Transcript Document

June 2012 Parent Workshop
Before we start, please record
your answers to these two
questions:
1. What are the 8 most
rewarding things about being
a parent of a gifted child?
2. What are the 8 most
challenging things about
being a parent of a gifted
child?
You are not alone.
8 BIG BENEFITS OF BEING GT - The KIDS SAID:
1. Our schoolwork in GT classes is more challenging and we
learn more
2. We get to do special things – activities, field trips,
experiments, projects
3. Our regular schoolwork is easy for us to understand
4. When we’re in special programs and classes, we meet new
people and get to be with friends who understand us.
5. We can help others with their work.
6. Our friends and other kids look up to us.
7. We look forward to a bright future.
8. Our GT classes are usually smaller than regular classes so we
get extra attention.
Data from on a survey of 1000 gifted kids for The Gifted Kids’
Survival Guide
8 GREAT GRIPES OF GT KIDS - The KIDS SAID:
1. We miss out on activities other kids get to do while we’re in
GT class
2. We have to do extra work in school
3. Other kids ask us for too much help
4. The stuff we do in school is too easy and it’s boring
5. When we finish our schoolwork early, we often aren’t allowed
to work ahead
6. Our friends and classmates don’t always understand us, and
they don’t see all our different sides
7. Parents, teachers, and even our friends expect too much of
us. We’re supposed to get A’s and do our best all the time.
8. Tests, tests, and more tests!
Data from on a survey of 1000 gifted kids for The Gifted Kids’ Survival Guide
Modern Misconceptions about
Giftedness – Chapter 1
• Gifted children won’t know they’re different
unless someone else tells them.
• They’ll make it on their own, without any
special help.
• They’ve got everything going for them.
• They should be disciplined more severely
than other kids when they err because they
should know better.
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Modern Misconceptions about
Giftedness – Chapter 1
• They need to be kept constantly busy and
challenged or they’ll get lazy.
• They should be valued for their giftedness
above all else.
• They don’t need to abide by the usual
regulations, and they shouldn’t be held to the
normal standards of politeness.
• They should be equally mature academically,
physically, socially, and emotionally.
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What is Giftedness? Chapter 2
What do you think giftedness means?
Write your own definition for giftedness
on the back of your entry ticket.
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What is Giftedness? Chapter 2
• Lewis Termin (“father of gifted education”):
“the top one percent in general intelligence ability”
• Joseph Renzulli (director, National Research Center on the
Gifted & Talented) “an interaction among three basic
clusters of human traits- above average general abilities,
high levels of task commitment, and high levels of
creativity.”
• Marland Report “Gifted and talented children are those
identified by professionally qualified persons who by virtue
of outstanding abilities are capable of high performance.
These are children who require differentiated educational
programs and/or services beyond those normally provided by
the regular school program in order to realize areas of their
contribution to self and society.
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What is Giftedness? Chapter 2
• Howard Gardner (Harvard University):
- His theory of multiple intelligences identified 8 types of
intelligences: linguistic, musical, logical-mathematical,
spatial, bodily-kinesthetic, interpersonal, intrapersonal,
naturalist.
• Francoys Gagne (University of Quebec):
Defined giftedness as, “Having outstanding natural potential
in at least one ability domain. Talent, or outstanding
performance, is developed through systematic training and
practice. One can be intellectually gifted yet not academically
talented, due to underachievement.
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VBCPS Definition of Giftedness
United States Office of Education definition of Gifted and
Talented Students
"those who have outstanding abilities, are
capable of high performance and who
require differentiated educational
programs (beyond those normally
provided by regular school programs) in
order to realize their contribution to self
and society.“
2010 Office of Gifted Education
Living With Your Gifted Child Chapter 3
Endless Questions• Put together a set of reference books, be honest with tougher
questions.
Remember When?
• Gifted kids have excellent memories, don’t make promises you
can’t keep
Asynchronous (Out of Sync) Development• Need others like them to play with and share ideas, don’t punish
your child for acting childish (age appropriate)
Motor Skills Gap• Try dictating, tape recorder, develop small muscles, practice
keyboarding skills
Young Lawyers• Set a few important rules and stick to them, listen carefully to
child’s arguments
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Living With Your Gifted Child Chapter 3
Company of Adults•
Helping is fine, but don’t get caught in the trap of talking for your
gifted child
Risk-Taking / Fear of Failure
• Give them permission to try something and see what happens, model
struggle
Fast Learners, Deep Learners
• Help with meeting deadlines for school/own projects. Time-line with
interim goals, break up projects
Sound Minds in Sound Bodies
•
Need lots of physical activity, use imagination
Intense Concentration and Relaxation
•
Help child learn to wind down, find a safe, quiet, peaceful place to
relax, help them find balance
Neatness . . .Not!
•
Respect belongings, teach clutter-management / organization
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The Gifted Label
 The purpose of the label is to alert educators and parents that:
 Regular curriculum not likely to develop and support potential for
creative thinking and problem solving
 May be special social and emotional needs understanding and
coping with being intellectually advanced beyond age and peer
group
 Working with peers of similar ability can be a humbling experience.
