Danielle: You Catch More Flies with Honey…

How do you advocate effectively for your students without making enemies?

I knew going into this school year that I was in for a challenge. My school has never had a full time K-12 Gifted and Talented Coordinator. As a result, the needs of gifted students have never really been the top priority. Now that I’m here, there is someone who listens to every word in every meeting with the thought, “How will that affect a student who is gifted?” The answers aren’t always easy to hear, especially with a state audit coming down on a whole bunch of metro-area districts in the fall… including ours!

My first challenge will come in scheduling, both in elementary and middle school. In elementary school, I will be advocating that pulling students by area of giftedness, instead of grade level, is essential, which will mean pulling the students from language arts and math. Not all teachers agree with me, so it will require some negotiations. Same goes for the middle school, with maybe a few more teachers in agreement about pulling by area of giftedness, but no immediate solutions.

Next up will be testing and asking for teacher input. I need to blanket test the entire 3rd, 4th, and 5th grades with minimal frustration to my colleagues. I’ve got individual students in the 6th-12th grades that will need to be tested as well. Afterwards will be multitudes of teacher surveys and endless meetings. Once I get all my students identified, I will write Advanced Learning Plans (ALPs). I have promised myself to do what is best for my students, but I also have to be mindful of my colleagues’ workloads. Getting everyone on board with accommodations is a fine line to walk.

I am also curious how negotiating with administration will go. I have a big list of purchases, implementations and changes I want to make. I think I’m going in tomorrow with the longest list of books ever requested by GT personnel! The list contains everything from professional development material, curriculum materials, differentiation aids, student guides, college search help, and underachievement suggestions. I have considered the list for days, and pared it down from the list I thought was necessary, to the list I thought was really Necessary, to the list I thought was Absolutely Necessary, to the list that I’m going to give them (that makes things on the list Really Absolutely Necessary?). My challenge is to help them see just how important each piece really is.

My biggest challenge is how my morale sinks when I hear my colleagues say something like, “Why do we need to accommodate them?” or “Can’t they just figure it out themselves?” or “We should spend less time teaching the ‘smart ones’ and focus on the lower achievers.” It is this attitude that has lead to gifted students dropping out of school at an alarming rate and students scoring at advanced levels in lower percentages on achievement tests as they get older. I know that I have research on my side; I just can’t believe that people still think this way.

I called my dad a few days ago and told him what was going on. Always the calm one, he told me, “You’ll catch more flies with honey than with vinegar. Remember, you won’t make friends if you are always fighting with them.” My first instinct was to snap back, “I’m not here to make friends.” Vinegar and a sarcastic remark, after all, feel more satisfying when you are frustrated. I know my dad’s right. While I have to stand firm for my students, being combative and strident won’t get them what they need, either.

Have any of you been in a similar situation, when you needed to stick up for your kids but faced pushback? How did you use honey when you were feeling like vinegar?

Comments

[Miranda Jones]

Your post was very enlightening and really made me understand both side of the arguments. I am all for supporting academically gifted students as much as we do students with disabilities. I mean, it's only far in my mind. I wonder if you were to go in with data that supports what you are trying to do, if that will change some of the opinions. More than anything, I think you have to continue to remind that teachers that you are not there to work against them but to work with them, but that that art of collaboration is compromise. As my CT often says, "smile alot and go to a happy place."

[Danielle]

My school is a K-12 school, and before this year we've had different GT Coordinators for each level - elementary, middle, and high school. The coordinating has been inconsistent, and we haven't done professional development with all teachers in many years. This is the first time in our history that we have one coordinator and one cohesive program across all grades. It is also the first time that the school has someone who is doing nothing but GT all day, and the first time we have someone who is certified in GT. So it is up to me to present all of the information to all of the staff! It's a tall order, but I'm lucky in the fact that I get worked up and motivated to work harder when I hear that my kids aren't getting the very best possible services. I'm up to the challenge. :)

[Elizabeth Klema]

I am so glad to hear that you are ready to advocate for students that are gifted and can excel easily in the general education classroom. It is refreshing to hear that these students are going to get what they need and not just more homework problems to work through. I hope you are able to get all of your colleagues on board to help you identify and implement the supports for the higher achieving students. I am glad you are willing to accommodate your schedule to meet the needs of your students schedule and realize that this won't be easy but it will be worth it! Good Luck!

[Brandi]

As a soon to be special educator, reading this blog helped me obtain a better understanding of the ins and outs of working with students who are gifted and talented. Sadly, my studies at my university have not focused on the needs of students who are GT and how to give them a school experience that is fulfilling and enriching. It comforts me to read this article, because you definitely show passion and determination when it comes to the betterment of the students who are GT.

What I am curious about is your school and their past with a GT coordinator. Are you the first? Based on what you said about certain teachers asking questions like "Why do we need to accommodate them?" and "can't they figure it out themselves?" shows me that they are not familiar with the needs of students who are GT. From my perspective this seems like many of these teachers are unaware of the research and support behind accommodating those students with special needs. I think its best for you to be vinegar in some aspects, especially with showing these teachers the research behind support for students who are GT, but honey in most others because without support for your efforts, there will be no support for the students.

Because ultimately, aren't we as educators and future educators meant to put the students first?

[Laura]

I thoroughly enjoyed reading this blog post. Through my college career studying special education, little emphasis has been put on students who are gifted and talented. These students are an extremely important group of students, as are all students, and it is important that they receive the support they deserve. I think it is important that you noted the affect your work has on students as well as teachers. Every teacher wants what is best for their students, however, sometimes that conflicts with making all teachers happy in the school when it affects their schedule and teaching.

Reading this, I can feel the passion you have for students who are gifted and talented. It is awful to hear statements being made such as the ones you mentioned in your post. Students who are gifted and talented need extra enrichment and extension opportunities to make their learning experience a positive and memorable one that will help them to see the importance of school and learning. Despite the struggles that you are faced with, I agree with the statement made by your dad. It is important to make close connections with those who may see things differently than you do, because you will never have a chance to positively influence them when you are ‘vinegar’. I have not had an experience quite like this one, however, I do advocate for individuals (especially individuals with disabilities). It is important to stand up for what you believe in, no matter the circumstances. I think it is important to, at all times, remember your beliefs and stick to them while being ‘sweet as honey’. I wish you the best of luck!