I ‘know’ what they say. Each informed another step along the path to this point. But I don't need to keep them in order to know the material.

I also know where I can find them again should I need to. I don't need to keep them.

 

In the clear out I have also discovered other resources which I will no longer need. So it looks like there might be a book sale next term.

 

Image courtesy of Grant Cochrane FreeDigitalPhotos.net

It's time to move on

Many of you will now know that I am retiring from the world of giftedness after nearly 20 years of involvement in one form or another, and 12 years of working intensely with families, children and teachers through holiday workshops, consultations and education planning, organising and delivering PD, conferences and seminars. It is time to move on to other things.

The Thinking Ahead website will remain and my books The Beginner's Guide to Life on the Bright Side, Gifted and Thriving at School and Gifted Children: Resources for Parents and Teachers in WA resources will continue to be available, as will the Self Paced Advocacy Course for Parents which is delivered in instalments via email  (plus a few other downloadable documents which are currently still on the production line). The information on the blog will remain but I probably won't be adding to it further.

 

It turns out most popular blog post I have written in the last 3 ½ years continues to be IQ tests vs Achievement tests with readers from all around the world.

The next most often read is To Bed... and now to sleep.

 

And an important one that is fairly recent  is All Advice is not Equal. Gifted is a small field and there are still few people with training in the area (especially in Australia where I am based). On your journey you are bound to come across many people who will offer you well-meaning but sometimes ill-founded advice. It is very important that you qualify any advice you receive whether it is from friends, family, schools or others who claim expertise. Think critically about what you hear. Listen for any hidden agenda and consider how it fits with what you know.  

Remember that simply by virtue of the fact that gifted children make up a small proportion of the population (and highly gifted a small fraction of that group), most teachers, even those who have known they had gifted children in their classrooms have limited experience with this population, even if they have been teaching for many years. Their experience with your  child is likely to be even more limited.

Always remember you are the expert regarding your child. It is OK to ask for research to back up an opinion that is offered, whether it is from a teacher or another professional. That way you indicate your willingness to learn and grow but you also communicate your expectation that opinions and decisions are research based and applicable to the gifted population.

 

All the best on your journey.

 

No-one ever washed a hire-car

Think about it, if you were driving a hire car, would it be important enough to you to invest time and energy in washing and detailing it?

We put our energy into what matters most. We choose every day what we will do with the time we have. If most of our time is ‘taken’ by things we have little choice over, then our choices about what we to do with the remainder of our time become even more prioritised.

How well the school situation meets your child’s needs has a significant impact on not only their classroom achievement (and perhaps, behaviour) but also on life at home. Your child’s behaviour at home is often a good indicator of how things are at school. If your child is thriving at school and the environment recognises and meets their learning needs, then home life is likely to be smoother too. If they are battling disengagement, frustration or lack of challenge, then the ‘behaviour barometer’ probably reflects that, even if they continue to behave perfectly while at school. Home is a safe place to release tension or ‘melt down’.

You don't have to have been a parent for very long to realise that what affects a child, does not affect them in isolation. The flow on effect encompasses the whole family.

As parents we are protective of our children and rightly so, because they rely on us. If something is not right, we will do what we can to change it. If something or someone affects our children it becomes a priority to resolve it. We advocate for our children because it matters. It makes a difference to the child and so to all of the family.

And so back to the hire car. How important something is determines how much time and energy we invest in it. Speaking up for your children, however uncomfortable it might make you feel initially, is looking after your most precious possession. It matter much more than washing a hire car. The reward is not in a shining bonnet but the shining eyes of your child when they are thriving.

Photo courtesy of freedigitalphotos.net and samuiblue

Please Feed Me

Children get cranky and they throw tantrums when they’re hungry or thirsty and don't quite realise it. If it is a hungry tummy then food and water can relieve the problem.

Our brain needs to be fed and watered just as much as our body. Our gifted children have an intellectual appetite that, if not fed, can make them just as cranky and uncomfortable as when their body is hungry.

This intellectual appetite or thirst for learning is sometimes harder to quench than feeding the body. It can be physically and emotionally exhausting for adults trying to keep a gifted child’s brain appropriately fed. The rewards are great however when the balance is right. The emotional acting out eases, their body calms down, in much the same way as when you feed a hungry child. Life is smoother.

