Use Bitmoji to create an avatar and have fun with your emails, etc.
How to parents can translate your Class Story posts. https://classdojo.zendesk.com/hc/en-us/articles/204885716-How-to-translate-Class-Story-posts-for-parents#web
We know how important it is to stay connected to your child's teacher, so we're happy to release Class Dojo Translate, which translates Class Story posts into 36 languages!
You can view translated Class Story posts when you log into your parent account on the Web. To see the translated posts, you must have your language settings set to your desired language.
Thank you for attending my session at CUE.
If you have further questions about Class Dojo, feel free to contact me at:
or by email at email@example.com .
I am a Class Dojo (CD) Mentor, CD Ambassador and a CD IOS platform Beta Tester. If I can't answer your question, I have access to folks that can help us get the answer.
Here are a few great resources for you:
1. Join the Class Dojo Teacher Community on Facebook for a ton of great ideas from other educators.
2. Explore Class Dojo on YouTube. I've found the answers to most of my questions there!
Here are few of my favorite printables- signs, certificates, etc. I got many of these from the Class Dojo Teacher Resources page: https://www.classdojo.com/resources/
I suggest joining the Class Dojo Facebook page as well. People post many great ideas of what they are doing with Dojo in class and share many cool items.
Here is a link to some Star Wars Avatars that fellow Class Dojo Ambassador, Steve Billamy, shared with me.
IMPORTANT NOTE: If you plan on uploading avatars and want kids to earn points for the really cool ones, DO NOT give them their Student Codes.
If they customize their avatar, you lose the ability to change it for them...a lesson I learned the hard way...boo.
How to upload Avatars:
Here is a video on how to upload a file of avatars.
IEP and SST ideas:
What if you want to print out a message history that you have with a parent?
What if you need a record of student behaviors for an IEP or SST?
Click View Reports and Choose View as a spread sheet. OR you can choose on that individual student and choose view as a spread sheet and print or print the donuts with a list of behaviors- this one has more graphics. Here is a quick video on how to do this: https://classdojo.zendesk.com/hc/en-us/articles/203478695-View-points-in-an-organized-spreadsheet#web
Growth Mindset Video series:
In 1978, Stanford psychologist Carol Dweck made a profound discovery: children who believed their intelligence could grow did better in school, and better in life. She called this basic belief about intelligence “mindset.”
Growth Mindset kit: https://www.mindsetkit.org/topics/teaching-growth-mindset
One stop shopping: Class Dojo Help Desk for Teachers
The Gifted people are multi-potentialed. They are interested in many things and often quite talented in many things. This can create many stresses.
Gifted youth may ask themselves:
What do I focus on?
What do I spend my energy on?
How do I choose between the different things that I am passionate about?
Do I have to specialize?
How do I find time to do all the things I love?
These questions are especially difficult for young gifted people as they are still exploring their different areas of passion and still need time to decide what they truly excel at and most importantly, discovering the thing they truly love.
Add the components of working with their parents to find good coaches, teachers, mentors and support in the form of friends, family and fellow geeks. Now layer on the complexity of naysayers, saboteurs, bullies and jealous friends. The mix starts getting pretty thick.
How does a budding talent deal with the stress of being really good at something? Yes, your passion can be a source of great joy but it isn't always easy. Success comes at a cost. It takes time, energy, sacrifices and resources to truly develop a talent. Just watch any interview with a talented actor, top level athlete or virtuoso musician.
Dream Big is one of my favorite presentations for conferences and parent meetings.
It is a blend of my personal experiences as an elite athelte and gifted scholar and a conglomeration of several terrific books that I've read on the topic that I wish I had access to in my youth.
Here are some books that I recommend:
Peak Performance For Smart Kids by Maureen Neihart, Psy. D.
Dahlkoetter, J. (2008) Your Performing Edge
Urlinger, S. (2005) Mental Training for Peak Performance
Here are some documents and resources that I've put together to help parents of gifted and talented students to reach their potential. I have much more.
I am available to present at your conference or to a parent group.
I am located in the Los Angeles Area.
