DYS Homeroom

Welcome to homeroom classes addressing social and emotional needs, creative problem solving, and effective task management in a friendly setting.  This is a fun space for students (8-12 years old) who are profoundly gifted to meet like-minded peers.   “I love DYS Homeroom because it is a safe space where I feel I can talk about my feelings with friends. It’s so fun to be around other Davidson Young Scholars in a friendly environment! I enjoy all of Michelle’s mini lessons. I love and cherish every moment with Michelle and my peers.” – Lauren, Age 11  First Semester 2023: Sep. 5th - Dec. 22nd (except Nov. 23rd and 24th) Second Semester 2024: Jan. 8 - May 24th (spring break: March 29 - April 5) Click  here  for the topics/curriculum calendar.  DYS Homerooms are held M-F at the below times: DYS Homeroom 1 (9:30am EST / 8:30am CST / 7:30am MST/ 6:30am PST) DYS Homeroom 2 (10:00am EST / 9:00am CST / 8:00am MST/ 7:00am PST) DYS Homeroom 3 (11:00am EST /...

Thank you for an amazing school year! It was a wonderful experience getting to know these students over the course of the year while hearing their thoughtful reflections. Most of all, it was great to watch them form friendships and bond over the content we discussed. I'm excited to spend the summer planning for next year (thanks for the feedback on the lessons you found most impactful)!. (Also, I'm ecstatic  to hear many of you will be coming back next year as we make room for new friends and additional sections. Enjoy all of your summer camps. Maybe some of you will meet in person?!) MINI-LESSON: Five Things GT Students Need to Succeed  This week we discussed what students who are gifted need in order to thrive and succeed in life. In addition to this general information (see the list below), we also dived into a career case study (see attachments).  We discussed what a “case study” is and how we can learn a lot from one while making abstract connections to our...

Socializing is a very complex human activity. This week we went over how to find our place in a group (see the screenshot on the concept of optimal distinctiveness), high sensitivity researcher Elaine Aron’s concept of ranking vs. linking, and how to sort the wide array of information that comes our way while in a conversation. We started off with a lesson on sorting incoming social information into three imaginary baskets. Basket A: Behavior that needs to be addressed immediately. Actions or words that threaten physical or emotional safety belong in this basket. (Relevant skills: Asking someone to stop, not tolerating bullying.) Basket B: Behavior that provides a learning opportunity. Maybe we will address the person later, but not disrupt the flow of a current activity. Maybe we need to gather our thoughts first and plan some of what we want to say. (Relevant skills: Don’t wait too long or the circumstance won’t seem relevant to the other person, consider journaling first, plan wha...

Quotes for the week: "The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed." - Carl Jung “If you look for the best in people, you will find it. If you look for the worst in people, you will find it.” - based on a quote from Abraham Lincoln Mini-Lesson Summary: This week's mini-lesson involved building satisfying friendships. We processed this information through the eyes of two characters. Alex changed himself to fit in with others while Henry stopped trying to have friends because he felt so different. We discussed why people are wired to desire friendship and genuine community, and as a result, both Henry and Alex's approaches wouldn't be sustainable. Students were prompted to ask, "What could these two people have done differently?" Epic Metaphors for Discussion: We processed how people who are gifted are like onions with many layers! Some layers are very vulnerable to share w...

Strange as it may sound, some people fear success and fear their dreams coming true. There are several reasons for this, depending on a person’s internal qualities and outer environment.  Some students who are gifted are not surrounded by other people who are gifted. As a consequence, they may resort to hiding themselves and their talents in order to fit in. Another possible reason involves success leading to higher expectations from others. High expectations can be intimidating. As a quick strategy of avoidance, a young person doesn't show what they are truly capable of. Internally, some people feel a need to “top themselves” while simultaneously unsure if their last successful experience was a fluke (aka imposter syndrome). Planned or not, extreme success can lead to stress and possibly isolate someone from others. Given many young people are social creatures, they are savvy to what impacts their social standing and may hide their gifts from themselves and/or peers, parents, and...

This week we tackled the topic of handling unpleasant feelings in a beneficial manner (versus being a volcano that explodes out the side). We discussed why it is wise to acknowledge frustration and anxiety are normal feelings sending us signals. Such feelings can be present even while pursuing something we love. When challenging feelings send us “made up stories,” we have to learn how to talk back to them and let them out in a way that doesn't hurt ourselves or others. Using activities 13 and 14 in the Gifted Kids Workbook , we analyzed the complex nature of frustration. Guiding quotes: "What makes it frustrating is what makes it valuable." “You don’t have to believe everything you think.”  “I feel, then I think, therefore I am.”  Optional journal/discussion prompts to go along with this week’s mini lesson: 1. What frustrates you the most right now and what stories come with it? If you had to give your “frustration story” a title, what would it be? (The “I’m not as good a...

Concerning the daily mini-lesson, this week we focused on the chapter “Learning vs. Knowing” from The Gifted Kids Workbook. We discussed how learning and knowing are not the same thing. True learning is designed to be hard regardless of high ability.  The activities from this week's lesson are meant to help students internalize how it is ok (and even encouraged!) that they experience challenges and frustration on a frequent basis. Guiding Quotes: "Mere exposure and deep understanding are two different things." - Cal Newport "Beware of unearned wisdom." - Carl Young Optional journal/discussion questions for the week: 1. What is one of your more difficult subjects or classes? If you don’t have any currently, can you think of some from the past? If you can’t think of an academic area, what about a sport, cooking, art, or riding a bike? 2. What emotions do you have as you imagine working on this activity (from question 1)? What does your mind tell you about yoursel...