 

Just as a healthy balance is needed for a strong body, a healthy and balanced PLATE – Powerful Learning and Teaching Environment is needed to feed the mind. At home as much as at school.

 

Photo courtesy of Freedigitalphotos.net and chawalitpix

My Child Won't Read......

This is something I hear from parents on a regular basis.

Sometimes a child ‘wont’ read because it is hard work, they are tired, or the material simply isn’t engaging. Sometimes it is a sort of power play – they have to go to school all day and do as they are told. Pushing back is their way of reclaiming a little power over their day, something it is usually safer to do that at home rather than at school. For some the marks on the page simply don’t make sense. For yet others with a vivid imagination reading late in the day means their brain is fired up and thinking about the story rather than drifting off to sleep.

While just because a child ‘won’t’ read doesn’t necessarily mean there is a problem although it may do. Being observant about what your child is doing when reading (or faced with a book) can help you work out what to focus on, where to look next. And intervening early if there is a problem of some sort greatly increases the chances of a positive outcome.

If there are undiagnosed vision issues, then reading can be hard work. If the eyes don’t work together effectively, the child’s field of focus might make it difficult to see a whole word clearly, it could be hard for them to maintain their place and track effectively from left to right across a page and back to the start of the next line. The words could swim on the page, the white spaces seeming more obvious than the printed words. Shiny pages can be reflective and difficult to read easily. Or the print could simply be too small to see easily. Acuity (seeing clearly) is a completely separate issue to visual processing, and the problem is sometimes subtle and needs to be checked by a behavioural optometrist (not just an eye check). Closely observing the child’s reading behaviour can shed valuable light on whethere there might be a vision problem.

If the child has any problem with focusing, then they will be tired at the end of a day, particularly a school day when there has been constant demand on their ability to focus. Reading first thing in the morning might be more successful in this case.

Some children need movement to calm their system and so sitting still to read is a difficult. Reading in a hammock can help with the sensory issues and allow the brain to focus on the words on the page and making sense of them.

Gifted children in particular often find beginning reading books quite innane. Many do not have a real story line, rather they are just a collection of words or repetitive phrases. If this is the child's experience of ‘reading books’, then they may resist reading more of them, especially if the stories that are being read to them are rich and complex. I have in the past had to resort to writing stories (utilising words from the common words lists) on topics of interest for gifted children when they were beginning to read. I know other parents who have done the same to avoid the frustration of beginner readers that are sent home.

Some have a strong need to be correct and may be reluctant to demonstrate their reading ability if they think they might make a mistake. They may choose simple books, rather than ones which will increase their reading skills, resisting anything more appropriate. They may want to know what the story is about or what happens before they begin to read, so they can use that information to help them predict should they find themselves in a tight spot. Some don’t like to be put on the spot, so will only read for a familiar and comfortable adult (who may not be the teacher!). You might need to try stealth reading if this is the case, as I did with my young nephew as he was just beginning to read. Instead of asking him to read a book I knew he could read, I just started writing, knowing he would be unable to resist checking what I was doing. By keeping it within his skill level, he was reading over my shoulder, and directing me what to write next within minutes. Other parents write notes, some leave messages about where to find the TV remote (or similar), some get their children reading via treasure hunt clues, or love letters. You just might need to get creative about what reading looks like.

For some children, learning to read via phonics is problematic. Unless their preferred sense is engaged, whether it is visual, auditory or kinesthetic, it will be harder than it need be. Listen to the language your child uses, be alert to their preferences for learning in other areas to see whether you may need to engage another sense or use some additional strategies to hook them into reading and give them some success.

Then there are those children who start school and expect to return home being able to read. All at once. After all they have probably been told by some well-meaning adult(s) that they will ‘learn to read when they go to school’. I remember, many years ago, the daughter of a friend of ours, the youngest of three children, who had been waiting and waiting to start school like her sisters. She came home distraught on the first day, because she ‘couldn’t read yet’ – that was what she had expected to happen. She hadn’t anticipated that it was a process and she had to work at it.

Remember that when we read our children don’t see all the steps in the process prior to the words leaving our mouth. They don’t see that first we must recognise letters, or the shapes of letters, recognise a word or mentally ‘sounding out’ an unfamiliar one, they don’t see us scan for context or picture clues or keeping our place. They only see and hear us read. So they presume that that is all there is to it. When in reality it is like any other skill, we become proficient with the right conditions, and practice. 

