DYS Homeroom

We experience stress when we are unsure about our ability to cope successfully with what is being asked of us. We experience stress when we process the outside world as unpredictable, uncontrollable, and too much.  Top 3 Sources of Mental Stress: 1. Overload (Too much to do and too little time to do it. For example, I don’t have enough time to study for this test because I have a different project due at the same time.) 2. Expectations (High expectations. For example, It’s important that I pass this test/Mom wants me to get 100%/I want to be perfect.) 3. Conflict (Conflict comes from two sources. Internal: I have to study for this test, but I want to do something else. External: The teacher wants me to study for this test, but I want to do something else.) Class discussion: Can you think of effective ways to handle these three sources of stress? We brainstormed specific advice for students in each cohort. Stress vs. Overwhelm Overwhelm represents an extreme level of stress where we

One of the five overexcitabilities recognized by Dabrowski in the mid-20th century was “sensual overexcitability” related to the five senses. Further research took off in the 1990s around this topic with the work of Dr. Elaine Aaron. Her theory discovered “high-sensitivity” as a trait common in about 15%-20% of humans as well as many animals. High-sensitivity is disproportionately present in individuals who are gifted. It also has a correlation with introversion (70% of individuals who are highly sensitive are also introverted while 30% are extroverted).  This week we discussed the topic of “super-sensing” and took some corresponding surveys related to super-hearing, super-sight, super-smell, super-touch, and super-taste. We also discussed the pros and cons of this trait. In order to continue the reflection, students can complete these optional activities: List several ways high sensitivity makes life better. List several ways high sensitivity makes life harder. Which list was easier f

Building off last week's topic involving executive functioning skills, this week students learned specific tips related to time management. First, we narrowed in on prioritization using the Eisenhower Matrix. Then we looked for examples in each quadrant relevant to students' daily lives. We then moved on to powerful tips related to executive functioning skills and tracking time for more self-awareness with long-term planning.  “Who can define for us with accuracy the difference between the long and short term! Especially whenever our affairs seem to be in crisis, we are almost compelled to give our first attention to the urgent present rather than to the important future.” — Dwight D. Eisenhower  “Freedom has been defined as the opportunity for self-discipline.” — Dwight D. Eisenhower  Accomplishments of Eisenhower:  34th president of the United States  Five-star general during World War II  Interstate Highway System  NASA  First significant civil rights legislation since the e

"Do the best you can until you know better. Then when you know better, do better."  - Maya Angelou This week we discussed executive functioning skills and how these skills are different from mere intelligence. Taking “in” facts and remembering them is often a strength of learners who are gifted. However, acting on ideas or having “output” is a different set of skills. Fundamental skills related to executive functioning include: Metacognition Planning Organization Time Management Task Initiation Working Memory Attention Self-Control Perseverance Flexibility Day-to-day examples of executive functioning skills include: Taking notes Writing down assignments and ideas Organizing materials Prioritizing assignments Writing structured responses Having a study schedule Making a to-do list We talked about how we have to learn these skills by breaking them down and practicing them before they are needed for difficult classes or pursuits. If a class is easy, we may be tempted to