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As we return to school this fall, our thoughts turn to gifted students and their educators. Many teachers of the gifted report that although they are collaborative members of a faculty or faculties, they often function as a department of one - in their schools, districts, and cities. They wish that they had more opportunities to network with other educators in gifted education. They wish that other educators, administrators, parents, and students understood their unique (and sometimes lonely) position and the unique needs of the students and families that they serve. They especially wish that others understood that gifted students will not necessarily be fine on their own, and that they, too, need opportunities to develop their gifts and talents. Gifted students need materials, resources, and accommodations because they have special needs.
To highlight these needs, Del Siegle, the president of The National Association for Gifted Children in 2007, crafted the Gifted Children's Bill of Rights, in which he highlighted the needs of gifted students as “rights”. Siegle proposed that gifted children have these rights: You have a right to...
A Bill of Rights for Teachers of Gifted Students, and it appears on the NAGC website. Danielian shared these rights: Teachers of Gifted Students Have a Right to…
With this learning, you will become a more inspired, courageous, passionate, and compassionate teacher of gifted students. Your rights and the rights of your students will be honored. And best of all, you will not be alone! You will join a network of people working toward the same awesome goals. This opportunity is not to be missed. Please join us! (WATG would like to extend a huge thank you to Dr. Martha Aracely Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can be found in our website blogs.)
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In the five decades that I taught and served as a gifted and talented coordinator, differentiation specialist, and educational coach, I had the great fortune of working with colleagues in all departments and all grade levels K-12 in multiple schools, districts, and states. I engaged in educational modeling, co-teaching, observation, and coaching some of the finest educators, and learned far more from them than I’m sure they learned from me. I often joked that I was the “conduit,” carrying best practice and great ideas from teacher to teacher, essentially serving as “professional development on legs,” -- and I always shared the credit for the strategies and learning. Additionally, as a gifted and talented coordinator, I was always on the lookout for ideas and practices that best served our most able learners so that we could maximize the learning for all.
It is no secret that high-end learners often are the least served in our educational system. In many places, schools’ budgets are strapped, class sizes are huge, and teachers struggle to meet the needs of all learners, especially when students’ abilities may bridge up to seven grade levels in a single classroom. See this research from the Institute for Education Policy, Johns Hopkins School of Education, in which authors Matthew C, Makel, Michael S. Matthews, Scott J. Peters, Karen Rambo-Hernandez, and Jonathan A. Plucker assessed data from NWEA MAP (Measure of Academic Progress) and NAEP (National Assessment of Educational Progress) in California, Florida, and Wisconsin. Not surprisingly, many, many gifted students are doing very well academically. Some researchers have also posited that learning differences in a given classroom may be even more pronounced when schools resume complete face-to-face instruction, hopefully in late August or September of 2021. They suggest that the combination of the traditional “summer slide” and “COVID slide” in student achievement may exacerbate existing gaps in learning. Though some students, unfortunately, have lost academic ground, others (often our high-end learners) have maintained or accelerated their learning during the past year and a half. A recent article by Chris McNutt, Oh What a Tangled Web We Weave: How the Testing Industry Manufactured the "Learning Loss" Narrative examined what could possibly happen as schools resume this fall. The article also includes ideas to mitigate the “learning loss” during the summer. Though the data surrounding “learning loss” is, according to this article, ostensibly inconclusive, here are some of the things that school districts are planning to do with their American Rescue Act funds to bridge the “learning loss”:
In a recent article in TCM blog entitled “How to Identify, Reverse, and Prevent Learning Loss with School-Wide Strategies,” some great strategies to empower teachers were explored. These strategies are things great teachers already do, and could amplify learning for all students if all teachers, K-12, were encouraged and expected to employ them. For example, teachers in kindergarten through grade two (or those at the elementary level) often employ these exemplary practices:
What if middle and high school teachers more frequently pretested, compacted curriculum, monitored progress with both formative and summative assessments, and held conferences frequently with their students about their learning? What if we reduced class sizes for our secondary teachers so that they could truly know their students and plan for their learning? Conversely, exemplary middle and high school educators (and some elementary teachers) often employ these nine high-yield strategies (based on the work of Bob Marzano) for effective instruction and learning :