‘Won’t’ doesn’t always mean ‘can’t’. But it is worth being observant and checking it out, just in case.

For example: Image courtesy of David Castello Dominici  FreeDigitalPhotos.net

All advice is not equal

We live in a world where we are constantly bombarded with information. More new information is produced each year (perhaps in an even shorter time frame) than our grandparents would have been exposed to in their lifetime. Sights, sounds and words constantly fill our lives and an answer can quickly be found to any question that may come to mind.

All this information makes it vitally important that we think critically about the messages, images, information and advice we are exposed to, especially at times when we are under pressure. When we feel unsure or overwhelmed, our ‘critical-literacy-guard’ is likely to be down and we are susceptible to taking what we are offered at face value, sort of ‘grasping at straws’, only seeing or hearing the bits that fit with our world view of the moment.

Our children, growing up in the ‘Information Age’ learn to evaluate websites, to understand the conventions of film and television and how to interpret the message in written material. They learn to analyze and evaluate information and to develop an understanding that language, as a social construct, is never neutral. Behind the words are messages and we can use words to inform, persuade, entertain and even manipulate. Sometimes what isn’t said has more importance than what is. We need to make sure we too evaluate and think critially, even though many of us have become digitally literate a little later in life than our children. 

In these times of information excess it is a simple matter for anyone to publish their thoughts in one of the many forms of media. Anyone can present themselves as an ‘expert’. The problem with everyone being an ‘expert’ is that everyone feels qualified to give advice.

The reality is not all advice is equal.

We need to assess not only the qualification of the person giving the advice, but any hidden agenda they may have, any constraints on the information they can or do share, the way it is represented (perhaps as the ‘only logical solution’) any connotations attached. And what they might not have said.

When we are new to something, or feeling overwhelmed by a situation, it can be easy to accept what we are told, without placing it in context, or thinking about it from different angles. Social media, while it can be a great way to find support and even information, can also increase the likelihood that we will succumb to ‘group think’, the tendency within a group to reach a consensus decision (and avoid conflict) without actually critically evaluating other points of view or really considering alternative courses of action. Or be influenced by a point made repeatedly, whether it is helpful to us or not, let alone accurate.

We have all done it, grasped what looked like ‘the’ answer, only to find later that it was actually a part of the answer, or that the information it contained led us down a path that turned out to be a detour.

Here’s a few things to keep in mind as you evaluate advice or information, especially relating to your child or a situation you would like to see changed.

Details matter – consider the difference between the word ‘will’ and ‘may’ for instance. As far as policy goes, this is a big one but it also applies in many other situations.

Question authorities – everyone has an agenda. Sometimes even those we might consider ‘experts’ don’t know what they don’t know. Consider information in the light of what else you know and other information that is available.

Beware of sweeping statements – very few things apply equally to us all. It can look comforting if we are told that a particular option or intervention works for ‘everyone’, but in reality, it rarely does. Even attending school which is a fairly universal experience in modern cultures isn’t for everyone.

Watch for bias – our own as well as that of the person offering the advice. It can influence what we hear as well as what is said.

Our intuition can be a good guide too, if we tune into it, especially if we couple it with a good dose of critical thinking.

How’s your today?

 

I should have known better.................

A neighbour runs several flocks of sheep on our farm and, over the last few years, I have come to the conclusion that sheep really aren't very smart. I could give you a bunch of examples, but let's leave it as a conclusion I have come to via observation.

 

In the flock that we see most often, there always seemed to be one sheep who was apart from the flock. Sometimes she seemed to be left behind, oblivious to the others moving on until the last moment when she followed bleeting. But on a recent occasion she was the only sheep munching away on a patch of grass well away from the rest, through an open gate and on the other side of a fence.

 

I made a comment about how dopey I thought this sheep was, not staying in the same areas as the others, at which point my husband made an insightful comment.

 

'Perhaps it is the only one capable of independent thought.'

 

Hmm. While I am not so sure it applies to sheep, I did feel a bit 'sheepish' at that point. I work with children and families who are often lateral thinkers, who see things differently and are quite clearly capable of independent thought. It was a good reminder not to only see what we are expecting to see and to avoid our tendency to make assumptions based on general perceptions. Instead of independent thought.