Gifted Bulletin Board

Welcome to the Gifted Issues Discussion Forum.

We invite you to share your experiences and to post information about advocacy, research and other gifted education issues on this free public discussion forum.
CLICK HERE to Log In. Click here for the Board Rules.

Links


Learn about Davidson Academy Online - for profoundly gifted students living anywhere in the U.S. & Canada.

The Davidson Institute is a national nonprofit dedicated to supporting profoundly gifted students through the following programs:

  • Fellows Scholarship
  • Young Scholars
  • Davidson Academy
  • THINK Summer Institute

  • Subscribe to the Davidson Institute's eNews-Update Newsletter >

    Free Gifted Resources & Guides >

    Who's Online Now
    0 members (), 478 guests, and 23 robots.
    Key: Admin, Global Mod, Mod
    Newest Members
    A WA parent, RickF, Mick Costigan, beGalileo, oliviaerin
    11,402 Registered Users
    February
    S M T W T F S
    1 2 3
    4 5 6 7 8 9 10
    11 12 13 14 15 16 17
    18 19 20 21 22 23 24
    25 26 27 28 29
    Previous Thread
    Next Thread
    Print Thread
    Page 2 of 2 1 2
    Joined: Apr 2014
    Posts: 4,046
    A
    aeh Offline
    Member
    Offline
    Member
    A
    Joined: Apr 2014
    Posts: 4,046
    One component of all of our schooling decisions, especially at major decision points, has been discussion with our children of exit conditions. Having heard what a particular child was most concerned about with regard to our schooling proposal, we've tried to develop plans to address that concern, and also allowed an escape hatch -- going (back) to another schooling model -- if all of us working together were unable to meet their primary concern. The plan usually involves an agreed-on (or multiple) check-in point(s), as well as frequent, ongoing communication to monitor progress in-between check-ins.

    As parents, we assume ultimate responsibility for the decision, but spend plenty of time listening thoughtfully and sympathetically to child perspectives. Some of our decisions have been with reluctant assent by children, but open communication and mutual willingness to try a variety of adjustments first have resulted in the escape hatches going unused so far.


    ...pronounced like the long vowel and first letter of the alphabet...
    Joined: Apr 2013
    Posts: 5,239
    I
    Member
    Offline
    Member
    I
    Joined: Apr 2013
    Posts: 5,239
    nmc3586 - the lag will typically end after the new member's 5th post, so my advice would be to make two more posts, even if quite brief.
    smile

    Joined: Apr 2013
    Posts: 5,239
    I
    Member
    Offline
    Member
    I
    Joined: Apr 2013
    Posts: 5,239
    Originally Posted by aeh
    ... the escape hatches going unused so far.
    Excellent!
    smile
    Those "escape hatches" and/or options are so important.
    I'm glad you mentioned them.
    Everyone needs a "Plan B."
    "School refusal" can become an issue when there is a poor fit... with the assigned academics, teacher(s), and/or other pupils.

    Page 2 of 2 1 2

    Moderated by  M-Moderator 

    Link Copied to Clipboard
    Recent Posts
    529 savings for private high school?
    by lululo4321 - 02/27/24 04:28 PM
    Finding 2e informed medical providers?
    by millersb02 - 02/27/24 05:39 AM
    Book: Gifted and Distractible (Oct 2023)
    by indigo - 02/23/24 12:15 PM
    I sent aeh a reply to an old message
    by 13umm - 02/21/24 04:11 PM
    Detracking
    by indigo - 02/18/24 04:04 PM
    Powered by UBB.threads™ PHP Forum Software 7.7.5