What if elementary teachers recognized the readiness in able learners and taught them to utilize these skills at even younger ages? What if we didn’t wait until middle and high school to introduce and perfect these skills? What if we truly personalized learning in response to student needs and readiness? As we approach the end of summer (recognizing that educators often remark that June is like Friday night, July is like Saturday, and August is like Sunday during the “regular school year”), many educators’ thoughts are already turning to the beginning of the 2021-2022 school year. They are considering how to mitigate “learning loss,” how to support social and emotional learning, how to diagnose and respond to trauma induced by the pandemic, and how to meet students where they are, academically, socially, and emotionally. As a result of this grand disruption in schooling as we have always known it, we have been given a huge opportunity to reimagine, reinvent, and refine new ways of teaching and learning; let’s not waste it! September is just around the corner, and many of us are curious to see what this school year will bring. We will “see you in September” to begin this journey -- and will travel it together. As always, I welcome your thoughts. Together we grow. Jackie Drummer, Past President WI Association for Talented and Gifted (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.) Much of the literature in the world of gifted education and parenting seems to focus heavily on younger gifted children, and yet there are also many joys and challenges as our children move into adolescence and beyond.
Adolescence is a time of great brain growth, second only to the immense brain growth period of infancy and the first few years of life. It is during these later critical years, up to about age twenty-five, that brains continue to develop, and the frontal cortex (the governor of thought, judgment, and behavior) fully develops. Some experts believe that this development may not be fully complete until our mid-twenties or beyond. During this crucial period, many future habits and skills are learned and practiced, and sometimes the problems of childhood are exacerbated. It is during these adolescent years, and into the college years, that some gifted students may struggle with executive functioning skills. Because schoolwork (and often life) has been easy for them so far, they may lack the skills that they need to be successful as the workload, expectations, or competing scheduling conflicts become more intense. Executive functioning skills (or lack of them) impact so much of life. Students may have difficulty with homework and planning -- doing it completely, procrastinating, or forgetting to turn it in. They may not use planning tools effectively, or they may not have planning strategies at all. Many over-trust their memories. Some don’t care about grades, or may have ineffective study habits. Many are disorganized – their lives, backpacks, folders, desks, bedrooms are a disaster. They may lack time management skills, and they have no sense of how long a task will take. They cannot prioritize effectively. Some have difficulty reading or following directions or noticing details. They do not check their work. Often, they won’t ask for help, feeling that needing help is a sign of weakness (this can be especially difficult for gifted kids). As a result, they are often overwhelmed, and this can result in meltdowns, homework fights, distractions, forgetfulness, and lack of self-control. Beyond high school this can mean failure at higher education or in a job or a relationship, which can be very costly failures. One parent described it like this, “Our son did so well in elementary school, but during middle school and high school things began to change, especially at school, but at home too. The more complex his life became, the worse it got. Honestly, we had no idea how he could be so smart, and yet so dumb at so many things. Eventually the school counselor helped us find resources to help him. She called his problem an executive function disorder. There were a lot of ways we could help our son now, and we decided to try things. It made a huge difference.” Executive skills can be taught, and the middle school and high school years are great times to teach and refine them. Here are some areas of concern, as reported by parents and educators:
In parent groups, and in resources such as Smart but Scattered, and Smart but Scattered for Teens: The Revolutionary Executive Skills Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare, or in the excellent videos by executive functioning coach Seth Perler and others, many suggestions emerge. Here are some ideas for parents and educators that are often shared:
Parents, educators, and young adults working together can produce remarkable results. It may even prevent heartache later, and for this students, parents, and educators will be eternally grateful. As always, I welcome your thoughts. Together we grow. Jackie Drummer, Past President of WATG (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.) Not too long ago, I found myself in an adult workgroup, surrounded by people who said, “She’s really good at synthesizing; let’s let her do the work,” and then began to resume their individual conversations. I immediately experienced a flashback that was so vivid that I felt like I was ten years old again. In those brief moments, I relived much of my life as the gifted student that assumed/was assigned responsibility for the work of an entire group, and I felt all of my childhood frustration, indignity, and quest for fairness resurface.
