Wisconsin Association For Talented & Gifted

The 2020 WATG Conference will be here before we know it.  As a parent, another conference or meeting held virtually in front of your device may be the last thing you want to do, but the WATG Board has assembled an impressive conference schedule with both educators and parents in mind.  

Our keynote speakers, Dr. Marcia Gentry and Dr. Brian Housand will  be presenting new information from which we as parents can benefit, either personally or globally. Dr. Gentry’s keynote, “Equity in Wisconsin” will feature state report cards in several important inclusivity areas, as well as possible approaches to improvement.  Dr. Housand’s keynote “Where do we go from here? Charting the Course Ahead for Gifted Ed” will provide practical opportunities and strategies to challenge all gifted students, including your own.  The different conference tracks, as well as exhibitor sessions. are sure to provide you with plenty of learning opportunities.

Before you fill your schedule with sessions specific to your child’s needs, though, don’t forget to consider your own needs.  With pandemic-influenced circumstances imposed since last March, the line between teacher and parent has blurred in many of our homes.  I suggest you use the conference’s offerings to give you ideas and confidence to grow your knowledge and skill sets. Try attending sessions like “Exploring STEM in the Classroom” (even if that classroom is now your kitchen) or “Social-Emotional Learning Through Leadership.”

I encourage you to attend a session or two that don’t appear to have direct relevance to your child, but are just plain interesting to you. Last year, I attended a session about how to incorporate art into every subject.  Now, artistic prowess doesn’t exactly run in our family; it fascinated me to see how art can be incorporated into social studies, math and language arts. Maybe your child isn’t into reading about anything but current times?  Attend “Learning the Importance of the Classics” to remind yourself how the classics influenced your life.

Maybe most importantly, don’t miss the opportunity to attend a session that reminds you that you are not alone navigating gifted education for your child in these unusual times. The conference offers some great sessions which explore the affective needs of gifted kids, workshops such as “Defining Ready: The Head, The Heart, The Courage,” “Wicked Good Family: Hands-on, Minds-on Community,” and “Racial Disparity in Academic Achievement.”

On Monday at 4 PM we will present our “Unconference” on Zoom, hosted by WATG Board members. Breakout rooms will be devoted to various topics centered on gifted children and gifted education. As Board members, we bring a diverse set of reasons we became involved with WATG, and we are eager to share. These sessions will be an opportunity to casually discuss a wide range of topics with current board members.

To quote a sign at the exit of a fitness chain, we as parents should remind ourselves that “you did something great today” every single day, even when our confidence takes a hit.  Take advantage of the WATG Conference to help you with that reminder.

Mary Budde
WATG Treasurer

​

Lalitha Murali, WATG Board Member

We are living in unpredictable times. There is a global pandemic. Many of us are wearing masks and practicing social distancing as a sign of mutual respect for each other. Our Black brothers and sisters are fighting for their lives, and we stand in solidarity with them by listening to them, amplifying Black voices, and sharing and practicing anti-racist ideologies. 

So how do we, as gifted individuals and/or parents and educators of gifted children, activate our social conscience and practice social justice daily? The answer may be simpler than you think. Perhaps we already are. 

Giftedness is all about imagining and achieving the impossible, and living through these unpredictable times is also about imagining and achieving the impossible. Our lives have been greatly altered, and we’ve had to adapt. 

First of all, I challenge you to think about challenges that you’ve already faced in your life. What did you have to do to achieve work-life balance?  What have you had  to do to remain safe and keep everyone around you safe? How have you reconciled your feelings about the world with the actions in your life up until this point? Think about how you’ve grown, changed, and adapted. You’ve been resilient.

Now that we know and understand how resilient our minds are and how we grow to adapt to our life circumstances, let’s discuss how we keep this momentum going and create change to make this world a better place.

1. You like to read? Excellent! We need you and your brilliant minds. Read about our history and come to understand why 2020 seems to be a revisitation of our past. Read about the present and unlearn previous biases we’ve had. Read about the future hopes and dreams people have about the world, and contemplate how we can make those dreams come true. I guarantee whatever genre you like to read, there is something to learn. Sci-fi, historical fiction, nonfiction, autobiography, fiction, narrative medicine. You name it, then read it, and learn from it. 
2. You like to write? Even better! Practice wellness and self-care by journaling. Write about your thoughts and feelings at least once a week, perhaps even every day. We are living history right now and you’ll want to read this someday in the future to remember what these times were like. Write out your frustrations. Write out your hopes. Write out the changes you want to see in the world, and figure out how we can achieve them. We can breathe so much meaning into our lives once we take the time to sit down and sift through all of the thoughts in our heads. 
3. You like to talk? Welcome to the game! We need you. Help amplify Black voices. Talk to people who share different opinions than you. The divisiveness that exists in this world is built on persistent racist ideologies, and all of us must work together to combat this.. The more we talk to others, the more we can learn..and this positions us for action. 

