What are the effects of perfectionism on giftedness? Much of the literature surrounding gifted and high ability students hint at underlying perfectionism. With this in mind, it is important to determine what effect perfectionism has on giftedness in order to best address and overcome concerns rooted in this construct. Articles which support the adaptive and maladaptive conception of perfectionism as well as those who don’t are included in this inquiry paper. These terms will be briefly discussed below.
Relationships are complicated. Nonetheless, they are very important to all people, especially to Arnold Spirit Junior in The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. This paper will discuss the list of nine people who bring joy to Junior, compare them to characters found in “Smoke Signals”, also written by Alexie, examine the relationship between them and Junior, and theorize links between these stereotypes and their possible counterparts in “Smoke Signals”. This paper briefly compares Arnold Spirit Junior to Thomas Builds-The-Fire, and considers initial reactions to The Absolutely True Diary of a Part-Time Indian contrasted to revisited reactions after watching “Smoke Signals” and extended class discussions. Finally, the paper concludes with how these texts have affected my relationship with an Aboriginal student from the perspective of a volunteer teacher.
“My Name is Seepeetza” is a book written as a compilation of journal entries of a girl in a residential school. Her journal recounts her thoughts and feelings in an almost nonchalant manner as she talks about being persecuted for being Aboriginal, bullied for having blue eyes, and the alienation resulting in both. She speaks warmly of her memories at home, expressing a deep desire to return exemplified by her loneliness at the school.
Learning Disabilities is a relatively new field, filled with complications, unproven theories, and the need for more research. It is difficult to accurately identify the tenants of what constitutes a learning disability beyond that of a difficulty, As mentioned in Identifying English Language Learners with Learning Disabilities, “attempts to validate cut-points have met with a resounding lack of success giving the impression that cut-points reflect arbitrary choices that serve to control prevalence rates and/or access to resources.” (Wagner, Francis, & Morris, 2005) Quite simply, how can you diagnose anyone with LD, let alone ELL students, when there is no standard, definitive, empirical list of benchmarks or lack thereof that constitutes a sound diagnosis? How does this affect diagnosing English Language Learners (ELL) properly with a Learning Disability (LD) versus the disadvantage of not knowing the language sufficiently to progress along with their native speaking English peers?
I was born to a white, English speaking family. My earliest memories are all in English, as are many since then. Growing up, we lived in many different places; often moving around as my father found new work, or relocating alongside my mother’s family. Despite this, or perhaps because of it, I’ve encountered many different languages along the way.
Long has there been need for educational reform, especially in regards to the diagnosis of learning disabilities. The standard form of testing for the discrepancy between ability and achievement leaves children in limbo, waiting for them to experience failure before any sort of testing may begin and squanders away some of the most beneficial years of language acquisition. (Orosco & Klinger, 2010) Two alternate methods have become popular: Universal Design Learning (UDL) and Response to Intervention (RTI).
Both “Breaking Them Up, Taking Them Away” (Toohey, 1998) and “Institutionalized Inclusion” (Han, 2009) discuss the impact of sociocultural learning on non-native language acquisition. Toohey’s article focuses on a Grade 1 classroom in which students are strongly discouraged to engage in collaborative learning resulting in potential alienation and ostracization of English Language Learners (ELL), whereas Han’s article reflects a sociocultural framework found in Churches that promotes successful language acquisition though systematic scaffolding and contingent assistance provided by “old-timers”. (Han, 2009)
"My students aren't numbers, they are individuals."
I ran across this poem today on my Twitter feed and thought it was very interesting and worth remembering.
There are so many great quotes in here that really reflect my credo. Much the same way some of those '21st' century teacher youtube videos do.