Self Evaluations

Today third grade conducted a self evaluation on their Creative Problem Solving packet. It was a very tough experience. They were very uncomfortable with not being able to reach the highest level. We had lots of discussion regarding why I would have a standard that they could not easily reach. We talked about how people need to know what they don't know so they can grow. We talked about the fact that successful people don't have report cards to measure their ability. Perfectionism was very apparent today.
The good part of perfectionism is that these students have high standards for themselves. The tough part of perfectionism is the highly self critical side where they feel badly about their performance when it is actually a good performance.
Parents you can support your child by having a talk about how to deal with self evaluation and looking at the growth they have achieved instead of the growth still possible.

Dream Rocket Panel

Our panel is up on the Dream Rocket website (http://www.dreamrocket.com/). It might be hard to find. Check under the theme Equality. You may also see our project on Flickr (www.flickr.com/x/t/0095009/photos/thedreamrocket/5629002128) or Facebook (www.facebook.com/pages/The-Dream-Rocket/114636921363?ref=ts). I hope the Facebook link works. We cannot check Facebook from school.

Are we creating achievers?

According to Sylvia Rimm (1995), children actually develop self-confidence through struggle and become achievers only if they learn to function in the face of challenge. Most of our elementary gifted students don't get the opportunity to face challenge in the general education situation. In their general education classroom, they already know up to 80% of what is being taught. They typically "catch on" quickly to that which is new, and rarely have to struggle.

At Chaffee students may get three or four years of not being challenged before they are placed in the gifted program. The first year in the program can be a source of discomfort for them. Suddenly they have to struggle. They may not understand the first time. They are given new and challenging tasks. Struggling with a problem and "failure" is a new experience. They haven't learned how to work through a problem, and how to try different methods.

What do parents do about this new sense of self, their child may be struggling with? Should parents protect their child from this very real sense of discomfort? Do we want our children to be upset and uncomfortable? Our immediate action is to remove the problem. Our protective instincts rise up. Unfortunately, our children will not grow without struggle. We need to be their support, but we need to help them address the challenges in life not run from them.

Communicating Expertise

I had a situation with a parent in which I didn't think the parent was knowledgeable about my expertise. They asked for my expertise, and then treated the feedback as though it was from a peer.
My question is how does a teacher communicate their expertise and still maintain a posture of openness.
I have erred on the side of not communicating my accolades. I am reconsidering this.
How do parents perceive teachers who put their degrees on the wall? Would a parent be interested in a posting of my vitae on line? Do parents need to see my academic surtitle? Or does none of it matter when we are discussing your son or daughter?
I am interested.

Report Cards

SPACE report cards should come home for fourth and fifth graders this week. It is taking us longer for third grade so they should come home next Wednesday.
The report card consists of the Process Skills Rating Scales by Karnes and Bean. I have chosen to use the critical thinking and reasoning, the creative thinking skills and the independent study skills for students to rate. These skills are skills the SPACE program works to develop.
The students are very uncomfortable with rating themselves and not using a A, B, C standard. Parents may be as well. One of the goals of SPACE is to help students be more self refective and to be able to critique themselves and their work with honesty. Having students self evaluate their ability on the skills mentioned above helps them both learn the skills we develop and to be self reflective. The student also learns that evaluations can be used as a measurement on a path to self growth. They identify their strengths and areas for improvement. For many of our gifted students who get all A's, they loose the opportunity to understand that evaluations help us see where we are, and envision a path for personal growth.
If you have any questions about the report card, please email me. The report cards do not have to be returned.

January Happenings

It seems like we haven't had school this month between snowdays and the days I was out. Here is what we've accomplished:
Third Grade
We have discussed how inventors come up with ideas. Using Creative Problem Solving, we came up with an innovative way to reduce the noise in a school cafeteria. Last week we learned how inventors turned mistakes into inventions such as chocolate chip cookies, and Post-It notes. Next month we will work on our own Inventions. We have been invited to participate in
North Alabama Mensa Kids Trek Inventors Day on February 12th from 2 pm to 4 pm at Huntsville Public Library.
Fourth Grade
Fourth graders have decided and planned their project for presenting their Images of Greatness research. We will have lots of Lapbooks, video biographies and presentations. Students who are including claymation in their project can use the clay left over from other projects or get clay from the dollar store.
Fifth Grade
Fifth graders are working on finishing our "What are Your Chances" unit, and will create a game using probability to ensure their chances of winning. We have begun our "Autobiographies" unit and will analyze autobiographical short stories and novels. We will be writing our own autobiography as well.

Duke Talent Search

I am sending home information regarding Duke 4th/5th grade Talent Search. Students qualify for this program in one of three ways. The first way to qualify is to have a score in reading, math or composite of 95 or better on the SAT X testing that was done last spring. The second way to qualify is to be enrolled in a gifted and talented program (SPACE) and score a IV on the ARMT reading or math given last spring. The final way to qualify is to score in the top 5% on an aptitude test which is the IQ test given to qualify for SPACE.
The program does have a cost associated with it. The benefits of the program are outlined in the brochure and your family can determine if they would like to participate based on the services given. Students who sign up will be recognized at either our K-4 awards day or the 5th grade awards ceremony with a ribbon from Duke.
Feel free to email me with specific questions at claymon@hsv.k12.al.us . Congratulations to all those students who qualify!