You see, giftedness is about using the skills you already have and utilizing them to achieve greater heights. The more you perfect these skills, the better equipped you will be to face the challenges ahead. And believe me there, will be many challenges that will eventually make us better humans. These challenges will force us to rethink our ideologies, and to work together to make the world a better place. 

So keep reading, my friends. Keep writing, keep talking, and keep doing. These skills will serve you and the world well.. And we need these skills now more than ever.

During this difficult time, the Wisconsin Association for Talented and Gifted  is continuing to develop ways to support ongoing connections with our members and the gifted community at large.  One of the many resources we are currently offering are links to curated lists of educational resources that might be most relevant to gifted families. Our current list is on our website, and has been posted on Facebook.
While a resource list can be very useful, families and educators are also interested in the personal story related to that resource. It provides the context, relevance, and connection.
We would love to hear from you about something that your kid(s) or the kids you work with love doing and why.  What age/s are the kids? What is bringing joy right now? How are you coping with some of the new challenges? How are your kids continuing to learn and stay curious? 
We will include some of these stories in our next WATG newsletter.
Also please consider adding to that support by sharing your personal story about a resource you and/or your kids love. Our newsletter deadline is always the last Sunday of each month. You can send your ideas to us at watg.org. Please put the words “for newsletter” in the subject line.
We know you are all very busy with adapting to our new normal, but we hope you will find the time to share with the gifted community.  
Through our stories, we can relate, support, connect and learn from each other. Together we grow.

​

We as parents are laser focused on ensuring that our children’s education sets them up for success. We search and fight for opportunities for them, hoping they will find contentment in their adult lives. But, what do adults in the workforce think of when they look back on their K-12 years?

A 2015 article in Psychology Today written by Katharine Brooks, Ed.D. titled, “How Does Your Giftedness Affect Your Career?” highlights ten traits common among gifted adults in the workplace. Most of them can be recognized as the adult version of what gifted children experience: restlessness or boredom, needing challenging work, and tending toward perfectionism. Sound familiar?

A trusted friend and co-worker, Maelle, is such an adult, and was gracious in sharing her thoughts on getting through life, first as a gifted child, and now as a gifted adult. We met approximately 14 years ago when she was a relatively recent college graduate, working in her first “real” job in information technology for a large company. Several years ago, we worked together on the same small team. It was immediately apparent her thinking was on a different level. You could almost feel she was several steps ahead in every technical discussion. The intensity of her concentration was profound.

But first, how did she get to that “real” job?

Maelle attended a school district which traditionally has strong GT services. Her K5 and second grade teachers realized she was ahead and provided advanced work. In third grade, she was officially identified as advanced in reading/writing, math, science, and art, although there was no advanced art path in the district. Her mother, however, enrolled her in any art experience she could find through the local art museum and pottery shops. Through sixth grade, she was in a group of 2-5 children for several hours every day to work on advanced math, science and language assignments. By all accounts, she was several years ahead in terms of ability, especially in math, but was not grade accelerated.

Middle school can be a tough time of life for all kids. It’s a time when somehow no one feels like they fit in. Maelle’s mother saw she was having a more difficult time than most. She decided that for two years, Maelle would take Honors classes, but not be in the GT program. Maelle has no negativity about this decision; rather, she feels it helped prepare her socially for high school. (This is a good reminder to all of us parents --  to see our children as a whole person, and adjust however we think is best for them in the long run). 

There was no GT programming in her high school, but Maelle excelled, taking every AP and Honors class she could fit into her schedule.

I asked her what the school district could have offered that would have helped her prepare for her post-secondary life. She suggested moderated small group discussions with other students like her in which they could discuss ideas, such as having to balance not making peers feel inferior while not hiding their own abilities.

