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I started differentiating between these ideas after reading the book last spring.  Asking a student to raise his or her hand when no one else will do this is a student making their own academic risk.
Take a risk = Why should I?
Make a risk = Why not?

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I've also heard self-image referred to as self-concept - your perception of your ability do a certain task.  I LOVE talking about the self-image of Kindergarten students - they don't have a very realistic self-image, in that they all say that they can do everything!  They can sing, dance, read, write, tell stories, act, do math, etc.  My students always smile when we talk about this.

But, in order for our students to have autonomy and then to advocate for themselves, they need to have a realistic self-image in thinking about what know about their abilities.  This ideas also ties in well with Galbraith's and Delisle's "The Unables" activity on pg. 152 in When Gifted Kids Don't Have All the Answers.  What are you currently unable to do and how important is it for you to be able to do this?

Tara (also previous post is mine)

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It is key to educate our colleagues in the various options that students can learn. When co-teaching in reading and math, I try to encourage my colleagues to provide choices in how students either learn (online or small group discussion) or complete their assignments. Several are not as tech savvy so helping them to bridge the gap between what they are comfortable with as well as those of their students. Incorporating music and art into a reading and/or math assignment demonstrates options that students may not have considered as ways to show their understanding. By educating the teacher-this in turn will help the underachiever.

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Students in my room know the FAIL (First Attempt In Learning) and TEAM (Together Everyone Achieves More) acronyms very well! Our classroom is just that-OUR classroom-not mine. It is important for students to know that they have a place they can make mistakes, express themselves without worry of being judged, laugh, dance, and just enjoy being there. We establish guidelines and consequences together that apply to all participating parties. This established a sense of ownership. When students feel comfortable in an environment such as this, they are willing to explore ideas and try new things knowing that there is a risk of failure-and that is OKAY!

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I believe Step 2: Assess and reflect on your learner profile: abilities and interests, strengths and weaknesses, learning styles and habits is essential for both students and teachers to be most successful not only in the classroom but in life. At the start of the year I like to focus on Gardner's Multiple Intelligence and other Learning Inventories to help students get a better sense of who they are as a learner. This helps students to become better empowered in asking for alternative assignment or options in how they complete their work. Helping students to better understand what their learning styles are can help them to be the best advocate for how they want to steer their learning.

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Students need to encouragement to think high of themselves. I often share personal stories where students can relate to what I have done or has happened to me. It allows them to make a connection to me on a different level. I also think it allows students to see an adult that deals with issues not to different from their own. For example, one day, I forgot some materials for the lesson we were doing. I had to use different resources to do the lesson. I told the class that I had forgotten. Then I shared how I problem-solved on my own to use different resources. Students started sharing times they had forgotten materials or homework.  It was a great way to generate a list of ways to problem-solve.
~ KT

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I love this quote by Haim Ginott that begins with "I am the decisive element in the classroom."  It reminded me the power of the teacher on so many students daily.  We are the mood that makes the weather or the tool of torture or the instrument of inspiration.  I plan on taking that quote and sharing it with my principals.  I would also like to share it with other educators as a reminder of our power to "humiliate or heal."
~ KT

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Last Words ~ I'd like to replicate the "last words" activity in a small group setting.  I think at the beginning of the school year would be a great time to do this.  It will help me get to know my students, as well as promote peer discussion.  Some of the examples I will use are:
The last time..
you felt out of place.
you wanted to give up.
you wanted to give up.
you laughed.
~ KT

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I had never noticed the distinction between these two terms until I read this strategy.  I think both are equally important but now I feel I want to share these two different strategies with my students.  I think it is important for them to know the differences and challenge themselves with more of "risk-making."  I also want to change my own wording when talking to students to distinguish between these two statements.
~ KT

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There are so many opportunities outside the classroom. I am an advocate for reaching out to our communities and involving our students. I have utilized MD Math League, SMG, contests within the county (Environmental Conservation), American Legion Good Citizen, JB Jennings Good Citizen, etc. I received a wealth of additional resources and contacts that I can now use next year with space and science. I'd be happy to share with others.