Today many gifted students still report that group-work is unfair, unproductive, and unappealing to them, and wish that their teachers understood this. Keeping this in mind, I propose the following ideas to improve group-work for gifted students. For teachers:
Students also suggest some things to consider when working in groups. Some of them include:
As I reflect on my frustration in my recent adult group-work, I wish I’d taken my own advice. But, as Calvin from Calvin and Hobbes once said, “Live and don’t learn. That’s us.” ☺ If you are a teacher, here are some additional resources to help you plan for group work in your classroom: https://www.teachhub.com/classroom-management/2019/09/30-ways-to-arrange-students-for-group-work/ https://www.giftedguru.com/gifted-groups/ https://www.byrdseed.com/guiding-gifted-collaboration/ Jackie Drummer, Past President, WI Association for Talented and Gifted (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.) On March 26, 2021, the National Center for Research on Gifted Education hosted an all-day workshop to review findings in our field of gifted education during the past seven years. They reported on much of the data obtained from studies funded by the Javits Grant (the only nationally funded engine for research in gifted education in America).
The best news of the day came very early – Wisconsin had more people registered for this event than any other state or country! Way to go, Wisconsin! It was great “to see” so many of you online. As the day progressed, it became very evident that we continue to have much to do in the field of gifted education in our nation. Many of the problems that have plagued gifted education for decades continue to be problems. Here are some of my takeaways from the day’s first presentation by Betsy McCoach, which were based on the data analyzed from three (unidentified) states in the United States:
After the initial review of the data, a panel of experts shared their “take” on the data. The panel included Del Siegle, Paula Olzewski-Kubelius, Joyce VanTassel-Baska, Rena Subotnik, Jennifer Jolly, Todd Kettler, and Michael Matthews. Here are some of their observations:
A second presentation was by Dr. Daniel Long and then by Dr. E. Jean Gibbins. Highlights of Dr. Long’s presentation included these ideas:
Dr. E. Jean Gibbins then followed with a presentation that highlighted what could be done to improve identification of English Learners. She recommended these things:
Dr. Gibbins’ presentation was followed by another panel discussion. Members of the panel included Don Ambrose, Laura Guiliano, Marcia Gentry, Dante Dixon and Matt Makel. Here are some questions and recommendations from this panel:
Allison Kenney and Carolyn Callahan provided the next glimpse into the state of gifted education by examining the qualitative portion (or phase 2) of what teachers who work with gifted students actually DO. Here are her observations, gleaned from 87 interviews with teachers, 148 classroom observations, and 16 interviews with administrators:
A panel discussion with Lauri Kirsch, Lisette Rodriguez, Dr. Jann Leppien, Emily Mofield, and Sandra Kapan followed. Here are some of their thoughts regarding what is actually happening regarding differentiated instruction for gifted students:
Finally, Susan Dulong facilitated table discussions and questions and answers about the question “What needs to be done?” Some promising ideas emerged from the group at large. These included:
While the findings shared this day were somewhat discouraging for me, I am eternally hopeful that we will continue to make progress in gifted education. Persistence, ingenuity, and doing better as we continue to learn will be our motivators. I look forward to hearing ideas from all of you about these findings. Together we grow. Jackie Drummer, Past President WI Association for Talented and Gifted To view the recording of this day, go to: ncrge.uconn.edu (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.) On March 17, WATG held a Townhall Meeting to discuss the joys and challenges of being gifted and being a girl. Many questions and thoughtful comments were shared during this event, and all of them raised further questions for me. I began to wonder why girls’ confidence often starts out strong, and then seems to diminish during the preteen and teenage years. Sometimes it revives, and sometimes it does not (see Reviving Ophelia: Saving the Selves of Adolescent Girls by Mary Pipher).