Maelle struggled, as many gifted high schoolers do, with selecting a college major when she could succeed in so many areas. Her advice now is to know your end goal and your non-negotiables, then use them to narrow down your choices. For her, that meant finding a technically challenging occupation with job availability and growth potential. Computer Science fit the bill.

She says her biggest transition came when she started working full-time after college. Workplaces have a much wider range of peers’ ages, experience and skills than any educational setting. She was promoted more than once over her peers with significantly more years of experience because it was clear she could succeed solving the toughest technical issues and completing high-profile projects requiring meticulous work. 

This did not always make for smooth team relations, but she adjusted along the way.  Here are some things that seem to work well for her :

• When presenting a solution to a complex problem, she is in the habit of immediately presenting it in three ways, so that everyone on her team has a better chance to understand it. This is an exceptional skill and is much appreciated by her teammates.
• She tends to get more work than others because she can complete it faster. She uses this as an opportunity to learn, taking on work that is not something she is already familiar with and working through it.  This offers her the continual learning and challenge that she needs.
• She sometimes finds herself improving her peers’ work. While this can be frustrating, she tries to remind herself that her perfectionistic standards for performance are self-imposed.

Her advice for gifted adults struggling in a workplace, and feeling that their talents are not fully being used, is to find a passion. For the past ten years, Maelle has volunteered in a number of animal rescue organizations, taking on social media and website administration, implementing standardized processes to increase revenue, and designing new bird foraging toys. This involvement gives her fulfillment and gratification.

How is she handling the workplace these days?  The short answer is: very well. Her adjustments have certainly helped, and her teammates have come to respect her abilities. As a co-worker, I can attest to her recognition as the go-to resource when a difficult issue or project arises, and that whatever she works on will be efficient and error-free. And, you can count on hearing her enthusiasm when she tells you about her latest animal rescue volunteer experience too. Her passion and talents extend to both the workplace and to her life outside of the workplace, creating a perfect balance.

Many thanks to Maelle for agreeing to this interview, and for her candidness. 

