A Presentation By:

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Leadership, Affective Learning and Moral
Development

• A Presentation By
• Amanda Deich!
• Kimberly Pickup!!
• AND
• Jessica Damitz!!

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LEADERSHIP

• Leadership one of five U.S. Department of
  Education categories of giftedness
• -leadership training for gifted students
  can provide leaders who have both the
  intellectual creative potential to lead
• -gifted education should promote a
  strong concern for less fortunate individuals
  plus a leadership capability
• Enrichment programs community service
• -promote a concern for others and willingness
  to help

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Student Leadership

• Teachers evaluate student leadership according
  to
• Carries responsibility well and can be counted on
  to do what has been promised
• Is self-confident with both age-mates and adults
  seems comfortable when showing personal work to
  the class
• Is well liked
• Is cooperative, avoids bickering, and is
  generally easy to get a long with
• Can express him-or herself clearly
• Adapts to new situations is flexible in thought
  and action and is not disturbed when the normal
  action and is not disturbed when the normal
  routine is changed
• Enjoys being around other people
• Tends to dominate usually directs activities
• Participates in most school social activities
  can be counted on to be there
• Excels in sports

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16 Traits of Leadership (California Association
for the Gifted)

• Assertive decision making
• Altruistic
• Persuasive/innovator
• Sensitive to the needs of others
• Ability to be a facilitator
• Goal-oriented
• Charismatic
• Persistent (hangs in there)

• 9. Organizational ability
• 10. Resourceful
• 11. Accepts Responsibility
• 12. Strong Communication
• Skills
• 13. Competent
• (knowledgeable)
• 14. Integrity
• 15. Risk-taker
• 16. Creative

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Leadership Training

• Leadership is personal, not positional.
• Classroom Monitorships-regulate behavior of peers
  or other jobs
• Mentorships-tutor peers or younger students
• In-school leadership projects-improving student
  behavior, safety, sanitation, etc.
• Community Projects-students tackle neighborhood
  problems or undesirable conditions
• Simulations-establishing banks and stores,
  making rules, and establishing a legal system for
  maintaining the rules

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Communication

• Geometric Communication
• Can speak and use non-verbal gestures.
• Can speak, but NO non-verbal gestures (hands
  behind back or sit on them)
• Can use non-verbal gestures, but CANNOT speak.
• Can speak, but cannot face the group (no
  non-verbal gestures).
• Allowed to describe figures by speaking
  gesturing but have to SHOUT.
• Round 2
• Conditions stay the same except condition 5
  changes
• from shouting to whispering

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The goal of a leader is to mobilize effort
toward a specific goal.

• Importance of
• -verbal skills-tone, speed, clarity,
  specificity
• -non-verbal skills-proximity, face, hands,
  body
• Questions
• -Are you effective when you are yelling?
  whispering?
• -Are your partners receptive?
• -Are you conveying confidence?
• -Does your style change?
• -How is anxiety level affected by the conditions?
• Purpose
• -tone -attitude
• -confidence -feedback

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Risk-Taker

• Public Speaking Exercise
• 1.The first student picks a topic out of a hat
  and delivers a 60 second speech about it.
• 2.When the first student is finished, teacher
  quickly and randomly chooses the next student to
  go.
• 3.This student chooses their own topic, but is
  expected to incorporate what the previous student
  said into his/her speech as well.
• 4.This exercise is repeated until all students
  have spoken.
• 5.Dont be nervous and HAVE FUN!

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Fake it til you make it.

• tone
• confidence
• body language
• stay positive
• good leaders are good listeners
• FACT Words are only 7 of your communication.
  93 is in your tone of voice and your body
  language.
• BE LIKE THE DUCK!

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Be the change you wish to see in the world.
Ghandi

• I Am the Change-project action plan

ISSUE What problems do you want to change? GOALS METHOD How will you change it? Describe your 3-5 step plan to change it. RESOURCES Will you need other people to help you? Will you need supplies or equipment? TIMELINE When will you start? What takes place in the middle of your project? When will it be completed? OUTCOMES List the top three results that you will see if your project is successful.