In this article, Girls' Confidence Plummets Starting at About Age 8: Here's How to Keep Her Confidence Strongauthors Katty Kay and Claire Shipman share their quest to “help tween girls keep their confidence so that they can be resilient, empowered adult women.” Kay and Shipman worked with a polling company and were shocked to find that girls’ confidence was on par with boys’ confidence until about age 12, and that during the tween years, roughly ages 8-14, girls’ confidence typically plunges about 30%. Staff from A Mighty Girl interviewed Kay and Shipman in May of 2020 and asked about contributing factors to this phenomenon. Their answer: “As girls approach adolescence, that openness to risk and failure becomes buried under an avalanche of biological and cultural signals telling them to be careful, value perfection, avoid risk at all possible costs. Parents and society reinforce a lot of these messages and behaviors at the same time that girls’ brains are being flooded with estrogen, which heightens emotional intelligence and curbs risk. Not because we (parents and society) are bad, but because there is such a premium on “doing well,” especially today. This emotional intelligence allows them to better read the emotional landscape around them, but also makes them more observant, more cautious, less likely to TRY.” They also added that social media, and representations of teenagers and women in magazines, on TV, and in movies adds to the pressure to look perfect, to be perfect, to act perfectly. Social media, though fun and often used for good, can be a major debilitating force for tween and teenage girls. Kay and Shipman offer this advice: monitor your daughter’s screen time. Apply rules such as these:
Citing additional evidence from brain research, Kay and Shipman offered that girls have a more active prefrontal cortex earlier than boys, so they are more likely to be good at big-picture thinking and strategy, but are also more likely to choose safe options rather than take risks because they can assess outcomes more adeptly. Additionally, the anterior cingulate gyrex (the “worrywart center”) is more completely developed in girls’ brains during this critical time period, causing them to be more cautious. Fearing failure, ironically, girls may fail at risk-taking. Kay and Shipman shared their research statistics: “Our data shows that the percentage of girls who say they are not allowed to fail rises 150 percent between the ages of 12 and 13, with 45 percent of 13 year olds say they don’t feel able to fail.” The antidote to this paralyzing perfectionism is to encourage risk-taking in girls. We build confidence by building self-efficacy. Remember those “I do it myself” little girls that lived in our houses? We need to revive those girls! By encouraging risk-taking, and learning from failures, we build strong and resilient girls, and eventually strong and resilient women. In another Mighty Girl article, Why Bright Girls Struggle: When Ability Doesn't Lead to Confidence, the research of Psychologist Carol Dweck, author of the bestselling Mindset: The New Psychology of Success is cited. Dweck found that "bright girls, when given something to learn that was particularly foreign or complex, were quick to give up — and the higher the girls' IQ, the more likely they were to throw in the towel." Further research has shown that this arises from how girls and boys understand their abilities differently: "More often than not, bright girls believe that their abilities are innate and unchangeable, while bright boys believe that they can develop ability through effort and practice." While girls are often praised for their goodness, their compliance, and their smartness (perceived as fixed qualities), boys are often encouraged to work harder, especially when things don’t turn out as expected (growth mindset). So boys learn to try harder, to persevere, to take risks, and to accept this as part of learning. To level the playing field, girls must be encouraged to do these things too. All of the authors cited in this article offer practical advice, and also additional resources to help us build authentic, strong daughters who will become authentic and strong women. When we nurture our daughters, encouraging them to take risks, persist, find their passions, express themselves, and learn from mistakes, we are shaping their future, and by shaping their future, we are shaping our world. As always, I welcome your ideas. Together we grow. Jackie Drummer, Past President WI Association for Talented and Gifted (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.) It is no secret that many gifted children, adolescents, and adults are voracious readers. Though the literature does not expressly state that all gifted children are early readers, parental anecdotal evidence often suggests that many young gifted children seemingly, with encouragement and exposure, “crack the code” and begin their reading journey early and with gusto. These children often continue to read widely and enthusiastically well beyond the years when many other children give up reading for other activities such as sports and hanging out with friends. These children find joy and comfort in reading, and can often be found with their noses buried in a book or on devices such as Nooks and Kindles.
