justice – Institute for Educational Advancement

Without Teachers There Are No Other Professions

��Ƶ Staff — Tue, 03 May 2016 23:26:05 +0000

by Louise Hindle, Program Manager

At a point in the past, in the middle of an unusually busy year of educational change as a high school teacher and administrator, I recall hearing (and being motivated by) this phrase: “Without teachers there are no other professions.” Ah, I thought – that’s why I must keep doing what I’m doing. Teaching is, without a doubt, about improving life chances.

Now, as Program Manager at ��Ƶ, where I help shape the Academy program, I think similarly and differently. Today, as we mark National Teacher Appreciation Day, we honor our faculty of teachers who improve the life-chances of our students, but who also:

Inspire our students, by creating incredible classes; classes not found in a traditional school environment. Moreover, Academy classes emerge from each teacher’s interests, expertise and current research. Where else would you get: Paleozoology? Marine Biodiversity? Logic Detectives? Brain Science? Microbial Ecology? Debating on a Global Stage: International Relations & Justice? Literary Ladies of Americana: A Paean to the Female Pen? Microbiology for Kindergartners? The Study of Star Wars: A Hero’s Journey? Mindfulness for Gifted Tweens & Teens?
Mentor by sharing their stories, their journeys, by listening and being a friend. Academy classes are not just about the content or the process but about where these interests might take you and why and how.
Lead by example: our teachers are patient, curious and share the thrill of learning, just as they enable Academy students to imagine a future self. Our teachers also acknowledge their younger selves in our students. They lead by example and they have the magical ability to connect with our youngsters
LOVE what they do –so much so, they find time as researchers, students, teachers, parents, computer scientists, consultants, N4P workers, actors, artists, film-makers, volunteers, animal curators, professors, administrators – to come to Academy and work with us – and then, THEY thank us!

And, so, a roll call to all of our Academy faculty, who teach, who teach and then sub, who offer mini-lectures, who sub some more, who provide expertise for Genius Days, who source and bring in extra learning resources to ignite their curriculum, who travel long distances each week, who accept all children with all of their needs (and always with a smile on their face), who return time after time with new classes and new reflections on how to improve and who work with ��Ƶ, with the resources we have, to offer your families the best service we can.

As Mark Twain said, “It is noble to teach oneself, but still nobler to teach others.”

Today, we thank ��Ƶ’s Academy teachers and friends for engaging in the most noble of professions and for helping shape future professions – whatever they might be.

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A British import, Louise Hindle graduated from the University of Manchester with a B.A. Honors Degree in English Literature and Language, completed her post-graduate teacher training at The University of Cambridge, and has recently completed her dissertation in Educational Leadership and Innovation with the University of Warwick. Louise has 20 years of experience in education as a high school literature teacher, lead teacher, administrator, adviser, and consultant. She is also the parent of three fun and active school-aged children. She loves working at ��Ƶ because she is constantly learning and reflecting in order to meet the varied and complex needs of these children, who she finds to be confident and vulnerable in equal measure but always ready to learn and thirsty for more. In her free time, she likes to read with her children, hike, walk, and jog with her badly behaved dog.

The Bright Side of Overexcitabilities in Gifted Children

��Ƶ Staff — Tue, 01 Sep 2015 14:05:58 +0000

Gifted children often experience overexcitabilities, also called intensities. These areas of heightened stimulation are categorized in five areas: psychomotor, sensual, imaginational, intellectual, and emotional.

Though overexcitabilities are not, in and of themselves, negative characteristics, they are often discussed as though they are problems to solve. However, there are some wonderful benefits to “experiencing in a higher key.” Because we have talked about and on this blog before, we wanted to take this time to highlight some of the more delightful elements of overexcitabilities in gifted children and adults.

Extreme compassion, empathy, and

Many gifted children have such a deep sense of empathy, compassion, and justice that they will stick up for others, challenge authority figures when authority is unfairly imparted, work toward solving problems they see in the world, take social action, and act as mediators and peacemakers. These are the kids who will make a positive difference in the world, on both small and large scales.

