NAGC_Teacher Summit 2024 by Erika Lucas

Inhibitory Control

2024-02-14 18:25:39 UTC

Post-covid, many students seem to struggle with self-regulation. I wonder if you have noticed this impacting / intensifying gifted self-control.

Under the desk readers

2024-02-14 18:26:15 UTC

Yes- I can relate

I can relate to

2024-02-14 18:40:30 UTC

High performance pressure impacting ability to command executive functioning.

So sad

2024-02-14 18:42:55 UTC

alarming fact about suicide rate for young kids.

Mental Health

elucas72 — 2024-02-14 18:43:40 UTC

Our gifted kids are often expected to "keep it together" 100% of the time - this is such an unfair expectation.

Are you sure...they're gifted?

elucas72 — 2024-02-14 18:47:30 UTC

Yes, I'm sure!

Questionnaire

2024-02-14 18:56:47 UTC

Are the questionnaires you used with students and parents available for us to use?

How often you get to see your students

2024-02-14 18:57:54 UTC

Your kids webinars

2024-02-14 19:01:59 UTC

Demystification is and old term from a past student assistance program -- it means revealing to a student/parent/teacher the whys and hows of a student's attributes -- it came from the old Schools Attuned program.....but it is what you are talking about. Helping students and parents learn about the traits and trials and joys and differences of their neurocognition, neurodiversity, metacognition, gifted traits -- the nature and needs of giftedness -- also key for 2e kids -- so they understand why they are like they are and that others are like them. These aspects of giftedness are not evident. It really helps them to understand overexcitabilites, why they care so much, existential awareness, etc.

Frequency of Seeing Students

elucas72 — 2024-02-14 19:03:32 UTC

Hi! I am a gifted teacher by day, and a grad student by night ;) I see my gifted kids at the middle school level 5 times per semester (not nearly enough)

For my study, I met with the kids weekly to talk about EF (only for 3 weeks).

Many familiar ideas

virginia_pratt — 2024-04-21 02:40:43 UTC

Many of your points were familiar to me and made so much sense given what we know about asynchrony, etc. Just because kids have strong intellectual ability doesn't mean they will have strong inhibitory control or flexible thinking. The most valuable learning for me was the age levels when you can expect these areas of executive functioning to begin to "show up". I find that most adults/teachers have unreal expectations of what kids are developmentally ready to do. I teach 4th and 5th grade, and many of these abilities are just beginning to show up in children at this age, yet people expect them to be better in control of their behavior and actions. Thanks!

Doctoral Dissertation

virginia_pratt — 2024-04-21 02:42:27 UTC

I completed my EdD in 2019. I know how much work this is, but I think this is a great topic. I would love to find out how this turns out. Good luck! I'm going to keep an eye out on social media to see what happens with your research going forward.