For many years I taught young readers and watched with fascination and joy as they discovered the pleasures of reading. I read voraciously about cultivating young readers’ interests and skill, and encouraged parents to foster good reading habits in their homes. I was especially interested in those children who delighted in reading, and wondered what made them so enamored. (I was also intensely grateful for reading specialists who helped our struggling readers discover the joy of reading, and facilitated their progress…) This passion for literacy in all of its forms has been a constant in my life, and I currently serve as a Library Trustee in my community. When this article, Why Some People Become Lifelong Readers came across my desk, I dived into it. The author, Joe Pinsker, began by talking about the academic and professional outcomes of reading. He furnished data from the National Endowment on the Arts about the number of engaged readers in the United States, and shared research from Wendy Griswold, a sociologist at Northwestern University, who concluded that only about 20% of the population in the United States consider themselves “frequent” or “avid” readers. She calls this population, “the reading class,” and suggests that certain patterns emerge in this population. Some of these were surprising to me; some of them were not. For example, people with more education tend to read more. Urban people tend to read more than rural people. Affluence is associated with more reading. Young girls often read earlier than boys, and continue to read more in adulthood. Additionally, another researcher, Daniel Willingham, a professor of psychology at the University of Virginia offered that “introverts seem to be a little more likely to do a lot of leisure-time reading.” In his book, Raising Kids Who Read: What Parents and Teachers Can Do, Willingham combines evidence-based analysis with engaging, insightful recommendations for the future. First, he asserts, children must become “fluent decoders.” They must be able to smoothly translate print on the page to words in their mind. Of course, schools explicitly teach this, but parents can facilitate this at home by reading often with children, pointing out words and patterns, thinking out loud, and asking and answering good questions. Simultaneously, educators and parents can encourage great readers by building vast storehouses of information and experience. So much of reading is dependent on context. In order to read with understanding, we must have some prior knowledge about the topic. This engages and expands our prowess. It helps us interpret and make sense of our reading, and intrigues us to read further. Finally, Willingham encourages adults to foster motivation - a positive attitude toward reading and a positive image of oneself as a reader. Reading should be presented with joy. Educators and parents need to share their delight in the act of reading and watching young people read. Even if a parent is not an avid reader, there are other ways to encourage reading -- going to the library, stopping at bookstores, having books in the home, modeling reading during leisure time, sharing great passages, and suggesting great books -- all have positive effects on reading enhancement. Presenting reading as a delightful activity is contagious! So what does this all mean for gifted readers? Over the years, I have discovered that gifted readers often exhibit these characteristics: they often read earlier, better, and more (3-4 times more) than average readers (Whitehead, 1984). Though their reading interests parallel the interests of other students, they are often more adventurous and want to “dig deeper,” and continue to read voraciously after the time when children’s reading typically tapers off. My experience has been that many gifted children exhibit these tastes in their reading: they like sophisticated beginning-to-read books, nuanced language, multidimensional characters, visually inventive picture books, books with playful thinking, books with unusual connections, books that promote finding patterns and parallels, books with abstractions and analogies, blends of fantasy and non-fiction, books with quantities of information on favored topics, and books about other gifted children. Gifted children, I believe, also have some “rights” when reading. These rights should include:
As educators and parents, we have both the privilege and the responsibility to create the conditions that will enhance joy and prowess in reading in our children. One of my favorite resources to help guide readers to perfect books is Judith Halsted’s book Some of My Best Friends Are Books. This resource is organized by ages and stages, and by topics that are relevant to readers. I am sure that many of you also have other favorite resources. What are they? Would you be willing to share? How do you help your gifted readers grow? Reading is such a gift; it is a gift that we give to others and ultimately to ourselves. As always, I welcome hearing from you on this topic. Together we grow. Jackie Drummer Past President, WI Association for Talented and Gifted “Risk assessment cannot be taught at a desk while looking at a chalkboard. The essential components to learning this invaluable skill are time and space, two things that kids these days are often lacking. There is an innate drive in children to experiment with increasingly complex movements and in doing so they learn what their bodies can and cannot do. They learn about severity and probability of consequences. They learn the amazing, lifelong skill of risk assessment...” This is an excerpt from a blog post,
