With the new year and the hurry to forget about 2020, we are all surrounded by new years resolutions, diets, exercise programs, learning opportunities… and the list goes on and on.
This past year has been a struggle for all of us. None of us were unaffected by the virus.
Students and teachers across the nation have had to rethink how they approach learning, schedules, teaching, and technology almost overnight. It hasn’t been easy, but we did it. We survived.
Surviving not Thriving
I wish I could say that we all thrived as much as we had hoped we would in 2020, but I know many of us haven’t. It’s been a fight to stay on top of the constant changes, keeping the fear of the rug being pulled out from under us at bay, and the elevated anxieties below the surface. 2020 has messed us up. A lot.
So, I want to encourage you to reflect on the things you did this year you never thought you could do. Look back at the start of the school year- you learned new online platforms, digitized lessons plans, created interactive lessons to keep students engaged in online meetings…
Students have stepped up to the plate to learn in a new way- remote, hybrid, online. Students learned new time management, planning, and tech skills. Students have also learned the importance of self-care and connection with others.
Now, what for 2021?
This year has shown us a lot- good and bad. Yet, we have managed to make it to the end of the year stronger than when we started.
I am not sure what 2021 will bring, but I do know that 2021 is getting a completely different people than any of us have been before. Let’s use 2021 to help hone in on the strength we gained from 2020. This time, the New Year is going to be a year of continued training of our strengths so even when we hit another wall we know we can run right through it.
So let’s forget 2020 and continue to hold onto it’s lessons it taught us in 2021.
We have been remote learning for a few weeks now and I gotta say, I am definitely over it. The students are too.
Although there have been some positives coming out of remote learning and I am grateful for any tiny sliver of hope. As we wrap up the semester, my students have come up with innovative ways to share their genius hour presentations and they are learning podcasting with grace. For my other students, I am just glad they decided to sign onto the google meet.
Something happened last week that really struck a chord with me. One of my top students snapped at me about his book group. He knows I am willing to discuss and hear them out on just about everything if they disagree. So when he copped an attitude with me I was stunned.
The next day I received an apology email from him, unprompted. I wrote him back and accepted his apology, but I asked him if he was ok since this was uncharacteristic of him. He told me, “It was just ‘a wrong side of the bed type of day,’ and I think not having anyone around while I am home is hard. Everyone else seems to have siblings or parents that work from home. It’s getting old.”
Gosh, that struck me about our (teacher and students) wellbeing during this remote learning.
After having to quarantine twice this year, I recognized when I started to slip into a funk I needed to pause and check in with myself on how I was really feeling: Had I gone outside for a walk? Did I eat junk all day? How’s my water intake? Have I talked to someone on the phone/facetime? Have I done something that I enjoy?
Majority of the time I had answered negatively to those questions, meaning I hadn’t been really taking care of myself mentally and physically. I strongly encourage you to check in with yourself using the above checklist.
Run through it in times of high anxiety or sadness. This isn’t easy for any of us. We are built as social creatures and while a computer screen with people on a call is ok, it’s not the same.
These next three weeks are going to be a challenge for us as teachers and our students. Let’s do our best to keep an eye out for each other.
We are well into the start of the school year. Things may or may not have slowed down. Stress levels may be even higher than they were before the start of the year or they may have remained the same.
I always learn something new every year about myself and how to be a better teacher. Usually, this takes about 4 months into the year or even until the end of the year for me to realize what I’ve learned. This year I have to pause and reflect on the work that I am doing much earlier than expected:
What is working?
What format do we use for assignments?
How do we let students know about work?
What about parents?
How do we keep track of what class is doing what?
What day is it?
Who am I?
Am I sure I want to do this for a career?
These questions are accompanied this year with a lot of frustrations, fears, anxieties, anger, and tears. (Wine too) All before school even started, I questioned staying in my job A LOT! I wasn’t trained to teach this way: hybrid model, masks on, virtually, students on computers all the time… The whole process has been confusing and nerve wracking; even before it started.
During our training we did an activity where we looked at our expectations in a new way. We took a cup of various colored paint and a plain white canvas and were told that these two things represent our expectations for the year. The cup of paint was filled with various colors to represent all of our expectations- in person learning, no masks, perfect lesson plans, students that listen – (we can wish right?) – all perfectly contained in this little cup. We were then told to take the cup and dump it in the middle of the canvas, move the paint around until the whole canvas was covered.