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I try to teach my students about the importance of self-advocacy in order to build positive relationships. I find it necessary to do this, especially when implementing a discussion. Some ways my students have done this is through their Reader's Notebook. Students are able to reflect on strengths and weaknesses using note-booking.  There is a sense of privacy, yet provides a form of talking to me or peers.  I need to share these notebooks (that we keep from 3rd grade+) with other teachers that work with my students.  That is a goal for next year.
~ KT

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I  totally agree Delisle that one of the most important assets a teacher can bring to the classroom is a good set of ears.  It's important for students to know that they are being heard and that their opinion matters.  I love the idea of having the students tell you something about themselves that most teachers don't know." I plan to do this with my students this year. I'm hoping to get some insightful answers!
Cindy

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I also love the idea of introducing Locus of Control to students - perhaps with 5th graders to start.  This idea fits in nicely with Open/Closed Mindset in that it helps students make the connection between effort and achievement.  They control their fate to a certain extent by the choices they make and effort they put forth.  I plan on exploring and perhaps using the questionnaire on this topic mentioned on page 38.
Cindy

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I love the ABC simulation on pages 49-50, and I'm planning on using this in PD with staff this year.  What messages are we sending to kids when we make them repeatedly prove that they already know curriculum?
Curriculum compacting and pace of instruction are huge take-aways that could become the focus of an entire year of PD for co-teachers.  Picking up the pace is so important to keep gifted students engaged, and I love Ian Byrd's ideas on how to explain this using the bicycle analogy at https://www.byrdseed.com/three-images-to-explain-giftedness-to-parents/. If we think of brains like bicycles, we understand that we have to go a certain or minimum speed in order to balance. For gifted individuals, they balance better at a higher speed. Byrd calls this "a higher minimum speed" and it's important to keep this in mind in terms of pacing. One simple strategy is hardest first - students do the most rigorous questions or activities first instead of last in a lesson.
Tara

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After hearing Dr. Delisle speak last winter, I purchased and implemented the Deb Douglas' Self-Advocacy book and workshop, which she calls Carpe Diem. Listen to an overview at the Mind Matters Podcast (https://www.mindmatterspodcast.com/home/2018/5/2/episode-8-a-guide-to-self-advocacy). My fifth graders left with their own learning profiles and work samples to share at the middle school.  Deb's blog post, Is It Time to Give Up on Gifted Education (http://www.gtcarpediem.com/carpe-diem-blog/2018/5/29/is-it-time-to-give-up-on-gifted-education) had a profound affect on the end of my school year.  I finally felt that in working with parents and students, they had the tools to go on and talk about what they need  educationally as they moved out of elementary school.  I would love to have parents complete the workshop, or at least the first few sessions, as they are an overview of giftedness, gifted policies, and characteristics of giftedness.
Tara

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I'd never heard of the term "intentional inviter" until I read this chapter, but it makes sense. It's the basis of talent development.  I love the quote on page 95, "...if teachers can convince their students that they are capable, then students are more likely to act in competent ways."  Again, I wonder what hidden messages we are sending to kids when teachers spend so much time practicing lining up walking in the hallways at the beginning of the school year.  It makes me wonder how many kids we are turning off my putting off curriculum for days at the beginning of school to focus on school rules practice.
Tara

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Love this strategy and I want to fill my classrooms this year with quotes, specifically, by superheroes.  I was inspired by both this chapter and Cyborg, who said, "If these are gifts, then why am I the one paying for them."  This quote directly ties in with Dr. Delisle's Parenting Gifted Kids chapter about the dept that gifted kids feel as the term "gifted" leads the idea that these kids owe the world something because they are smart.
I also like the idea to have students study career in elementary school yet we need to teach them to make plans for their futures that are flexible- mulipotentiality is real and many of our students will have several careers in their lives.  This is also important to teach parents, as they may not understand how hard it can be to choose one thing to study, when their child is so good at so many things.
Tara

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The prompts on page 149 are great to get to know students, and allow students and teachers to get to know each other.  I love that I see the same students for years, and so co-teaching planning is as much about sharing and talking about students as it is talking about curriculum.
John Steinbeck's quote, page 155, reminds me of the luck that I had in having certain teachers, and how "Teaching might even be the greatest of the arts since the medium is the human mind and spirit." This is why I have focused so much over the past few years on the social and emotional needs of my students. Being gifted puts them at risk for disillusionment, existential depression, feeling alone, feeling isolated, feeling different.   If we could just do one thing to help our students, it's getting to know them and lifting caring for their spirits.
Tara