My email is: firstname.lastname@example.org
Enjoy the resources below. One of my favorites is the progressive muscle relaxation technique.
As a collegiate athlete, I often had a hard time winding down after hours of practice, followed by hours of studying. Learning progressive muscle relaxation saved my life! I could finally get some desperately needed quality sleep.
Here is a nice little blog post I found with some great resources for parents of gifted students: http://www.teachthought.com/learning/18-resources-for-the-parents-of-gifted-students/
You can also search for MP3 files for relaxation techniques, deep belly breathing, and stress relief.
The script for progressive muscle relaxation is one of my favorites and one that I used for our last parent education meeting on March 12th.
The four pebbles exercise if form a book called A Handful of Quiet.
Here are what the four pebbles represent:
3. still water= reflecting things as they truly are
4. space= freedom from fear, despair, worry
I was going to title this Characteristics of Gifted Children, but I'd also like to address gifted adults.
Pssst.... I'll let you in on a little secret. Giftedness is terminal. Yep, permanent. You don't out grow it and it doesn't rub off.
That said, I adamantly advocate for cluster grouping gifted students in classrooms. There is a synergy of being with like-minded individuals that get your jokes and the opportunity to piggy back off of each others' ideas.
It's awful nice to be around others who understand and relate to your emotional intensity. People who don't make fun of you for it or make you feel like an alien from another planet because you use big words and just know "stuff".
So, if you're a parent, make it a point to discuss the idea of cluster grouping in your child's school. Sprinkling gifted students around like pepper lessens the chances that their education will be differentiated. A gifted child can go years without feeling challenged in school. This can lead to discouragement and even depression, as a child feels helpless to change the situation. Sometimes, in an effort to create stimulation, they develop behavior issues in class such as excessive talking, daydreaming, reading books while the teacher is talking, etc.
People often ask me, "What is giftedness? How do I know if a child is gifted?". In many school districts, we use test scores to spot gifted students. But what about the child who shows occasional sparks of originality, has great questions, makes insightful connections but doesn't do class assignments or homework? Perhaps this child occasionally has high test scores. Can this still be a gifted child? Let me share part of an article by Stephanie Tolan, titled, "Is It a Cheetah?"
IS IT A CHEETAH?
The child who does well in school, gets good grades, wins awards, and "performs" beyond the norms for his or her age, is considered talented. The child who does not, no matter what his innate intellectual capacities or developmental level, is less and less likely to be identified, less and less likely to be served.
A cheetah metaphor can help us see the problem with achievement-oriented thinking. The cheetah is the fastest animal on earth. When we think of cheetahs we are likely to think first of their speed. It's flashy. It is impressive. It's unique. And it makes identification incredibly easy. Since cheetahs are the only animals that can run 70 mph, if you clock an animal running 70 mph, IT'S A CHEETAH!
But cheetahs are not always running. In fact, they are able to maintain top speed only for a limited time, after which they need a considerable period of rest.
It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. It is gold with black spots, like a leopard, but it also has unique black "tear marks" beneath its eyes. Its head is small, its body lean, its legs unusually long -- all bodily characteristics critical to a runner. And the cheetah is the only member of the cat family that has non-retractable claws. Other cats retract their claws to keep them sharp, like carving knives kept in a sheath --the cheetah's claws are designed not for cutting but for traction. This is an animal biologically designed to run.
Its chief food is the antelope, itself a prodigious runner. The antelope is not large or heavy, so the cheetah does not need strength and bulk to overpower it. Only speed. On the open plains of its natural habitat the cheetah is capable of catching an antelope simply by running it down.
While body design in nature is utilitarian, it also creates a powerful internal drive. The cheetah needs to run!
Despite design and need however, certain conditions are necessary if it is to attain its famous 70 mph top speed. It must be fully grown. It must be healthy, fit and rested. It must have plenty of room to run. Besides that, it is best motivated to run all out when it is hungry and there are antelope to chase.
If a cheetah is confined to a 10 X 12 foot cage, though it may pace or fling itself against the bars in restless frustration, it won't run 70 mph.
