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I learned.....
1.  Teachers might need to teach organizational skills.
2.  Different reasons for procrastination.
3.  Reach out to procrastinators and try to figure out the reason.

Two ideas:
1.  Procrastination is an issue that needs to be addresses and discussed.
2. Student need to learn how to manage time and organize.

Implications:
I will reach out to students that are procrastinating and try to figure out why.  (not just consider them lazy)

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3 things learned...
1. 15- 20 % of the population is highly sensitive.
2. highly sensitive people are often times successful in life.
3.highly sensitive people often have sought after skills that make them successful in the work place. i.e creativity, focus and understanding the world around us.
2 ideas to discuss...
1. How does being sensitive help us to to be more emotionally secure.
2. How can we as teachers help to erase the persona that as boys we should not show our sensitivity?Most boys are taught they they must never show weakness and being sensitive shows weakness.
1 implication...
As a teacher we have to encourage our students that it's okay to be sensitive. It's not necessarily a sign of weakness.

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3 Things...
1. Fear of failure caused by perfectionism and uncertain outcomes.
2. Heightened sensitivities - overreact to mild criticism.
3. Define self by their abilities - failure threatens sense of identity.
2 Things...
1. How can I encourage risk taking in my classroom?
2. Actions and behaviors during the project/lesson speak more about character than the accomplishment or product.
1 Implication for my classroom is that I want to determine ways to foster risk taking and get students used to operating outside of their comfort zones.

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3 Things I Learned:
1.  Giftedness and achievement
are not equal
2.  Tap into a students learning styles - work with parents
3.  every child - even underachievers are different, often lack motivation

2 ideas for further discussion:
How do you engage a child that is underachieving?  Outside interest - ways we can include those in lessons.  Building on strengths of students - how?  ways to include students.

Implications for my classroom:
Know your students and help engage/motivate them. Help them set goals . Know strengths and weaknesses of each student, work with parents to understand child

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3 things I've learned
1. learn by observing, only live life when they understand it.
2. mentally rehearse, need time to make decisions.
3. need to learn how to quiet the inner chatter
2 to discuss more
1. teaching the art of a conversation.
2. School may not be a positive experience for gifted introverts

Implications for classroom
Need to realize that most of our lessons are designed for extroverts, and make adjustments that will allow for best learning environment for all students

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OH MY GOODNESS! This was heartbreaking to read.
3 things I learned:
1. Impostor syndrome is when a child avoids that they think they might not be the best at in order to continue the illusion that they are perfect.
2. They will isolate themselves from their teachers.
3. As the student gets older, they are more stressed and worried because the "illusion" gets more difficult to keep up, so they will avoid and isolate more.

2 things to further discuss:
1. How can we as teachers and parents avoid this happening to our students?
2. Are there specific signs that a student is developing "impostor syndrome?"

Implications for my class...
I will continue to check in with my gifted learners to make sure that all of their SEL needs are met.

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3 things learned:
1. Giftedness does not equal achievement.
2. Disorganized or rebellious students are not always identified as gifted.
3. under achievement is very individualized to each students.

2 things to discuss further:
1. Discuss/focus on students strengths to help build confidence so they can manage weaknesses.
2. Children who do not feel good about themselves have a hard time sustaining interests. Look at interests outside of school work.
1 Take away for Classroom:
1. Allow for freedom with organization with teacher and give students high expectations.

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3 Things I learned:
*Perfectionism can center around the extremes of either being perfect or worthless
*Desires can manifest into demands for perfection that are either perfect or complete failures in student work efforts
*There are 2 types of perfectionist- one that is born as a perfectionist and the other that learns to be a perfectionist based on critical teachers and parents

2 Ideas to discuss further:
* How do we equip parents with the knowledge about how to help their perfectionist gifted child?
* How can our school counselors help us address the needs of  our gifted perfectionist?

1 Implication for my Classroom:
I need to make sure that I address the difference between the extremes of perfectionism that isn't attainable and success standards that are attainable.

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3 Things I learned....
1. There are many different reasons GT students may procrastinate on an assignment
2. It's important to figure out if the procrastination is behavioral, school based, or a result of anxiety/depression.
3. Procrastination could be a cry for help.

2 ideas to discuss further:
1. Some reasons for procrastinating can be things that may need more modeling (organization, time management...)
2. The many different reasons students may 'choose' to procrastinate.

1 implication
1. I will help students figure out why the procrastinate and help them learn to cope.

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3 things learned:
1. 15-20% of the population is highly sensitive
2. HS students are overstimulated very easily
3. HS student are more creative

2 ideas to discuss:
1.  How can we better understand their thought process versus their initial reaction to a situation?
2. How can I make my HS students share their feelings in a way that makes them most comfortable?

Implication:
1. Creating a way for my students to decompress when needed and give them a way to share their thoughts and feelings that best fits their needs.

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3 things learned...
* Underachievement comes from 3 broad causes:  Lack of a nurturing environment, lack of motivation to do well in school, and disabilities/deficits that mask giftedness
* Potential solutions - best with a team approach between parents, teacher, and student, needs to address individual student, focus on the gifts of the student and build on a foundation of encouragement

2 ideas to discuss further...
* Research Rimm's Trifocal Model for more information
* Child advocates - to support underachieving students in all areas

1 implication for the classroom...
Get to know your students and their families. Understand their preferred learning styles and their strengths. Play to those strengths when tackling challenging tasks. Scaffold areas like organization if needed. Value learning over performance.