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It is very motivating for students - and teachers - to take steps outside the classroom. From First Lego League and Citizen Science projects to Skyping and sharing Genius Hour projects with an authentic audience, our students have been able to use their knowledge outside of the classroom and, in doing such, make their learning relevant and purposeful. I would be interested in having all of us share ways in which we each take steps outside the classroom at one of our GT PD sessions.
Cindy

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This chapter was very eye-opening!  The author suggests avoiding phrases like "do your best" and "You're not working up to your potential."   These phrases are not only vague but imply that the teacher knows "the extent of the student's abilities."  This is a totally different way of thinking for me!  Instead of these phrases, Delisle suggests, "talking about what work has been completed, asking the student's own opinion of what was done well, what could have been done better, and what steps can be taken to complete the project...."  I am definitely going to use this idea!  It places the responsibility for learning on the student.
Cindy

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In this chapter, Purkey and Novak provide a list of things to do to become more "intentionally inviting."   One of the things they suggest is to survey students for what worked and what didn't work at the end of the unit.  My co-teacher and I have done this multiple times.   The students have come up with valuable suggestions that we've used the next year.  Students are often willing to give feedback on a lesson.  And who would know better about what worked and what didn't than the student's themselves!
Cindy

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I love the idea of sharing commencement speeches with students!  I always try to end the school year with my 5th graders using Admiral McRaven's 2014 speech to make your bed (and so much more!). https://www.youtube.com/watch?v=pxBQLFLei70

The text also encouraged teachers to "connect adolescents to people who love what they do". This is an important step when doing independent projects. Find someone who is involved in the field the students are researching. It makes the experience so much more real!
Laura :)

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I think it would be beneficial to help my underachievers who qualify for our Power Block hour to help understand the reasons behind their actions (or inaction). Perhaps this would also help with classroom teachers understanding that punishment doesn't necessarily work to motivate students who underachieve on purpose. I believe there needs to be a shift from focusing on what isn't being done up to par and instead focus on areas that would increase self esteem and work ethic.
HS

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Differentiation can be easy to achieve when you offer students choice in how they show what they've learned. I try to offer my students menus whenever possible  so that they can use their preferred learning style to show and share their knowledge. I hope more classroom teachers try to adopt menus to give students choice.
HS

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If you allow students to pursue knowledge about things they are passionate about - you've already won half the motivation battle. They can take ( or make) a risk, find creative ways to complete tasks and share their knowledge and passion with others. Introducing the genius hour- passion projects has allowed my unmotivated underachievers to shine.
HS

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I love this strategy! We did this as a faculty one day and continue to use it with my students.  I usually have them do it at the end of the year as well.  They can talk to each other (and even write) about how they have changed from the beginning of the year to the end.  It's also fun to turn the memoirs into a creative display (the app quotes Creator)!
Laura :)

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I too had not heard of the research by Purkey and Novak with the four types of characters who inhabit every classroom, or Invitational Education.  Reading about it may be eye opening for some educators and affirming for others.  The quote on page 98 that strikes me is "student engagement as one of the primary motivators to their academic growth." I believe that is 100% true!  It's important for our teachers to understand this too, so I plan to share it during co-planning at the beginning of the year.  It's critical to our under achievers, especially the selective consumers, and all students.
Laura :)

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Here's a link you might enjoy to "50 All-Time Favorite Classroom Quotes"!
Laura :)

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We love using inspirational quotes to motivate and inspire students. Sometimes the right words in the right moment can make all the difference. Here are some of our all-time favorite classroom quotes, as spotted on Instagram.