(To read more, visit: www.stephanietolan.com/is_it_a_cheetah.htm )
-------------------------Five OverexcitabilitiesWe know gifted students are far more complex than their test scores might suggest. And while we expect certain quirks, others blindside us: a strange reaction to sound, a sudden outburst of tears, or a need to stand up at inopportune times.Kazimierz Dabrowski identified five types of “overexcitability” that he believed connected strongly to giftedness: intellectual, psychomotor, imaginative, sensual, and emotional.
When teachers understand the OE's they can better support their gifted students.
Here are a few suggestions:
Too many detailed questions from a student in the middle of a lesson? She’s exhibiting intellectual overexcitability. Give her ten minutes of computer time to get those quesitons answered!
Fidgety actions causing annoying noises during worktime? The student might be experiencing psychomotor overexcitabilities. Be sure to offer options for moving around, constructing objects, or otherwise getting that energy out.
Read more about these here:
Gifted Grownups by MaryLou Kelly Streznewski is one of my all time favorite books about gifted adults. You will have many A-ha moments when reading this one.
Chapter titles include:
What Makes You Gifted?
Bored, Bored, Bored. The quest for challenging work
Finding the Others: Friends and Lovers
Young in Mind: The Later Years
Misdiagnosis and Dual Diagnosis of Gifted Children by James Webb
Learn more here:
Many gifted and talented children (and adults) are being mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. The most common mis-diagnoses are: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (OD), Obsessive Compulsive Disorder (OCD), and Mood Disorders such as Cyclothymic Disorder, Dysthymic Disorder, Depression, and Bi-Polar Disorder. These common mis-diagnoses stem from an ignorance among professionals about specific social and emotional characteristics of gifted children which are then mistakenly assumed by these professionals to be signs of pathology.
It is important in any diagnosis, to find a specialist who has training in understanding the traits of gifted people.
Locally, we have Dale Stewart, based in Torrence, CA.
OFFICE 3510 W. Torrance Blvd, Suite 100 Torrance, California 90503
For more on the loneliness of gifted adults, see my previous blog post, titled: Find Your Tribe.
Hey Rock Stars!
We have PDF files and additional resources.
To learn more about Edmodo, I suggest visiting YouTube to view a number of tutorials.
It is a similar platform to Google Classroom, they do some different things.
The pics about Snapshot, the new Common Core resource too, thanks to our friend Julian at Edmodo.
The free sites screener.com and screen casts attic are helpful for creating screen casts.
Here is a tutorial on how to create and award badges in Edmodo: https://www.youtube.com/watch?v=nkI82rO2SPk
Our classes on Stress Management were a big hit. I know you will want to practice what you have learned at home. Here are some resources to help you manage stress. There are scripts and MP3 files below. Other resources can be found at: http://www.mckinley.illinois.edu/units/health_ed/relax_relaxation_exercises.htm and I Tunes has free relaxation downloads at: https://itunes.apple.com/us/itunes-u/relaxation-audio-sessions/id431727868
Edmodo is a safe, educational social media learning tool.
I love it for several reasons:
1. It is private- kids can only join when given a unique join code by their teacher.
2. Once the students join, you lock the group and the code is no longer valid.
3. Parents can see their own child's progress by the join code on the side bar of their child' account. Parents can only view their own child's information, grades and messages and assignments you post to their child or directly to the parent.
4. SMALL GROUPS! An excellent way to create differentiated assignments in your classroom.
See my presentation below for general information and samples of small group assignments.
visit www.edmodo.com for more information, or go to YouTube to see how others are using this great teaching tool.
Thank you to all who attended my presentation. If you haven't already done so, please fill out the session evaluation on the CUE website. You need to navigate through the schedule. This session was on Friday at 10am. http://2013.cue.org/
Thanks for making the hike across the parking lot to the Hilton Hotel and finding your way through the maze to Oasis 3...a bit cavernous.
In response to your requests, I've added the Reading Response journal. Print these pages back to back as the cover of the journal.
See the bar to the right to view my May 2012 post for the documents that accompany Pyschedelic Synergy. Above, I've included a PDF version of my Power Point presentation. All the links are active. Have fun exploring and expanding your repetoire.