Mary Budde, Treasurer
WATG Board of Directors


​

By Martha Lopez, WATG Board Member
​When you tune in to the news, it seems that most stories concerning Black and Latino males are overwhelming with bad news. In the United States, Black and Latino males lead the nation in many negative statistical categories, including incarceration, death, unemployment, and high school dropout rates (Davis, 2011). A large proportion of Black and Latino male children live in poverty, in high crime neighborhoods where they see little hope of pulling themselves out of the cycle of failure. For over a decade, I have worked closely with Black and Latino males as their teacher and advanced ELA teacher in Milwaukee Public Schools.
The first thing we need to know is the truth: 9.1% of Black male students are in special education compared with the national average of 6.5%. Meanwhile 14.5% of Black males are in honors classes compared with the national average of 25.6% of all students (Toldson, 2012). We can look at these figures and focus on the fact that Black males as a group lag behind other student groups. However, we can also look at the figures another way, celebrating that there are more Black males in honors classes than in special education. Black and Latino gifted male students can succeed—and they are succeeding every day. What about Black and Latino male students that are potentially gifted? How can we help them succeed also?
Bridging the Gap.
It’s a simple concept, but one that is too often overlooked. Building relationships with students is the key to their success. Our goal as educators should be to educate, activate, and motivate our students regardless of their background. Otherwise, we fail them.
How do we build healthy relationships with Black and Latino male students? We must know who they are, both in and out of school. We must take the time to explore not only their test scores, but also information like family dynamics (incarceration, homelessness, abuse, hunger), strengths and weaknesses, emotional well-being, speech problems, and other obstacles affecting their success. Next, to help bridge the gap, I will suggest additional recommendations that have worked for me.
Be an Active Listener
When your students express their thoughts, pains, or concerns, listen without distraction and without judgment. You may find that some kids are dealing with serious issues at home. Even when their concerns are minor, the empathy you display will go a long way in determining how they will perform in your class. By practicing active listening, you let students know that you really care about them, thereby gaining their trust and making them more eager to learn from you.
I have learned so much from my students by simply listening to them. Several years ago, one of my students approached me before our reading enrichment class. This youngster was broken and had low self-esteem. His perception of himself, especially as a student, was negative. I listened to him tell me about his family dysfunction, including an absent father and lack of support. I actively listened to him and after he was done talking, I told him his current situation wasn’t his final destination. He may not control other people’s decisions, but he has total control of the decisions he makes. After this conversation, he knew he could come talk to me anytime he was feeling down.
Be Fair and Consistent
Treat every student fairly. What does being fair look like? It means that you are impartial and you hold all students under your leadership to the same rules. It’s tough to build relationships with students who feel they’re being treated unjustly. When you and your students set rules, everyone must abide by them. For example, if you have a rule of no chewing gum, that rule should apply to all students. If you are ever in doubt about your discipline choices, ask yourself if you would treat your own child that way.
As a coordinator for our elementary ballet program, I had a close relationship with my young dancers, who trusted me enough to lean on me for guidance and advice. At the same time, I was known as a firm teacher with high expectations. At times, my young dancers would try to get away with irresponsible behaviors like claiming they were too tired to attend ballet class. They knew without a doctor or parent excuse, I had to hold them to the same high standard as I did with other students. At the time, it was tough for them to understand, but eventually they respected the fact that I held them accountable.
Be Transparent
Healthy communication means connecting with trust and respect so that you know students and they know you. Let your students see that you’re not perfect. Let them know you made mistakes along the way, and tell them how you overcame those mistakes. You can’t teach students to learn from their mistakes if you never share your own. The more transparent you are, the more students will trust you. For example, one of my Latino students was having a tough day and said, “It’s not easy being the dumb one in math.”  I shared with him that when I was in school, math was a tough subject for me too. Like him, I was a better reader and writer. I mentioned to him that I also felt frustrated and understood how he felt, but I was motivated to get help and work extra hard. We both came up with ideas and strategies he could use when he felt stuck in math. Number one on our list: Ask for help! His math scores began to increase and so did his self-efficacy.
Challenge Your Mental Models
When judging someone, we often fall back on mental models, which are thinking patterns established by past events, experiences, and messages we receive from the media. These models serve as filters through which we respond to the world. They shape what we see and hear, what we feel, and what we do. Unfortunately, mental models can give birth to stereotypes. We all respond to situations and people based on our mental models, which are often invisible to us.
That’s why it’s important to stop and ask ourselves, “Is there a possibility that I could be wrong?” If your unconscious mental model tells you that Black and Latino males aren’t capable of being successful students, it will affect how you respond to them and they will perceive your low expectations. We cannot lower our expectations for our students at any time. Every student has the potential to succeed. No matter what their home situation is or how they dress or look, we must view every student as a potential success. For example, one of my students had trouble reading at grade level. He would get upset because he was embarrassed that he struggled to sound out words. I stopped students from making fun of him when he read aloud. In private, I explained to him that if he wanted to compete with the rest of the world for his education and future employment, he would have to work on reading until he got it right. I shared about my dyslexia and my fear of reading aloud because I knew my classmates would laugh at me. Therefore, I had to spend extra time sounding out words until I got it right. I set high expectations for him instead of feeling sorry for him. I was not going to let him self-doubt or underestimate his potential—I was going to challenge him to do better. We continued to read aloud, and this young man became one of the best presenters in the class!
Discipline with Care
Discipline is essential for all students, but it has to be the right kind. Two mistakes are especially harmful to Black and Latino male students. The first is using sarcasm. Sarcasm is the last thing that a young person coming from a tough background needs to hear. A sarcastic remark may make the educator feel superior, but it can only make the target of the remark feel inadequate. Second, I’ve observed many educators showing anger when they have conflicts with students, and the results are never positive. There’s a difference between being angry and being firm. What our Black and Latino male students need is an understanding teacher who doesn’t take their behavior personally, but instead responds with empathy and calm during high-stress situations.
Whatever form of discipline you use, do it with care and concern for the student. Many students have serious emotional issues that are not being addressed. To build healthy relationships, you must let students know that even if they make a terrible mistake or decision, you still believe in them and their ability to bounce back and make better choices. That will go a long way toward building better relationships with them.
Hungry to Learn
Finally, some low-income Black and Latino males may feel under-appreciated, unimportant, and unequipped to succeed. They feel that educators not only don’t expect them to do well, but also don’t put forth effort to help them grow. But poverty doesn’t have to mean “at risk.” Many young people who grew up in poverty have become gifted doctors, lawyers, business owners—and teachers. Beneath their exterior, these young men want to be educated just like any other student. They are hungry to learn. They just need educators with empathy who care enough to build relationships with them.
-------------------------------------------
If you have any questions or comments about this topic, please contact Martha López at mlopez@watg.org.