It was messy. It wasn’t an “art” we are used to. We had to let go of the rigidity of our perfect expectation in a cup and let them go where they wanted to go. The results were stunning. The marbled look of the different colors blended together, yet still having distinct boundaries was amazing. When the canvas was dry, we were all amazed at the work of art we created by just letting go of the control and seeing where the paint ended up. Some teacher’s looked like galaxies, others glaciers with various colors of ice, there were some sunsets, and even a few that resembled the rock formations at Arches National Park.
The point of this exercise is an obvious one. However, it has taught me a lesson early this year about my own abilities as a teacher when I reflect on the start of the year.
It has taught me that I can still have the structure in my classroom I know my students need, but it also allows me to be flexible in the structure I use to help my students learn. It has taught me there is a tried and true way of doing things, and while change is hard, sometimes it brings out some of the best teaching and learning. It has taught me there is beauty in this struggle, and the outcome is going to be amazing regardless of the hard things.
So take a breath, we got this. As teachers we may not have been trained on teaching online, but we were trained to adapt and be prepared for anything. Find the beauty in this mess of a school year, I promise it’s there, even on the hard days.
When we label kids, it often becomes their identity through and through. This is hard when they are younger because their not given a choice.
A label can dictate who they are friends with, the things they are interested in, the work ethic they have. This label tells teachers what to think about them before they even meet your kid. Many times this label can make or break a kids school career.
So why do we try so hard to label students? Well, there are a lot of kids who need to have specific needs met in order to be able to function in society after high school. This allows schools to help better prepare future generations. These labels help more than they hurt. (Majority of the time)
When a child is labeled as gifted in the second grade (more than likely that is when they were first identified) teachers are asked to help these students grow into their already big brains and wit. While some teachers are able to foster this and help a gifted child grow, there are some who unfortunately just continue to teach to the middle of the road or the low end because “Every child is gifted.”
Parents of gifted kids, you know every child is special in their own way, but a gifted child…. That is a whole different animal.
The National Association of Gifted Children (NAGC) defines gifted children as such:
“Students with gifts and talents perform – or have the capability to perform – at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential. Student with gifts and talents:
• Come from all racial, ethnic, and cultural populations, as well as all economic strata.
• Require sufficient access to appropriate learning opportunities to realize their potential. • Can have learning and processing disorders that require specialized intervention and accommodation.
• Need support and guidance to develop socially and emotionally as well as in their areas of talent.
• Require varied services based on their changing needs.”
This definition alone shows that gifted children are very different from their peers and need to be treated as such. So when this label is tacked onto a student they are looked at as if they should be performing better and above their peers academically. This is all well and good until teachers and parents forget that their child is still just an eight year old who is capable of doing pre-algebra. Teachers and some parents tend to forget that while their child might be capable of higher level academics, their emotional needs and social needs are still that of an eight year old.
We can expect them to understand big adult emotions or high level emotions because they just aren’t there yet in their brain. A big reason we tend to think that they can handle these emotions is because they are functioning at a high level and we assume that they are able to handle it. Most of the time they aren’t. Teachers and parents need to be aware of the emotional load their students can and cannot handle. They are dealing with a lot of social/ emotional experiences and needs already.
Students who are gifted struggle with being gifted and being different from their friends. They struggle not being in classes with their same age peers. They worry about being too smart. They worry about looking different. They worry about getting perfect grades, scores, and excelling at homework. Then you add in the peer groups, relationship drama and ever changing hormones. There is no way they can understand the raw emotions of a psychological thriller movie or the roller coaster of sensations experienced when watching the news everyday.
Watch what you are exposing them to. They may appear that they can handle it based on their intellectual ability, but they are more likely to have a melt down emotionally. Parents and teachers need to keep this in mind when it comes to school work too. Make sure the assignment is still emotionally appropriate for your kids. Never let the pressure of being labeled gifted cloud your judgement on if they can handle the material on a social/emotional level.
It is often intimidating to speak with teachers about students learning to advocate for themselves. I get it. Even as an advocate for GT students I am intimidated to ask veteran teachers to come up with alternative assignments for students who need more of a challenge. The important thing to keep in mind is making sure you let the teacher know you appreciate the work they put into creating the assignment and you want to do the work for the grade, but would they be willing to work with you on a different level.
If you let it be known that you are willing to partner with them to create the assignment and it will be able to be graded against an existing rubric, they will be more willing to consider it. (If not, then I would get in contact with the GT specialist in your building to help you work with this teacher.)