Risk Assessment is a Skill That Requires Time to Learn, and was an extremely thought-provoking read for me. In this blog, the author, Virginia Yurich, begins by talking about the complexity of parenting, and conscientiously making sure that we are doing all of the right things, checking off all of the right boxes. Then she goes on to talk about things that cannot be measured, specifically, the development of risk-taking and risk assessment in children. She postulates that the theoretical equation for risk is this: Risk = Consequence x Likelihood. In other words, children, over a period of time, must learn to evaluate both consequences and likelihood before taking a risk if they are to manage risk-taking safely. And, as many parents and educators know, the development of the prefrontal cortex though often not fully complete until about age twenty-five, is also absolutely necessary for good judgment, and aids in good risk management. Yurich, however, asserts that childhood is the absolute best time to develop risk assessment skills, and she believes that being outdoors often and taking smaller, then greater risks is one of the best ways to develop risk-taking skills in childhood. Her examples are clear and concrete. Children are wired for adventure, and grow in risk-taking prowess when carefully introduced to activities that require them to learn what their bodies can and cannot do. As they become more confident, wise adults allow them to assess and take more risks by allowing nature to teach them about the consequences and likelihood (and severity) of consequences. As I processed this blog post, my thinking drifted to other areas of risk-taking, and especially to gifted and talented children. What if we could take lessons learned about risk-taking in the great outdoors, and translate them into lessons about intellectual risk-taking, and/or social and emotional risk-taking? Dr. Jim Delisle, a gifted education teacher and consultant speaks on this topic in his article Tips for Parents: Risk-taking and Risk-Making. He shared some excellent advice with the Davidson Institute and parents of highly gifted kids. He differentiates between risk-taking and risk-making in this way: “risk-taking emanates from an outside source—a parent, a teacher, a coach—who asks a child to try something new or to take a current activity and “ramp it up” to a higher level. When the risk is offered, the child has the option of taking it or not. With risk-making, the person who is compelled to initiate a new activity or expand an existing one is the child him/herself. Instead of waiting for someone else to invite you to try algebra, tennis, or chess, you, as the child, take the proverbial bull by the horns and elect to enter this activity due to your own interest in doing so.” Delisle asserts that gifted kids may be more at ease with taking risks when they are in the driver’s seat, or are risk-makers. When they have chosen the risk, they might disappoint themselves, but this disappointment is self-centered. When others encourage taking a risk, there is a chance that children may feel that they are disappointing both self and others if they fail, a double-disappointment. Knowing that many gifted children struggle with perfectionism, and are often risk-aversive, this double-disappointment could be more devastating. Delisle offers some strategies when dealing with risk-taking and risk-making: helping children understand the difference between risk-taking and risk-making, modeling how to take risks, taking risks with your child (“walking the walk”), noticing and applauding small successes, and helping children know when to stick with things, and when to dabble in them, when to “go,” and when to “let go.” In linking the ideas in both articles, I can see a clear case for using the great outdoors as a way to encourage and teach risk-taking skills. As an educator, I have spent thousands of hours with thousands of kids at Outdoor Learning Centers and gifted camps, and have watched even the most risk-aversive kids learn how to manage fear, disappointment, and failure. I’ve also watched them take tentative risks, persisting, learning to “go with the flow,” and congratulating themselves for trying and mastering new and difficult things. Just as they do when they are young, they begin with small risks, and build to greater risks. They learn how to measure both consequences and likelihoods with acuity and confidence. I’ve used these outdoor experiences to bridge the physical world with the intellectual, and social and emotional worlds. Just as kids learn what their bodies can do, they learn what their minds and emotions can do. Watching this amazing transfer of knowledge is nothing short of miraculous! In today’s world, it is becoming increasingly evident that children need more outdoors time; perhaps this outdoors time is just the antidote for risk-aversion. In the words of kids, “who knew”? Perhaps now we do. As always, I welcome your ideas. Together we grow. Jackie Drummer Past President, WATG (WATG would like to extend a huge thank you to Dr. Martha Aracely-Lopez of Milwaukee Public Schools for translating this article into Spanish for our Spanish-speaking families and educators. The translation can be found in our website blogs.) |
Gifted in PerspectiveA column designed to link the gifted perspective to other perspectives, and to make you think
Jackie Drummer
Past WATG President,
SENG Certified Trainer
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