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1、Helping Gifted Children SoarA Practical Guide for Parents and TeachersBy Carol A Strip, PhD withGretchen 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
2、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 childs performance in sc
3、hool 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 dont like the teacher, are in a power struggle with their parents over schoolwork, or because of emotional problems.Gifted children are children first. Ac
4、ademically 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 opportunitie
5、s actually helps identify those who are gifted.The gifted child is able to see relationships and make connections that arent immediately apparent to other children. Gifted children soak up information rapidly and are on an intense quest to learn more. If they dont receive the stimulation they need f
6、or 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 bet
7、ween gifted and smart: Learning speed and application of concepts Questioning style Emotional outlook Level of interest Language ability Concern with fairness Self-imageGifted children need adults to support them when they feel confused, friendless, and frightened.You are on a journey fraught with t
8、hrills, 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 Students motivation and learning styles Parents interest and support for their childs pa
9、rticipation Students self-inventory of values, interests, and attitude toward school and extracurricular activitiesTen core attributes of giftedness: Communication skills Creativity/imagination Inquiry Insight Interest Memory Motivation Problem solving Reasoning Before testing, to provide optimal co
10、nditions, give your child a good breakfast, a big smile and tell him/her to have fun. Trust that theyll 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 ex
11、plore, 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 kind
12、s of teaching and learning activities used and supported in the childs school.Parents and teachers are the strongest resources for one another. Share information, not prejudices. Joyce Van Tassel-Baskas characteristics necessary for teachers if they are to be effective with gifted learners:1) Eager
13、backing of acceleration options for able learners,2) The capability to modify a curriculum,3) Adequate training and competence in the content area, and4) Preparation in organizing and managing classroom activities.Barbara Clark feels that teachers of the gifted should have an “uncommon ability” to e
14、mpathize 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 t
15、eachers to understand them, exhibit a sense of humor, make learning fun, and be cheerful. Whats not important is age, race, ethnicity or gender.Useful traits in working with gifted children: Facilitating attitude and behavior Self-confidence Resourcefulness and flexibility Creativity and open-minded
16、ness Trusting attitude Cultural knowledge Sense of humor Real interest in and love for these unusual students Technical knowledge Stamina Subject matter competence and skillThe ideal classroom is a place of learning and discovery, connected to the environment, where children are invited to participa
17、te with spirit and imagination, geared to the various ways children learn. Classroom is filled with student work, and children are continually involved and able to tell you what they are doing and why. Classroom is always changing, and is student-friendly where the needs of the child drive the instr
18、uction. Teacher is a learning coach using various methods of instruction. Teachers and students will mutually arrive at decisions and plans. One to one communication between teachers and students is in process, and students who have completed required work are working on independent projects of thei
19、r choice. Teaching will match the students ability level. The ideal classroom will balance open-ended, stimulating and creative opportunities for divergent thinking and analysis with meaningful, practical activities that involve day-to-day living.An expanded curriculum is NOT one where the gifted st
20、udents get more of the same work (MOTS). Busy work almost guarantees passive withdrawal or disruptive, perhaps aggressive, behavior brought on by boredom and frustration.A program for gifted children must provide pathways by which these students may venture away from the basic curriculum in areas in
21、 which they excel. It may take place in their own classroom with guidance from teacher; on field trips to museums, science centers, or cultural performances; or with a specialist in a field. The students come back to work with their classmates when it is appropriate. The goal of the expanded curricu
22、lum is to equip exceptional children for life. They go through life meeting obstacles, encountering challenges, solving problems, and dealing with other people. The teachers job is to find out where the childs gifts lie and then provide a relevant, authentic experiences that will use them in a wider
23、 context, such as an office, a laboratory, classroom or studio. “Education is what survives after what has been learned has been forgotten.” B.F. SkinnerDifferentiation means providing learning options that meet the students special needs for acceleration of content and greater depth, breadth, and c
24、omplexity of instruction, as well as novelty.When a teacher provides ways for the gifted child to excel through small group investigation, independent study, or other options, he gains a valuable allythe child. When gifted children are fully engrossed, teachers find that they actually have more time
25、 to give other students who need attention. When children are engaged in appropriate learning, they channel energy that might otherwise be used in creating havoc in the classroom. Its much harder to keep gifted children “under control” than it is to allow them to use their brains and energy to pursu
26、e subjects that arouse their interest and curiosity. Getting into power struggles with gifted children is useless. Its better to negotiate and allow some mutual decision-making so that children become your allies as well as your students.A gifted program should not be a reward for good academics and
27、 high achievement. Gifted students arent always classroom stars.Options for instruction: Curriculum compacting Concurrent enrollment Single subject acceleration Whole grade acceleration Independent study Mentorships Learning contracts Honors classes Advanced placement classes Cluster grouping Gifted