1. Kind is the new cool.

2. None of us is as smart as all of us.

3. From small beginnings come great things.

4. Make today so awesome yesterday is jealous.

5. Look with kindness and you will find wonder.

6. Be awesome, be amazing, be you.

7. Today a reader, tomorrow a leader.

8. Be somebody who makes everybody feel like a somebody.

9. In a world where you can be anything, be kind.

10. You are loved.

11. Broken crayons still color.

12. Strive for progress, not perfection.

13. Sometimes the bravest and most important thing you can do is just show up.

14. In our class we don't do easy. We make easy happen through hard work and learning.

15. You're here. You take up space. You matter.

16. Your voice matters.

17. Throw kindness like confetti.

18. The earth without art is just eh.

18. Try again. Fail again. Fail better.

19. Never bend your head. Hold it high. Look the world in the eye.

20. Be a Froot Loop in a world full of Cheerios.

21. Let's root for each other and watch each other grow.

22. To have good friends, you need to be one.

23. If you're doing what everyone else is doing, you're doing it wrong.

24. The beautiful thing about learning is that no one can take it away from you.

25. Whether you think you can or you think you can't, you're right.

26. Be the reason someone smiles today.

27. We are each unique and beautiful, but together we are a masterpiece.

28. All we have to decide is what to do with the time that is given to us.

29. We are what we repeatedly do. Excellence, then, is not an act but a habit.

30. This is what a leader looks like.

31. You're going to rattle the stars, you are.

32. If it doesn't challenge you, it doesn't change you.

33. It's a good day for a good day.

34. Learning can be tough, but you are tougher.

35. You are braver than you believe, stronger than you seem, and smarter than you think.

36. Everything you don't know is something you can learn.

37. Mistakes help me learn better.

38. We are all different, but there's something kind of fantastic about that, isn't there?

https://www.instagram.com/p/BYCvFetguDX/

39. We may all be different fish, but at this school we swim together.

40. Even if hate has a bullhorn, love is louder.

41. You belong here.

42. You will never regret being kind.

43. The expert in anything was once the beginner.

44. Be a pineapple. Stand tall, wear a crown, and be sweet on the inside.

45. If your dreams don't scare you, they aren't big enough.

46. Do the right thing, even when no one is looking.

https://www.instagram.com/p/BLJVL8mhepk/

47. We rise by lifting others up.

https://www.instagram.com/p/BYtluDuAVZA/

48. Excellence is doing ordinary things extraordinarily well.

49. If you have good thoughts, they will shine out of your face like sunbeams and you will always look lovely.

50. Don't let anyone dull your sparkle.
What are your favorite classroom quotes? We'd love to hear in the comments.

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50 of Our All-Time Favorite Classroom Quotes - WeAreTeachers

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We love using inspirational quotes to motivate and inspire students. Sometimes the right words in the right moment can make all the difference. Here are some of our all-time favorite classroom quotes, as spotted on Instagram. https://www.instagram.com/p/BYCvFetguDX/ https://www.instagram.com/p/BLJVL8mhepk/ https://www.instagram.com/p/BYtluDuAVZA/ What are your favorite classroom quotes? We'd love to hear in the comments.

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Use TED Talks to spark ideas for independent research project. The students can then research their topic and create their own TED Talk presentation. (page 107)

When I had my own classroom, I use to ask my students to bring in a framed family photo. I would inform the parents that they would get the photo back by the end of the year. It was a nice element to the classroom and helped to make it feel 'homey'. (page 95)

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This made me think of Mindfulness lessons. Also, GoNoodle has breathing exercises or yoga that you can complete before or after a challenging task/lesson. As shared in the text, "highly capable kids are also highly stressed much of the time due to the academic workload" (page 117). It is important to give them a chance to pause, take a breath, and mental break every once in a while throughout the school day.

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After reading this section, I noted that I could connect fifth graders to second graders that start to be identified through PTD and CogAT. I was also thinking about Skype Education and virtual field trip students can take on there. One year, we had a virtual field trip to a farm in Washington state. My students prepared questions for the farmer about her daily life and job on the farm. We also were able to see the similarities between farming in our local community compared to her farm we 'virtually' visited.

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I strongly believe in utilizing the community within my classroom. I am very upfront with my students that I do not know everything about all topics. So what better way to show students what adults do than to reach out and contact an expert. When doing the Stock Market Game, I have had a guest speaker who works directly with stocks to explain the process. One student was interested in learning more about how the sunrise/sunset were about art and science. So, I had the art teacher come in and chat about scattering. Bringing in others models to students that it is okay to not know everything! Reaching out to those who do know and love what they are doing opens up a stronger understanding for those involved. When passionate people share what they love-it is like a wildfire that spreads quickly!

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I am someone who loves finding just the right quote for the moment. Watching both of my girls choose their senior quote took time and energy and truly spoke to who they are as individuals. I have had lessons where students evaluated quotes and choose one that spoke to them but I selected the quotes for them. It baffles me that I never thought to have them explore quotes on their own to see which ones speak to them. What an awesome idea! My hope is to really explore this with my kids this year and put their quotes up to show ownership in who they are.