The other thing to consider is to ask the teacher if you could take the tests to show you know the material. This way you can still get the credit for the class and not worry about not having enough credits to graduate (if you are in high school). The other reason you might consider asking the teacher if you can test out of a unit is so you can move into a class that is better suited for your ability level. The pro of this for the teacher is you won’t turn into a behavior issue later in class when you are bored. 🙂
Sometimes in class you are inspired by a concept or theory where you want to dig a little deeper or create some sort of informational piece. When this happens, tell your teachers that you want to take a different approach and learn more in order to gain knowledge on the bigger picture. Ask the teacher if you can create your own assignment if you are inspired to look at the problem differently. It might be taking a concept or theme of a book and expanding on how it relates to our world today versus finding the theme of the book and supporting it with textual evidence. If you are artistic, ask if to create a piece that encompasses the overarching concept the teacher is wanting you to show along with a written explanation.
Let’s tackle probably the hardest situation. Let’s say you are given a baseline assignment at the end of a unit, and you think to yourself “This is a joke, I could do this in my sleep.” While it may be tempting to do the assignment in your sleep, you probably should ask your teacher for an assignment that makes you think. Ask the teacher if there is something more challenging you can complete rather than the baseline assignment in a polite way. Approach the teacher about the assignment and say something like, “I really like this assignment and I am wondering if it’s possible for me to do _______ for the assignment. I think it would add to me knowledge of the subject and provide me an opportunity to complete the project in a new way.” If they agree, make sure that it doesn’t feel like more work. It should be something that challenges your thinking and your skills in that area rather than the generic assignment given to the rest of the class. (If it feels like more work, you need to say something.)
Again the biggest piece of advice I can give you is to make sure you are polite about how you approach the situation and how you react to the teacher’s answer. While most schools or districts have a gifted and talented specialist, I want you to go to them as your last option. As a gifted student and eventually a gifted adult, you have to learn how to stick up for your needs now, because it gets much harder in the real world when people might think you are just being demanding or non-compliant. A GT specialist is there to help you, when you feel you’ve exhausted other options, and also to make sure you are getting the appropriate amount of challenge in your assignments – so use them when you have to.
As an educator, I believe we all have that one kid we are trying to save.
When I say the word “save”, it holds a lot of meaning. However, in this case I mean it in the sense of trying to save a kid from themself. There are many kids that we have throughout our career, who could be so much more than what shows in the effort they currently put forth at school and home.
I have been a teacher for eight years and I have had plenty of kids throughout my career I tried to save. I can’t say I was successful in saving all of them, but I pray someday they will look back and see I meant well.
My first year in the classroom, I worked so hard with a student to help her with the confidence to believe that she was fully capable even though she was on an IEP. I gained her trust through simply getting to know her, her interests, and allowing her to use my classroom key as a fidget. The literal key she held onto in class was what unlocked that trust and she started to produce work and understand concepts in my classroom. Her confidence grew and she is not successfully in college and getting ready to graduate to be a teacher herself. Trust me there where many times I wanted to throw my hands up and give up. The fights and conversations I had with her would frustrate me beyond measure, but something kept pushing me to breathe belief into her. I am so glad I did.
My subsequent years in the classroom I had a lot of behavior issues in class. I have and will work hard with students to understand they need to think before they act and their actions have consequences. However when I was working in a middle school setting, knowing students’ prefrontal cortex is not nearly as developed and therefore would not truly understand the concept of “their actions having consequences.”
I struggled to impact these behavior students, but I hope they look back at my best efforts and see I had a point in all of it. There were many phone calls home, trips to the office, and consequences with grades. Some of those students got it together as an 8th grader, while others took longer to understand the concept, some even took until their senior year to really understand that their slacking off early in high school took away opportunities for their future. As an educator, in my peer network, I hear stories about lack of understanding in regards to actions having consequences leak into students’ college years.
Last year as a GT specialist, I had a high school student that was very into the drug scene, ditching classes, and running his poor single mother crazy with his behavior. His mother at one point asked if we could just handle it because she was done trying. As a mother and a teacher, this broke my heart. I knew I had to do everything I could to try and pull this kid back out of the trenches he was stuck in. Needless to say, I couldn’t. This was a reality I knew very early on in my career, but my heart ached knowing he knew his own mother had given up on him. He was one that was too far gone and I tried everything I could to get him back because I know very deep down he still had good in him. The fact his mom had given up on him simply enforced he didn’t have the sense of anyone caring about him.