28、 resource or all-day classesCurriculum compacting allows students who have already mastered the skills and concepts of the regular curriculum to “test out” of that curriculum. Compacting is important for the child who resists repetition and has proven he can work ahead without it. Its not beneficial
29、 for those who simply are impatient with drill.Cluster grouping can cross the grade levels and be formed to meet the academic needs of students from many classrooms. Cluster groups can be based on interest or capability in particular subject areas and housed within the regular classroom. Cluster gro
30、ups must offer more and/or different opportunities; students must be challenged with activities and concepts that stretch their abilities. They should offer a variety of enrichment and/or acceleration options. You can tell if its working if the group is purposeful and task-oriented; it self-corrects
31、 those who veer off-task.Independent study gives students an opportunity to study a special-interest topic and focuses on the childs specific needs and learning styles. The teacher provides the instruction in data gathering, analysis and presentation, outlines the steps of the study, and sets deadli
32、nes for various stages of completion. It works if the student stays on task, maintains focus, and initiates ideas and projects. It doesnt work if the teacher needs to provide continual support.No one method is right for every child; part of the art of teaching is to match the child to the combinatio
33、n of strategies that will be most productive at the time, taking into account the students need and readiness.For gifted students, contracts are often used as a management tool for teacher and student; they state what must be accomplished and assessed before a child is permitted to participate in ex
34、pansion activities. They may also list curriculum expansion options.Contracts are valuable because they give gifted children some areas of independent work, yet provide a path to follow. The contract helps them to take the responsibility for the learning activities they want to do. A contract helps
35、them to focus on one area at a time, a skill that will be essential when they progress through school and into career paths.Optional learning is the norm for gifted children. They often come to class already knowing what other students are often struggling to learn, and they need to exercise their k
36、nowledge and skills in meaningful ways.The contract becomes the childs own individualized lesson plan. Students themselves should handle the check-off process and schedule their own conferences to share their work products. Break it into parts to be completed at a certain time so its not quite so ov
37、erwhelming. Students become responsible for some of their own learning, giving students a sense of control and empowerment that reduces the stress they might feel when forced into a step-to-step curriculum. They are much more likely to become lifelong learners.Many gifted children have said people w
38、ho have had the greatest impact on their lives are those who: Accept their feelings Love them, not just their gifts and talents Spend time with them Support their attempts as well as their achievement Believe that learning is important Help them believe in themselves Encourage them to follow their d
39、reams Give them focused attentionTeachers fear that: Gifted students may know more than they do and will make them look ignorant in front of the rest of the class Gifted children will take all their time and create hours of additional work The childrens parents will expect too much They will not be
40、able to challenge gifted children adequately.Gifted children are sometimes terrified because they believe that: They are weird and no one will ever like them They must always have the right answer to every question They may not be as smart as everyone thinks they are.The most important thing parents
41、 and teachers can do, long before they worry about cluster groups or mentoring, is to establish a trusting relationship with these gifted students. This gives the children safe havens, people to go to for help, and places where they can anchor themselves and rest. Its critical that they are able to
42、trust and rely on a minimum of two or three significant adults.The Ten Commandments of Trust:1) Give the child focused attention.2) Provide ways for the child to communicate when you cant be there.3) Make sure your body language matches your words.4) Respect the childs privacy.5) Insist that the chi
43、ld respect your limits as well.6) Br prepared to explain rules and limits.7) Respect the childs feelings, even if you must restrict behavior.8) Respect the childs confidences9) Include the child in decisions that affect her life.10) Tell the truth.Adults must always be in charge of the home and the
44、classroom, because no matter how bright and capable they may appear, they dont really want to run the show. Because gifted children have the ability to think analytically, they respond well to choices and options. They are able to understand reasons when adults take the time to explain.The gifted ch
45、ild cant help being gifted any more than the hearing impaired child can help needing hearing aides. The gifted childs mind works differently just as the hearing impaired ears hear differently. Their mind is often out of synch with their bodies. Accept the gifted child as they are, nurturing their un
46、iqueness, yet at the same time modifying their behaviors that sometimes result in their being ostracized or criticized by their peers and by adults.Parents are their childs first mirrors. If what they see there is not unconditional love, joy, and acceptance, but instead disappointment, frustration a
47、nd anger, it can lead them to believe that they are not important or worthwhile.Are you an accepting parent? How well do you: Listen to your child Support the childs interests Praise your child appropriately. Avoid “put-downs.” Respect the childs intelligence without being in awe of it. Help the chi
48、ld develop social skills.laugh with your child.Are you an accepting teacher? How well do you: Treat your gifted students with the same respect you give other learners. Substitute meaningful lessons for rote learning. Understand that you may have to use different criteria to grade a gifted childs work. Understand that a gift