A deeper connection to the world

“Overexcitable children are more receptive and responsive to what they experience. In some areas of their lives, they are extremely perceptive and may be aware of what other people cannot even imagine.” (Meckstroth, 2013, p. 279)

Gifted children and adults with emotional intensity often develop a deep connection to people, animals, nature, places, and objects that have sentimental value for them; Piechowski (2006) states that this “connection with the world as the place where we live is an important aspect of our emotional development” (p. 5). Emotionally intense individuals also enjoy deep, strong, and loyal friendships.

The ability to delight in simple pleasures

Those with sensual overexcitabilities take delight in what they see, taste, smell, touch, and hear. The taste of food, feel of nice fabric, sound of music or poetry, and the beauty of art or a sunset can bring these children great joy and comfort.

Desire to think more deeply about and solve world issues and problems

Intellectual intensity as well as the empathy found through emotional intensity combine to propel gifted children’s deep interest in world problems and solutions to those problems. Gifted children “consider the possibilities of how things might be” (Sword) and can work toward achieving that ideal world. They often “search for solutions to known problems, find it difficult to let go of a problem, and identify new questions to be asked.” (Piechowski, 2006, p. 53)

Strong focus

Both Piechowski (2006) and Winner (1996) describe the gifted child’s capacity for intense interest and focus, which Piechowski describes as a “capacity for absorption,” allowing gifted individuals to tune out their surroundings and achieve a state of flow when working on a project or thinking about a topic.

Ability to see multiple sides

Emotional empathy along with intellectual intensity allow deep thinking, internal debate and dialogue, and the ability to see different viewpoints. Dabrowski (1972) described overexcitable individuals as “see[ing] reality in a different, stronger, and more multisided manner…. Enhanced excitability is a means for more frequent interactions and a wider range of experiencing” (p. 7). These abilities can be applied to external situations, or they can be used for individual development, to gain more self-awareness and understanding.

This ability to see issues from multiple sides can also combine with imaginational excitability that helps gifted children work out problems in their mind using creative solutions to result in inventiveness and out-of-the box thinking.

Creativity

Aesthetic and intellectual creativity are often results of imaginational and sensual overexcitabilities. Children who experience the world differently, delight in the beauty of the world, and have active imaginations are often natural creators.

Stress relief

Sensual overexcitability helps us delight in everyday sensual experiences. Psychomotor overexcitability helps us physically expel negative energy through movement. Individuals with imaginational intensity may harness those powers to help create an imagined situation that can bring calm and relieve any tension experienced. Intellectually intense individuals can carry on internal debates, dialogues, and arguments – natural to this form of overexcitability – as a way to vent emotions privately. When gifted individuals are stressed, emotionally tense, or nervous, they can turn to these overexcitabilities for relief.

Let’s help our children see these benefits

In an article on emotional intensity, Leslie Sword concluded, “If emotional intensity is seen and presented positively to gifted children as a strength, they can be helped to understand and value the gift of emotion. In this way gifted children will be empowered to express their unique selves in the world and use their gifts and talents with confidence and joy.” The same can be said for all areas of overexcitability. While not losing sight of the challenges our children face due to their intensities, let us also help them see the positive power of these intensities and embrace them for good.

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This blog article is part of the . Please click on the graphic below (created by Pamela S Ryan–thanks!) to see the full list of Hoagies’ Blog Hop participants.

References

Bailey, C. L. (2010). Overexcitabilities and sensitivities: Implications of Dabrowski’s Theory of Positive Disintegration for counseling the gifted. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_10.pdf

Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf.

Delisle, J. R. (2006). Parenting gifted kids: Tips for raising happy and successful gifted children. Prufrock Press.

Meckstroth, E. A. (2013). The asynchrony of overexcitabilities: Advice for parents and teachers. In C. S. Neville, M. M. Piechowski, & S. S. Tolan (Eds.), Off the charts: Asynchrony and the gifted child (pp. 260-281). Unionville, NY: Royal Fireworks Press.

Piechowski, M. M. (2006). “Mellow out,” they say. If I only could: Intensities and sensitivities of the young and bright. Madison, WI: Yunasa Books.

Sword, L. Gifted children: Emotionally immature or emotionally intense?. Retrieved from

Winner, E. (1996). Gifted children: Myths and realities. New York, NY: BasicBooks.