This year I have a student I know I have to make a difference with. He is so stinking bright and is a great kid, but he is fighting with doing things to get the attention of his peers versus using his gifts for good. I have had numerous conversations with him about what he needs and how I can possibly help him. The hardest part about working with this kid is I totally get what his home life is like. I lived a very similar life growing up. The only thing I can tell him is my story and it doesn’t have to be this hard. I try to tell him things I wish I would have done instead of doing the wrong things to get my parents’ attention.
It breaks my heart when I see kids going through something similar to myself in middle and high school. Now with distance learning happening, I can’t actually check in on him or many of my other students physically. I can’t give them a safe place to escape home life troubles for 55 minutes everyday. You can bet I am going to do everything I can to reach this kid through distance learning and “save” him as much as I can through our distance learning and weekly check-ins.
As an educator, the only thing I know to do to try and save a kid is to not give up on them. We have to let them know we still believe in them and they can be good. Even if we are the only cheerleader they have, we have to do our best to keep cheering them on. There will be a lot of kids we can’t save, but that shouldn’t stop us from saving the ones we can. We make a difference. Whether it’s now or ten years from now, we make a difference.
I recently had a parent contact me about their student’s Advanced Learning Plan (ALP) wondering about the whole point of an ALP in schools. Naturally, I was eager to meet and tell this parent about how the ALP works in schools and how they can use this document at home to have conversations with their students about their goals for the year.
The day of the meeting I started to have some second thoughts about the meeting going well and really proving to this parent that ALP’s serve a purpose. Why? Well when I really took the time to think about how ALP’s are used (or not used) in schools I could start to see where this parent had some concerns.
Majority of the time, in secondary schools, ALP’s are for the benefit of the GT Specialist and being in compliance with the state requirements of having to prove that we serve these students. Now parents who are familiar with ALPs and know of their importance to their students’ growth and development appreciate this document and check in with their student on how things are going. Teacher’s might appreciate the document, but it is often put in the file cabinet next to the previous years ALPs. Now I am making generalizations as I write this because there are some teachers who do look at these plans and use them or support them in their classrooms. Teachers are overwhelmed and overworked on a daily basis, I truly understand why these plans are often not utilized.
Here is my point: Specialists create these plans and check in with our students in hopes that parents are actually checking in with their kids on goals at home. When I see a parent look at an ALP and assume that their child is fine or they don’t need to check in with them; it frustrates me. If parents don’t see the value in these goals or plans, let’s make some changes to the ALP. It’s a working document for a reason. Goals change. Social emotional needs change. I try my best to make sure students are on track, but I am one person with 86 kids plus my classes that I teach daily – all to keep track of. I need parents’ help to hold their children accountable because really the children need to learn self accountability in making sure goals are met.
If parents show an interest, I can promise your kids will own the responsibility of taking them a little more seriously as well. If students are investing in their goals and asking teachers for support they would be able to achieve growth at a whole new level. Why not sit down with your kids and have the conversation about their goals and why they choose them, check in with them and help them develop accountability and discipline for setting and achieving these goals.
In a world full of distractions – we are distracted from our children and from what is happening in their education. I believe we need to be more aware of what is happening with our students through asking questions and supporting our kids in their goals. We are always looking for ways to connect with our kids in this technology connected world, so why not try and connect with them over things they are passionate about in the ALP?
Take the time to read over their ALP with them and discuss how their goals are going to be achieved? Why did they choose those particular goals? Ask them how you can support them at home with their goals? It might give you some insight to their drive and motivation and individual intellect. It will also let you in on their social emotional needs.
As a GT specialist, I may not have a ton of pull for the ALPs other than making sure they are getting done. If you are a parent of a GT kid, you have the power to work with your kids and see that their goals are accomplished. In an ideal world, I would hold formal ALP meetings with parents, students and a teacher (similar to an Individualized Education Plan meeting in Special Education) so that everyone who works with the student at school and home is aware of the support the student needs in various areas. Someday I hope to do this, but for now the system in place is going to have to work.
I recently assigned a poetry project in my Advanced Language Arts class. Students had to find ten poems that had some significance to them either literal or figurative. I of course pre taught figurative language, stanzas, rhyme scheme, and how to interpret a poem. Then I let them have at the books of poems I grabbed from the library and poems they found online.