There are several documents that you can use for yourself or your students to ignite your creativity.
Please comment or contact me to share what you have learned or if you are interested in writing a guest blog post. Share with your colleagues....pass it forward. I look forward to hearing from you.
Let folks know you are an expert.
Make sure you update your Linked In profile with current job expertise and solicit recommendations and endorsements.
Do your homework.
Go to Ezinearticles.com and do a search for the keywords that describe your area of expertise.
Go to the I-Tunes Podcasts and do a powe search using your keywords. You will find hundreds of podcasts on your topic.
Sort the results by popularity and subscibe to the top ones.
Search YouTube for "how to" on the same keywords.
If you have a website, think of your "elevator pitch". If you had
seconds with a CEO in an elevator, how would you "sell" your site? This should be tied into the home page of your website. This is the first thing that people see.
Homework: Look at other sites and see what you like and what you don't.
Find your target market.
Start by visiting the Google keyword slector tool. Google: goodgle keyword tool on Google. It should be the first listing.
Once you are on the tool, enter afew keywords that relate to your site and you will quickly get a list of related words and phrases.
You can also visit http://directory.big-boards.com and search for the same keywords.
Your website should have a SEO (search engine optimization) tool and you can then enter related keywords. This way, people can find your site more easily and your ranking should improve. Visit their site and right click and select "view source". Notice a few lines of code that say "meta name". You should find teh line of code for the site description and the code for the keywords being targeted.
You can open a word document and start pasting the keywords from your favorite sites.
Visit other sites that are related to your business or the topic you write about. Visit
Try using Google Alerts to search for yourself. That way, you will know everytime you or your site is mentioned somewhere else online.
What makes a great website?
Generally, value comes from:
1. Updated content
2. Value items
3. Resource tools (podcasts, videos, blog posts, news feeds, quotes, documents or lesson ideas, etc.)
Enable the comment tool so that people can be part of the conversation.
Caution: I like to be able to approve or trash comments before they are posted.
You won't believe how many people troll blogs just to post links to their site selling prescription drugs or other retail sites.
April 6, 2006 PURDUE UNIVERSITY
Study: Gifted children especially vulnerable to effects of bullying"All children are affected adversely by bullying, but gifted children differ from other children in significant ways," says Jean Sunde Peterson, an associate professor of educational studies in Purdue's College of Education.
"Many are intense, sensitive and stressed by their own and others' high expectations, and their ability, interests and behavior may make them vulnerable. Additionally, social justice issues are very important to them, and they struggle to make sense of cruelty and aggression. Perfectionists may become even more self-critical, trying to avoid mistakes that might draw attention to themselves."
Peterson and Karen E. Ray, a doctoral student in counseling psychology, surveyed 432 gifted eighth-graders in 11 states. The students were asked if they had experienced bullying behavior, such as name-calling, pushing, hitting and other physical violence, or teasing about family, grades or appearance.
The researchers found that 67 percent of gifted students had experienced bullying by eighth grade, 16 percent defined themselves as bullies and 29 percent had violent thoughts. Interviewed students described depression, unexpressed rage and school absenteeism as responses to bullying.
Should bullying be something we should pay attention to as parents and advocates for gifted children?
Find out what information is out there and find ways to support gifted students.
As an educator and an advocate for gifted students, I have been spending the better part of the last 12 months gathering research on this important topic.
We need to work on several fronts. What works?
Comforting the victim, for certain. But our gifted kids know this changes little.
As educators and advocates we need to work on educating and empowering the BYSTANDERS. The bully may very well need counseling as well to deal with what issues drive him/her to bully others.
Here are some great resources that teachers can use in the classroom. I have been using some of my ELD (English Language Development) time each week to do some bibliotherapy.
Bibliotherapy is where you use books to help people. Some of these books already come with discussion questions in the back. They are a great springboard for kids to share their experiences and to do role-playing.
BULLIES ARE A PAIN IN THE BRAIN by Trevor Romain is a little book filled with illustrations and great discussion points. You can read and share several pages with a group of students and stop and have a class discussion.
