Helping_Gifted_Children_Soar
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1 Helping Gifted Children Soar A Practical Guide for Parents and Teachers By Carol A Strip, PhD with Gretchen Hirsch
“Parenting a gifted child is like living in a theme park full of thrill rides.” One part of the child is “older” (cognitive or thinking ability) than the other parts-- emotional, social and sometimes, physical-- of the personality. It is called “asynchronous development.”
Highly gifted children are as different from “moderately” gifted children as “moderately” gifted children are from average students.
If a teacher or a parent notices a wide difference between the child’s performance in school subjects it may be a clue that the child has a learning disability in the area that is low. Gifted children may also unachieved because they don’t like the teacher, are in a power struggle with their parents over schoolwork, or because of emotional problems.
Gifted children are children first. Academically gifted children are out-of-the-box, unusual thinkers.
As long as gifted children receive reasonable opportunities to explore, think, and create, their intellectual gifts can thrive, sometimes with relatively little stimulation.
Introducing children to a wide variety of learning opportunities actually helps identify those who are gifted.
The gifted child is able to see relationships and make connections that aren’t immediately apparent to other children. Gifted children soak up information rapidly and are on an intense quest to learn more. If they don’t receive the stimulation they need for intellectual and social growth, some gifted students will “camouflage” and hide their abilities or let their talents wither and die.
High potential in many areas is what gifted children have in common. Many learning styles (visual, kinesthetic, auditory) are present.
Ways to tell the difference between gifted and smart: Learning speed and application of concepts Questioning style 2
Emotional outlook Level of interest Language ability Concern with fairness Self-image
Gifted children need adults to support them when they feel confused, friendless, and frightened.
You are on a journey fraught with thrills, chills, spills and wills. Many things factor into a screening for gifted diagnosis: Test scores; checklists; interviews; portfolios; independent study projects Nominations by teachers, parents, peers, etc Student’s motivation and learning styles Parent’s interest and support for their child’s participation Student’s self-inventory of values, interests, and attitude toward school and extracurricular activities
Ten core attributes of giftedness: Communication skills Creativity/imagination Inquiry Insight Interest Memory Motivation Problem solving Reasoning
Before testing, to provide optimal conditions, give your child a good breakfast, a big smile and tell him/her to have fun. Trust that they’ll do the best possible job they can.
Best situation for a child is a classroom where he feels safe and valued where achievement is expected and encouraged.
When adults listen to them, allow them to explore, give them a voice in planning classroom activities, reward them when they try things that stretch their intellectual limits, and respect their dignity and individuality children feel safe and supported.
As the primary advocates for their child, parents must familiarize themselves with the kinds of teaching and learning activities used and supported in the child’s school.
Parents and teachers are the strongest resources for one another. Share information, not prejudices.
Joyce Van Tassel-Baska’s characteristics necessary for teachers if they are to be effective with gifted learners: 3
1) Eager backing of acceleration options for able learners, 2) The capability to modify a curriculum, 3) Adequate training and competence in the content area, and 4) Preparation in organizing and managing classroom activities.
Barbara Clark feels that teachers of the gifted should have an “uncommon ability” to empathize with and inspire students; share enthusiasm, a love of learning, a joy of living; be authentic and humane; be alert, knowledgeable, and informed; tolerate ambiguity; and value intelligence, intuition, diversity, uniqueness, change, growth, and self-actualization.
Gifted students want their teachers to understand them, exhibit a sense of humor, make learning fun, and be cheerful. What’s not important is age, race, ethnicity or gender.