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Affective Learning

• What is it?
• Learning related to emotion and feeling
• Why is it important when teaching gifted,
  talented, and creative children?
• Just as we try to strengthen the cognitive
  skills of students who already are cognitively
  superior, we also can help affectively superior
  students to better understand themselves and
  their values, to be more empathetic towards
  others, and generally to acquire high-level
  values, ethics, achievement needs, and humanistic
  attitudes (Davis Rimm, p. 170).

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Facets of Self

• Write down five roles you have in your family,
  friendships, or community.
• Take a moment to think
• What characteristics or traits do you have that
  help you succeed at these roles?

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Facets of Self cont

• The Many Faces of You! Activity
• Using as many faces of the block that you want
  to, create a symbol, picture, character, or other
  representation of a part of you.

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Facets of Self, cont

• We all have many facets of ourselves
• A person may perceive an academic self, a social
  self, an emotional self, and a physical self
• Gifted students identify themselves more as
  academic selves than as social selves!!! (p.
  171).

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Whats your self-concept and self-worth?

• Think back to your wooden block
• 3 Underachieving gifted students and adults
  have worse self-concepts and lower self-esteem
  than high-achieving gifted persons (p. 171).
• 4 Your self-concept is created via assessments
  or reflections from others.

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Self-Concept Self Worth, cont

• 5 self-accepting values
• whole self, despite faults.
• self-rejecting considers self
• to be of little worth.
• 6 Academic failure implies
• low worth.
• 7 Excuses and rationalizations
• may be used to protect the self-concept.

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Self-Concept Self Worth, cont

• 8 Self-Esteem and pride are greatest when the
  student succeeds at a difficult task the success
  is attributed to both high ability and high
  effort (p. 171).
• 9 MOST IMPORTANT!!!!
• All students are strongly motivated to protect
  their feelings of self-esteem (p. 171).
• Deliberate Underachieving

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What happens when their needs arent met?

• Deliberate Underachieving Achievement by
  Accident (Failure Avoidance)
• Compulsive High Achievement (Failure Avoidance
  combined with Strong Need to Achieve)
• Denial of Accomplishment (Does not take
  responsibility for failing or succeeding)

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What to do

• One solution (most important!)
• Individualized Instruction

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What Qualities Does a Humanistic Teacher Possess?

• Good self-concept
• Honest and genuine
• Likes and accepts others
• Concerned with welfare of humans
• Sensitive and responsive to needs
• Open to different viewpoints
• Takes control of life and environment
• Advocate for change
• Vibrant and spontaneous

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Moral Development Kohlbergs 6 Stages

• Pre-conventional Level (ages 0-9) consequences of
  an action
• Stage 1 obedience good behavior avoid
  punishment
• Stage 2 right action produces rewards

• Conventional Level (ages 9-15) behavior
  influenced by pressure, social conventions,
  expectations
• Stage 3 good behavior to please others
• Stage 4 right action base on rules and authority

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Moral Development Kohlbergs 6 Stages

• Post-conventional Level (ages 16 ) highly
  desirable acceptance of universal and personal
  moral principles
• Stage 5 right action defined by general rights
  and standards that are agreed upon
• Stage 6 only a few have self-chosen principles
  and ethics based upon universal principles and
  rights of justice and equality

Did you know Only 10 15 of adults reach
this level, gifted tend to reach moral reasoning
during secondary school years?
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Apply Kohlberg to the Classroom

• Expose students to concepts just one step higher
  than their current stage and encourage them to
  think at this more mature stage.
• What does that look like?
• Role play practice moral decisions that require
  high-level moral thinking due to moral dilemmas

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Promoting Positive Values

• What can we do, as educators, to promote positive
  values since they are in a crisis?

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Strategies for Encouraging Affective Growth (pgs.
201-204)

• Are you someone who..
• Mini-Speech about me
• Whats It Like?
• Magic Circle

• Reverse brainstorming How many ways can you be
  rude at school?
• Analogical thinking How is a good person like a
  good pizza?
• What would happen if? We all ignored all safety
  rules?
• In What Ways? Might I show my appreciation to
  those who are helpful to me?

What a great way to begin the school year by
creating a community of empathetic learners!
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THE END

• Special Thanks to
• Davis, G. Rimm, S. (2003). Education of the
  gifted and talented, 5th ed. Boston Allyn
  Bacon, Inc.