The biggest part of this assignment was they had to reflect on why they chose a poem identifying it’s meaning to them and supporting that with techniques the author used to help with the meaning of the poem. This was like pulling teeth for some students because most students are not taught how to read and interpret poetry. They are simply given the poem and told how to identify parts of the poem or the figurative language.
I personally love poetry and I write my own poems for fun. It’s an emotional outlet for me when I feel the need to scream, cry, yell, or just try to understand my own complex feelings. So when I teach this unit, I try to show students that poems are not just a jumble of words or weird paragraphs. I slow down in my teaching and really help them look at the poem on a deeper level. Students are in such a hurry to move onto the next thing and just have a straight answer in their school work, but I teach them how they can each have a different reaction to a poem. This drives some students insane, but my job is to teach them as humans we all have a different reaction to the things we read and we all bring something different to the table.
Fast forward to grading these projects and I started to notice this poem by Shel Silverstein over and over again:
Now just as a reminder I teach middle school students, so Silverstein’s poems are some of the more popular because they are easy to read, funny, and most kids can relate to what he is writing about. However, when I read their reflections for this poem I was impressed and amazed at what some of them had written:
“I can relate to this poem because I feel like I let other people’s words create the decisions I make. I feel like this is a bad trait to have but sometimes I can’t help it. This poem changed my perspective on how I look at the things I think compared to what other people think I should do. I have always been the insecure girl that lets people’s words get to her but I have come to realize that it won’t all be that bad if I just do what I think. In conclusion I think this is a very important poem because it could really teach people that they don’t need anyone else’s opinions on you.”
“No one besides you can make decisions for yourself.Only you can make your decisions because you know what’s best for you. This poem is about a voice telling you to do one thing, but you know deep down that you need to follow your heart and your mind. I have had this happen where someone is doing something that I don’t want to do, but I feel like in order to fit in I should do it. I always follow my heart and know I shouldn’t do it though. In conclusion, I need to make decisions for myself and not listen to others’ opinions.”
“Sometimes the voice inside you is more powerful than your brain that tells you what’s wrong and right, or your parents advise. This poem is about how you sometimes have to stop listening to everyone else and start making decisions for yourself. I like the end rhyme and the imagery. I relate to this poem because sometimes I have to stop listening to everybody else and listen to what I am thinking. This poem makes me feel good inside because it is telling you a very important lesson. You have to consider what you are saying, not just take the advice of what everyone else is saying.”
And this one is from a kid who I know has some of their own demons they are working on, but is starting to succumb to them: (edited)
“I picked this poem because the message of it is about your conscience and I feel I have a very strong conscience. This poem is about your conscience and to listen to it…I also liked how the author used quotation marks to make it seem like the person is aiming towards your conscience speaking…”
So what is my point in sharing this with you? Our kids are crying out for help to listen to this voice and not be influenced by others or “the cool” thing to do type of people. They are wanting to find a way to listen to their own subconscious when it comes to decision making. Yet, I know for a fact the last student lets the pressures of bad influences get inside their head and causes them to make poor decisions. That students would rather have some sort of title as a “badass” than a “smart kid.” These students want and desire a way to make their own positive decisions for themselves, but they struggle because of all the noise happening outside their subconscious- sports, school, peers, social media, constant connection to people…
How do we help our kids disconnect from the world outside of them and listen to what is going in their head? How can we as parents and teachers help them understand the weight of their decisions? It starts with teaching them executive functioning skills. We often don’t take the time to teach our students how to make decisions or slow down long enough to make a proper choice. As adults, we just make these decisions and we make a million decisions throughout our day. Our students don’t know how to do this because we haven’t explicitly taught them how to do this. We can start out with small decisions they need to make with us and then start to add in bigger decisions to help them really understand how to make a conscious decision regarding an activity, vacation, or consequence.
I am not suggesting you sit down with your student and say, “Today we are going to make a decision. Step one…” I am suggesting you work through the problem of making a tough choice with them, allow them to use you as a soundboard and create an open line of communication. This will allow them to feel like they can come to you and open up about issues they are having with peers or at school, and it will allow them to practice make decisions in a safe place so if and when they are in a spot where they need to make a quick decision among peers they can be confident in doing that.
Really what it comes down to is being present with our kids in moments when they are struggling. Let them know you are a safe place to fall when it comes to making decisions and looking at the influences in their world.
If I had to pick a word to summarize this year it would be “change”. This year has had a lot of ups and downs, twists and turns, and has just been a whirlwind.
In March we welcomed our second baby girl and I decided to make a career change while on maternity leave.