That’s Just Not Fair

��Ƶ Staff — Tue, 20 Aug 2013 22:20:45 +0000

By Lisa Hartwig

Lisa is the mother of 3 gifted children and lives outside of San Francisco.

“That’s not fair.” It’s my daughter’s motto. It is usually followed by a list of reasons why my request (to walk the dog or clean her room) is unfair and unreasonable. Her reasons are complicated, and I sometimes have difficulty understanding them. Her excellent memory allows her to reach back several weeks to describe previous events and conversations that provide evidence of the irrationality of my request. When she does this, I’m at a loss. I can’t even remember what I had for breakfast.

My daughter expects the world to operate in a way that is entirely fair and logical. She hates inconsistency. In her world, the rules are the same for everyone—children and adults alike. A rule and the intent behind the rule must match precisely. She demands precision from herself and those around her. The thought process she uses to support her positions is complex. I understand that there is a phrase to describe this behavior: “logical imperative.”

My daughter has a strong logical imperative. The way she expects the world to operate is often at odds with the way the world (and her family) actually operates. When this happens she argues. She will argue with teachers, coaches, and most especially, me. She is on a quest to mold the world into a place that makes sense. She uses her extreme sense of fairness, her precision and her intensity to accomplish the task. To borrow a concept from The Legend of Zelda, this is her Triforce. With this power, she is likely to rule the world.

Her drive toward world domination begins at home. Small battles occur in our house daily. Most of the arguments happen when my husband and I try to pull parental rank on her. “Because I am the parent” never works with her. Aesthetic judgments need to be backed up by reason. Why should she make her bed when she will need to get into it again that evening? Even federal regulations are open to interpretation. It makes no sense for the National Highway Traffic Safety Administration to require 12-year-olds to ride in the rear of the car when she (at 12) is as big as her 80 year old great aunt who sits in the front seat.

Blind obedience to a coach has never been her strong suit. I have seen her shout to her coach from the soccer field to let him know she was already “on it.” At circus camp, my daughter took on the juggling instructor and “won.” Already and excellent juggler, she rotated into the juggling group on the first day of camp. The instructor established “clubs” to incentivize the campers. Joining a club meant signing a poster with the words “25 Club” or “50 Club” written on the top. When a camper juggles 3 balls for 25 rotations, she joins the “25 Club.” Fifty rotations got you into the “50 Club.” On her first try, my daughter juggled 3 balls for 50 rotations. Her coach told her to sign her name on the paper that said “50 Club.” My daughter also wanted to join the “25 Club.” Her coach said no. After arguing that this wasn’t fair, she proceeded to juggle for 25 rotations and drop the balls. He still said no. She made her case every day until the day her good friend graduated from the 25 Club to the 50 Club. She finally reached the limits of her (and subsequently, her coach’s) tolerance. She demanded that she be placed in both clubs. Her coach finally relented and order was restored in the world.

While you might find it difficult to be my daughter’s parent, coach or teacher, you would be lucky to be her friend. I saw that last spring during a volleyball game. Her 6th grade team was losing badly during the first set. The coach pulled them aside after the set and belittled them. According to the coach, the team was not serious. They were goofing around. No wonder they were getting slaughtered, they weren’t even trying. They were going to lose. My daughter sat through the diatribe quietly and then caught the eye of her best friend. Her best friend’s face was bright red with frustration and embarrassment. That was the incentive my daughter needed to confront the 60-year-old male coach. She told him that what he was saying was both unfair and unproductive. He was not motivating the team, he was demeaning them. Just because they were having fun didn’t mean they were not serious. They returned to the game and won the last 2 sets. He later apologized.

My daughter will need to learn how to walk the fine line between the fight for fairness and act of letting go. I say the same serenity prayer for her that I say for myself:

God, grant her the serenity to accept the things she cannot change,
The courage to change the things she can,
And wisdom to know the difference.

While my daughter’s insistence on intellectual and moral honesty can make it difficult to find serenity in our home, I take pleasure in her fierce desire to hold the world around her to a higher standard. As the years go by, I will watch with fascination as she tries to make it comply.

Do your kids grapple with issues of justice and “fairness”? Please share in the comment section below!

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