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What could you do in your class for each of the six profiles?  You can use sources for inspiration, but please provide personal ideas for your own classroom/school for each one of the six profiles.
TYPE 1: THE SUCCESSFULSCHOOL SUPPORTS |
●      Subject and grade acceleration●      Time for personal curriculum●      Activities that push out of the comfort zone●      Mentorships●      Time with intellectual peers (versus age group) |

In my classroom I encourage my GT students to find peers, even in other classes to work on an area that they want to show growth in academically (initially.)  They are able to show this growth through a project, game, writing, techie application or any means that they can prove their advancement.  Our school provides mentors, although this next year I am going to request a mentor that they can connect with and discuss their pursuit, the dimensions of the project and present to their mentor, myself, principal and the GT coordinator.

TYPE 2: THE CREATIVE SCHOOL SUPPORTS |
●      Reward new thinking●      Direct and clear communication●      Give permission for feelings●      Domain-specific training (art, music, science, etc.)●      Allow nonconformity●      Direct instruction in interpersonal skills |

In my classroom, rewarding new thinking is something I do with all students as is giving permission for feelings.  However, with my GT creative student it is allowing them to have the security with me that they feelings are safe.  The next year, I will create a journal for the GT student to explore their feelings and allow me to respond in the journal on a weekly basis.  In this journal I can be clear and direct with communication, I can help them work on domain specific training, allow them to explore the nonconformity because they will be different from other students and help them with their interpersonal skills.  I am an LPC as well, and although I do not practice in the classroom, I can certainly you my knowledge and skills to enhance the students skills through the journal communication.

TYPE 3: THE UNDERGROUNDSCHOOL SUPPORTS |
●      Make the learning environment welcoming and safe●      Provide role models●      Open and honest discussions about class, racism, and sexism●      Provide long-term planning (e.g.--college planning)●      Direct instruction of social skills |

Again, if the learning environment is not welcoming and safe in my classroom for all students, then I failing as an educator because that is essential for all students.  I would like to  contact role models outside the school and see if we could sign them up to either communicate via technology (parent permission of course) or even visit the campus once a month and have lunch to talk about what they are working on.  I could have the role model help with the long-term planning and pick a few friends to join the conversation at the end of their lunch time together.  I like it!  (We have outside mentor/role models from our community sign up with parent permission each year, this will be a new way to apply them.)

TYPE 4: THE AT-RISK SCHOOL SUPPORTS |
●      Don’t lower expectations●      Academic coaching●      Aggressive advocacy for the student (many teachers may have lost hope for this kid)●      Non-traditional ways of studying●      Promote and encourage resilience |

This student I would like to connect to a teacher that shares an interest in the same area that do - i.e. basketball.  I would like the teacher to meet with them to build the relationship all around basketball.  As time progresses, the relationship builds, the teacher can then lend a word when they need a person to talk to or help with their academics, but working in their classroom.  A positive environment can go a long way when students do not want to challenge themselves academically.

TYPE 5: TWICE/MULTI EXCEPTIONALSCHOOL SUPPORTS |
●      Challenge in area of strength●      Provide accommodations for disability●      Ask the question, “What will it take for this child to succeed here?”●      Give time to be with intellectual peers●      Teach self-advocacy |

This past school year I was honored to teach this student and celebrate success.  Although the student struggled in math and had a disability in math, he was quite accomplished in reading but did not believe himself to be capable.  I began to talk to him about how famous people had his same disability but they achieved in other areas and so could he.  I challenged him to excel in reading.  He still received the accommodations needed, but what he really needed was a teacher who would not get frustrated and give up on him.  I challenged him to be a leader in the classroom, I showcased his exceptional abilities and would not allow his behavior to get in the way when he was insecure.  I taught him to speak up with his group and gave him people to work with that needed his guidance.  I will do all of these again and watch another student achieve a score they had no idea they were capable of reaching.  However, this next year I am going to start off stronger with the parents, provide more structured assignments to navigate the growth earlier in the year.  I think I needed to believe my efforts would make a difference, and I can say they did so I am ready to repeat them!

TYPE 6: THE AUTONOMOUS LEARNERSCHOOL SUPPORTS |
●      Allow a long-term plan of study that integrates with school curriculum●      Develop in-depth studies●      Develop and allow for mentor-ships ●      Provide a variety of acceleration options●      Stay  out of their way   **** This student is me.  This student will receive a copy of the TEKS at the beginning of each six weeks.  We will break them down into what they can accomplish.  I will encourage them to seek out resources that show the skill we will be learning and allow them to highlight their findings in hooks for the classes.  They will be able to use the library to pull certain books that will show the very skill we are learning.  I will connect them to people around the campus or within the district that they express wanting to learn something about or just get to know.  During small group time, I will encourage them to visit other classrooms to learn additional concepts or I will allow them to teach small groups the different topics of study that would enhance other student's in the class.  Finally, I will develop weekly check in points to answer any questions or point them to a resource that will further support their pursuit.

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The whole gifted child characteristics chart supports my point of view because I believe I see these students in my classrooms every year.  Just this past year I recommended a student for testing although he was not showing huge academic growths, or rather he was inconsistent in his performance.  He was a constant disruption in the classroom, reckless and manipulative and yet if he wanted to show you what he was made of then the real deal showed out and it was exciting to watch/experience.  In addition, I had a student who was already identified as GT, but she believed it was only in one area - math.  I told her she did not need to limit herself and if she would trust me and take risks, she might actually surprise herself.  Well she did, she took risks and her other subjects excelled, her friendships blossomed and she became quite the outspoken young woman.  if I had believed that she was only talented in her math ability, she may never have realized that her talents or "gifted-ness" was not limited.

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Discuss how this has either supported or challenged your view of what it means to be gifted? Provide specific examples from the characteristics.

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A total point of view does help us identify and serve gifted children more than just focusing on intellectual abilities, talents and interests because we are serving the whole student, not just part of the student.  Over the years I have enjoyed the opportunity to serve GT students and their needs range from social support, confidence building, anxiety reduction, flexibility, risk of failure while trying something out of their comfort zone and stretching their own intellectual abilities.  I could continue to name additional behaviors, feelings and needs beyond academics, interests and overall intellectual pursuits.  When a doctor treats a patient, every system must be considered to accurately diagnose the health of the patient.  It is the same with a GT student, they are not 1 box, but a cluster of parts that make up a wonderful whole.

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Does a total point of view (behavior, feelings, and needs) help us to identify and serve gifted children more than focusing on intellectual abilities, talents, and interests? Provide examples to support your claim.