A ssisted p arent i ntervention

Assisted parentintervention Adventure elementary 2012

Helpful tidbits • This presentation should be watched by both parent and student. • There are chances to turn-and-talk. • It will take 15 minutes. • Feel free to move through the slides at your own pace.

Why do I have to do this? • We all struggle at one point or another. When we do, it’s important to talkabout our feelings. It’s important that we understand why we feel the way we do. And, most importantly, we must create a planto be successful in the classroom.

Time to talk… • At several points during this presentation you will see this picture. It means that it’s time to share and listen. • The picture will name the first talker. This picture shows that the student will speak first. • When the talker is finished speaking, they will say, “And now I’m listening.” Student

…and listen • Try using I feel statements. “I feel ____ when ____.” • For example, “I feel confused when people don’t understand what I’m saying.” • Listen to each other and do not interrupt. This shows the talker that what they have to say is important.

Let me think. • Sometimes things in class frustrate us. Let’s think about the thing that worries us. It could be our school work, a person at Adventure, or something outside of school.

Think time Allow 30 seconds for the student to think silently to themselves.

What is worrying me? • “I feel _______ when _________.” Student “And now I’m listening.”

What is worrying me? • “I heard you say _________. I think our problem comes from _____.” (select one) Adult …our school work. …a person/people at school. …something that’s not in Adventure Elementary.

I worry because my school work is… (select one) …too easy. …difficult because my writing doesn’t keep up with my brain. …not important. There are other things on my mind. Student

I worry because people at school… (select one) …don’t think as quickly as I do. …don’t feel the same way about the things I find important. …bully me because I’m different. Student

I worry about things that aren’t in adventure elementary like… (select one) …not being able to try new activities. …not being understood at home. …problems in the world. Student

My school work is always too easy. Plan • I will try my hardest on in-classroom assignments. This will show the teacher that I understand what I’m supposed to know. Then, I will ask to meet with my teacher after class to discuss what I know and what we can change if I need more of a challenge. • I can choose from the Extensions Box once I’m done with an assignment to take my learning to a higher level! OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

My hands can’t keep up with my brain! Plan • I will tell my teacher that I need more time during class to complete my work in order to do my best. • I can ask the teacher to take some assignments home to show my best work. • I will discuss the option of doing less writing on an assignment with my teacher. This does not mean that I will do less work, though. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

There are always other things on my mind! Plan • I will take 10 deep breaths. Each time I exhale, I will feel the problem escaping from my body. • I can ask to have lunch with my teacher and some friends to discuss my important thoughts. • I will calm my thoughts by taking a bathroom break or getting a drink of water. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

Others don’t think as quickly as I do during some tasks. Plan • I can think about the things that the “slower workers” may do well. • I will ask my teacher for a mentor in an upper grade. S/he will check in with me at an appropriate time of day to talk about some of the great things going in class. • I can bring in a “book buddy” that I can read when I feel down. The book’s character should be a lot like me! OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

My classmates and I don’t have a lot incommon. Plan • I can present a project at the end of the week to show the rest of the classroom my interesting hobby, thoughts, or passion. • I will ask my teacher for a mentor in an upper grade. S/he will check in with me at an appropriate time of day to talk about some of the great things going on in class. • I can participate in a Lunch Bunch group once a week to share my wonderful thoughts with my teacher. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

I am bullied because I feel or think differently. Plan • I can share what makes me uncomfortable with my teacher. S/he knows wonderful adults in the school that can talk to me about your important feelings. • I will ask the teacher to sit-in during a group discussion with those that are making me uncomfortable. We will make sure I feel safe at Adventure Elementary. • I can share a book with the class about other important people in history who were wonderfully different and changed the world! OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

I would like to try new after-school activities. Plan • I can share the things that I’m interested in with my teacher. We will research some activities that the school district offers. • I will conduct a classroom poll about some activities that others are trying in the classroom. Maybe we could car pool! • I can share my interests with my parents, and they can find a nice activity that fits in with the family’s schedule and price range. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

I don’t feel like I’m being listened to at home. Plan • I can make a list of things that I would like to talk to my family about and then schedule an after-school meeting at home. They will be great listeners until I say, “Now, I’m ready to listen.” • I will try an “I feel _____ when ____” statement after school. • I will make a list with my family about all the great things about being the age I am! • I can schedule a coffee date with my family after school. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

There are things that bother me in the world that I feel I can’t change. Plan • I can join a club that helps society by doing service projects (Boy Scouts, Girl Scouts, church group, YMCA, etc.). • I will create a presentation for the class about some things they can do to help my cause. • I can talk to an adult in the building who is a very good listener about the things that are troubling me. OR • I can create my own Plan-of-Action with a guardian and discuss it with my teacher. Continue

Working together • “It sounds like the plan you’re comfortable with is _________. How can I help you be successful with this goal?” Adult

Think time Allow 30 seconds for the student to think silently to themselves. “And now I’m listening.”

Working together • “I know you want what is best for me. You can help me by __________.” Student

Working together • “I will do my best to help you with your goal. You can also help me by _________.” Adult

I’m glad we had this chat. Me too.

The student will share their plan in school tomorrow with his/her teacher. Thank you for your time and support. We treasure having you as part of our Adventure Elementary family.

References Goerss, J. (n.d.). Asynchronous development. Retrieved from http://www.sensigift.orgarchives/articles/asynchronous-development Singer, L. (2000). If gifted=asynchronous development, then gifted/special needs=asynchrony squared. Retrieved from http://www.hoagiesgifted.org/asynchrony_squ ared.htm Uneven Development. (n.d.). Retrieved from http://www.nagc.org/index.aspx?id=1211

A ssisted p arent i ntervention