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3 Things...
1.  I learned that procrastination may be caused by distractibility once child's interests and passions take hold.
2. I learned that procrastination may be due to disorganization and poor time management skills.
3. Procrastination may be due to apathy with school in general.  The assignment may seem like a waste of time.

2 Things...
1.  All students would benefit from more time management assistance.
2. This reinforces student choice.  If they pick it they will have more buy in.

Implication for my class
I will model time management skills by using chunking and due dates for projects. I will also plan for more student chioce.

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Three things I learned:
Aspects of Perfectionism:
--All or nothing thinking---students think it's either perfect or worthless.
--Transforming desires into demands--getting a perfect score on a test rather than just doing your best.
--Focus on want goals/challenges-students feel anxious when they have deadlines even though they may be making great progress.
2 Things to discuss further...
How to get students to feel a level of accomplishment over being so intense and demanding?
Is perfectionism something that we can get our students to better cope with and what might that look like?
1 implication to class...
Seeing that students that are gifted sometimes think they have to be perfect as a teacher it is my job to learn and help them cope or deal better with these types of situations.

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3 things learned...

GT learners have "Superhuman" intuitions.

They thrive on being surrounded by love and they give love to others.

15-20% of our society is Highly Sensitive, so we as educators and parents need to be intentional about their needs. If  not the threat of "Emotional Snowballing" increases and can result in depression and more.

2 ideas to discuss further...

How do we guide these learners to learn how to decompress during high anxiety levels, so that they are not viewed as cry-babies?

How can we mold GT learners into leaders and let them shine, instead of being timid?

1 implication for your classroom...

I have a calm down bucket with a variety of things inside and allow them to go to an area to decompress on their own as needed. I am hoping this will eliminate the labeling of " over sensitive or over dramatic" from peers and teachers.

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-3 Things I learned-
1. Teach how to evaluate their own level of perfectionism- Is this healthy? When would you feel comfortable accepting "less than perfect?"
2. "Try to avoid "black and white" descriptors, such as "good" and "bad" when speaking with your child about his work, project, performance, etc. "
3. "Model for your child that many activities in life can simply be enjoyed without the need for high level of achievement."

-2 Ideas I want to discuss further-
1. "One key point consistently surfaced in regards to perfectionism: the fact that it is a characteristic trait that will never go away, but instead can only become fine tuned." Instead of "disabling perfectionism", we need to "enable perfectionism".
2. We should discuss with our kids that perfectionism is not possible and the difference between excellence and perfectionism.

-1 Implication for the Classroom-
1.It is important, especially in kindergarten, that we "practice losing" and "practice practicing" to help these learners when they are in these situations in their own lives.

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1. I learned that underachievement covers a wide variety of problems and is very specific to the individual child.
2. How to better understand the child's preferred learning styles and better understand their exceptional areas. How can we strengthen and help a child with a lack of perseverance.
3. I feel like I now have better tools to use in my classroom with the book: Teaching Gifted Kids in Today's Classroom. I can use the ideas to help come up with an individual plan for any underachievers in my classroom.

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1.  More thoughtful than most, deeper processing, although outsiders usually see the emotional reaction.
2.   Greater attention to details, sometimes bordering on perfectionism
3.  80% of extremely sensitive people are introverts.

1.  Boys are not allowed to be as sensitive as girls in our society.  How does this image/idea effect boys/males today?
2.  If most highly sensitive people are introverts, how do they let out all they they are taking in - in a healthy way?

1.  I have several current students that definitely have heightened sensitivity.  The article talks about needing more depression and alone time to prevent "emotional snowballing".  How I can support my students and their families with some strategies?  Especially during stressful times at school or home.

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1. The plan designed for the child has to emerge from the nature of individual gifts and the root causes of the underachievement.
2. Some form of advocacy has to take place for any solution to work
3.home, school, and peer culture — and seeks to understand how these areas contribute to the child’s underachievement

Further:
1. At times, our littles are not tested until half way through the school year. How soon should we get GATES type things in place without testing?
2. Would GATES teachers be the right avenue to create buddy mentors?

So much of this is Social emotional. I really want to step back and make sure I am addressing these littles and how they feel. They are so easy to over look at times because of positive behavior.

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3 Things I Learned:

Introverted students need a "safe haven" in order to decompress

Introverted students need to receive instruction differently than extroverted students

Schools are created more for an extroverted society

2 Things to Discuss:

Is it really necessary to encourage your child to practice the "art of conversation"?

How can we better address the needs of our introverted students?

1 Classroom Implication:

I need to be more aware of the needs of my students.  My introverted students may need time to formulate their responses before being asked to verbalize them.  This is one of the many reasons I absolutely LOVE using PearDeck when I am presenting a lesson.  :)

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I learned heightened sensitivity in GT learners are often hard workers as well. These learners often feel their emotions physically more than others. I also learned that sensitive people often absorb negative emotions from others.
I would like to find how to support these students in way in which they are not seen as the "cry-baby" especially for boys. I would also like to find how we can help these students learn how to control their emotions in a healthy way.
I have learned to empathize for these students and understand it is the way they are built. It is part of their DNA. It is not a light switch you can just turn off.