The book has a page of "Do's and Don'ts" for dealing with bullies. For example. "Do use your best judgement and instincts. Don't believe that names the bully calls you are true." It contains a chapter on myths about bullies. It discusses some of the reasons bullies act the way they do.
One of my favorite series is by Erin Frankel. She has written three books titled: Dare, Weird, and Tough!
Weird is written from the point of view of the victim. She doesn't know why she is targeted and doesn't know what to do.
It gives a wonderful insight into her feelings of self-doubt and self-consciousness and the lowering sense of worth.
DARE! is from the point of view of the bystander.
It gives insights into how a nice kid can get dragged into joining in on the bullying.
It also shows how fear and intimidation play into the bystander becoming a victim as well.
Erin Frankel shows how the bystander can feel guilty and powerless and at a loss of what to do.
There are about 10 discussion pages in the back of the book that a teacher can use with a discussion group.
TOUGH! by Erin Frankel is the same story as Dare! and Weird! but told from the point of view of the bully.
The back of the book shows frank talk about why the bully wants to change.
It also has different activities you can do with your classroom- for example, starting a Kindness Club.
Page 38 has discussion questions to use while reading the book.
This is one of my favorites. Just as gifted kids get bullied for being weird or different, children with learning difficulties are special targets of bullies as well.
This is a true story of Patricia Polacco's childhood struggle with dyslexia.
She was a very late reader and was horribly bullied.
I haven't been able to read this one aloud yet without tearing up.
The class discussion that followed this book was awesome.
We talked about how we could help someone who was struggling with learning and came up with a "lunch bunch" of student volunteers to help tutor struggling students.
Just Kidding hits the issue of teasing. The main characters are boys and the teasing revolves around recess and after school sports activities.
It has great discussion activities and a recommended reading list at the back of the book.
Trouble Talk is similar to Just Kidding, but deals with harmful gossip, lying, rumors and sharing others' personal information in order to gain status and gain attention.
Some highlights from the highlights for discussion:
"No offense, but...."
Do the words "no offense" make what Bailey said to Keisha any less insulting? Why or why not?
Have you ever had anyone say "no offense" to you before saying something negative about you?
How did that make you feel?
Say Something is a book that really informs the bystander about how important his/her role is in putting a stop to bullying.
There are tips at the back of the book such as:
1. Say something to the person who is getting teased. Just saying "Hi" to someone that you usually don't hang out with makes a difference.
2. Say something to the bully. Don't become part of the fight. You might try: "I don't want to hear that" or "Knock it off" or "That's not OK".
My Secret Bully hits a topic we don't often talk about...when a close friend is your bully.
Often this type of bullying is triggered by jealousy.
Gifted kids are very talented and have a lot of potential and are often recognized for their achievements.
This makes them a special target for this type of bullying.
Their bullies may begin using social isolation as well as personal verbal jabs. This is called "relational aggression ...acts of emotional bullying hidden among tightly knit networks of friends.
The character in this story begins having physical reactions to her bullying such as headaches, stomach aches, depression and anxiety This is a good platform for discussing more hidden physical effects of bullying.
Bully by Patricia Polacco touches on cyber bullying and the use of social networking and texting to bully.
It discusses peer pressure and social isolation as well.
It has discussion points about the need to be yourself and the need to fit in.
Another theme is loyalty and friendship.
The story leaves it up to discussion where one of the main characters is trying to decide whether to change schools or change to a new school district to leave her bullying issue in the past.
This is an option some parents and students have had to face.
Bullying is an age old problem that doesn't seem like its going away any time soon.
However, more schools are creating anti-bullying programs and are increasing awareness about the problem.
More school districts are creating anti-bulling policies in place to protect students and are holding teachers accountable for taking action against bullies.
Especially important is to have a clear policy on cyber-bullying which takes place outside of school walls but has a definite impact on the well-being of the student and directly affects the student's academic performance, educational experience and emotional well-being.
If you are unclear about the policies and procedures your school district has in place regarding bullying, please contact your local school district office and ask to see their policy. You can be an advocate for your child.
PAGE President, GATE Program Coordinator for El Monte City School District, competitive distance runner, mother