This summer I spent time learning how to be a mom to two kids while still trying to keep my aspirations alive. There are a lot of things they don’t tell you when you become a mom in general, but then you add another one and it’s a whole different set of things they don’t tell you. I truly love being a mom and it’s been one of my greatest adventures yet.
I also made the decision to put my PhD on hold. I’m not sure for how long or if I will finish it honestly. I love to learn. I feel at peace when I am researching and putting a paper together- even though it’s stressful because it’s for a grade. I came to realize that I want to spend the time I would stressing about grades and research with my kids and creating memories with them. I want to spend time with them while they are little and as a family of four. My husband had to take on a lot of the parenting while I was in school and I never got to spend time with him. It affected our relationship a lot. It’s not how I want my marriage to feel, so taking a break from it needed to happen. It will be there when and if I’m ready to go back to it.
I left the field of GT to go back into the classroom and I fell in love with teaching and working directly with kids all over again. I missed classroom teaching more than I thought I would. It’s been amazing to make connections with students and even help a few of them learn to like Language Arts. I have experienced joy in working with these students and telling their parents about their successes. Yes, of course, I have had some really hard days with some really tough students, but overall I have had a really good year with these kids.
Now it’s time for yet another change to wrap up 2019. We have had a really hard time keeping and finding a quality GT Specialist at my current school, so when the position opened for the third time in less than 4 months I had to do some soul searching. The fact that this position continued to be put in front of me had to mean something. I told my principal the first two times I wanted to stay in the classroom because I missed working with kids these last four years. She understood and was supportive knowing where I was coming from and my background. Well, third time’s the charm I suppose because after a lot of thinking, praying, and soul searching I decided to step back into the world of Gifted and Talented.
I am excited and sad to go back into GT. I know these kids need me after the rough year they have had, but I will miss a lot of my kids I have been working with since August. This position is different than what I had been doing in my previous GT role which is exciting because I still get to teach kids. I am hopeful that I can make a big difference with this program at my school and help these kids.
I recently stepped back into the classroom this year after four years of being a gifted and talented specialist. There was a huge part of me that hated leaving a field I am so passionate about, but another part of me really needed to be back with kids.
As a gifted and talented specialist, I ran into many obstacles trying to service my students. Most days I ran into more roadblocks than support in my buildings. Now, don’t get me wrong there were a lot of supportive teachers that wanted to work with me, but the majority of the time they had curriculums and plans that they needed to stick to. I wish that I could say I felt useful as a GT specialist in my buildings, but more days than not I wasn’t useful. The days that I got to meet with my students were probably my favorite days. I love gifted education and I’ll never let go of that. I’ll continue to educate myself and learn how I can better my students lives that are gifted and talented through my own practices and my own research. I will use all of my training and knowledge in my classroom to challenge all of my students.
Now that I am back in the classroom as a middle school Language Arts teacher I am so incredibly happy. I love my staff. I love my team. I love my admin. Most of all I love getting to apply the knowledge that I’ve learned in the last four years of being a GT specialist to my classroom. Being able to watch extensions in action has been something I wanted to see as a GT specialist but never was able to given my position as an educational coach. I have realized as a classroom teacher how much I missed being with kids. I missed interacting with them, I missed making them laugh, I missed teaching them new things and hearing how they interpret different stories…I missed teaching.
Changing jobs as an educator is never easy. There are still days that I think about my seniors that I left behind at my old job, but I know that they are in good hands and they are making it through the year. I wish nothing but the best for them. I wish nothing but the best for my former colleagues who are also still enjoying being a GT specialist. I know that they are struggling. I know that they are struggling every day with what they do as a GT specialist. I hope they know my last four years with them have been some of the most informative and special years in my career.
Sometimes change is necessary. Sometimes change is extremely hard. As I move back into the classroom this year I really appreciate all that classroom teachers do even more. Taking a break from the classroom teaching for four years has been eye-opening. There’s so much to get done and so little time to do it, but when a student finally looks at me and says, “Oh, I get it now!”, it makes my teacher heart soar. I’m making connections with students that I haven’t been able to make in years. So to all the classroom teachers out there I’m with you now in the trenches. I know all of the work that you’re doing and I know all of the struggles that you’re facing on a day-to-day basis.
Know that if you ever need somebody to vent to or if you ever need somebody to help you with differentiating for gifted students in your classroom I’m your gal. I still love what I do as a classroom teacher but I will always love what I did as GT specialist.