 The elitist attitude originates when the gifted student is the only
one in class who gets the correct answer or is always the one who
offers it first. Focus on who the child is as a person, not gifted
 Knowing that other kids have similar response times can be a real
growth experience. – KLMS can be a rude awakening
.
Falling Through the Cracks
 Giftedness is not always obvious – challenges may
mask giftedness & many do not fit the stereotype:
low achievers
2E students
ESL
from poverty
very quiet students
very high energy
ADHD
 Be sure your child’s needs are met in the classroom –
ask questions
 All children have a right to learn new information,
make at least a year’s growth in a year, and to learn
how to struggle with difficult tasks.
 GRTs are your gifted child’s advocate – our job
description!
2E
 3 Clues to 2E - Gifted & LD
 Evidence of an outstanding talent or ability
 Evidence of a discrepancy between expected and actual
achievement
 Evidence of a processing deficit
 Need strategies: tutoring, consistent programming,
peer group support, mentorships, integrated studies,
individualized attention, and kind words.
 Crave honest, positive comments and encouragement,
not nagging.
 Focus on what they can do, rather than on what they
can't do.
Gifted Girls
 Our society does not always support or value smart
women
 High ability women may come across as unfeminine,
aggressive, pushy – the same behavior our society
rewards in boys and men
 Problems more likely in middle and high school years
– dating may exacerbate issue – don’t want to seem
smarter than potential boyfriend
 Parental role to support girls with opportunities to
nurture strengths
Gifted Girls: Ability vs. Self-image
 Perception of ability and self-image need to match
 Need to understand and embrace giftedness
 Have friends who value her abilities & are not
threatened by them – gifted peers on a regular basis
when possible
 Keep focus on school achievement not just excelling
socially (sign that girl needs help with the above)
 Find role models in community and books
 Encourage wide range of activities and interests
More on Gifted Girls
 Encourage interest in math and science – subscribe to
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science magazines, museums, experiments,
workshops…
Discuss gender stereotypes when encountered (esp TV
& rock videos/concerts)
Encourage her to spend time w/ male role models on
activity they both enjoy – even if typically masculine
Support her passion or healthy obsession with an
interest or hobby
Show you value her abilities, hard work, and worth as a
person
Coping With Problems
You must be the change you wish to see in the world. Mohandas Gandhi
 How can I raise a self-confident kid?
 How can I understand and cope with my child's super-
sensitivity?
 How do I deal with perfectionism?
 When does normal gifted behavior cross over into the
danger zone?
 When and how should I get help?

Sally Yahnke Walker Ph.D.. The Survival Guide for Parents of Gifted Kids: How to Understand, Live With, and Stick Up
for Your Gifted Child (Kindle Locations 720-722). Kindle Edition. Book pages 65-82) [Next 3 slides]
 Self-CONFIDENCE:
-Help your child find role models whether through books, historical figures,
or contemporaries, family members, successful teens, teachers, coaches, etc.
-Help find them to find a passion/interest to develop and focus on (ex.
Community service that makes a difference, team sport, visual/performing
arts, etc.)
-Volunteer together (model)
- Help develop friendship skills and also allow time to for creative discovery
with plenty of unscheduled free time
- Praise work-ethic and process, not just the end-product
• Super-sensitivities =
OVEREXCITABILITIES:
• Psychomotor
• Sensual
• Intellectual
• Imaginational
• Emotional
• Dealing with OVEREXCITABILITIES :
First - Don’t get overexcited or too worried about it !
• Focus on the positives of your child’s strong feelings, energy, passion
• Validate your child’s uniqueness
• Respect her abilities and positive interests by helping her to have the
time to spend doing what she loves – don’t overschedule
• Model appropriate and polite social or communication skills
• Use “teachable moments” to discuss tact and diplomacy with critical
observations of others or processes, avoid cynicism
• Teach stress management as well as time management
• Intense learners need a comfortable or calm environment; help your
child to have a haven of safety to explore and/or decompress.
Dealing with PERFECTIONISM:
 One of the most destructive problems some gifted kids face
 Trying to achieve some ideal version of success
 Setting unrealistically demanding goals – setting up failure and feelings
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of worthlessness
May avoid new experiences
Never risk something that isn’t familiar
Can be the root cause of underachievement and procrastination
Children need to know learning means taking risks
Learning takes practice, trial and error, thus not achieved on first
attempt; model your own mistakes and positive coping skills for same
Missing a goal does not mean failure (just restructure)
Compliment the work process and do not solely focus on grade or
outcome; self-worth is not dependent on performance/grades
Do not overpraise all accomplishments and do not criticize
Ask questions
Some can develop tics, ulcers, or nervous disorders without an outlet to
relieve stress
Exercise, relaxation, good eating habits, fun and laughter help
Need help?
 Counseling can be very beneficial to gifted students, and it
is not an imperfection to seek help.
 Gifted students also possess a strong perseverance that can
be accessed as a positive coping strategy with proper
guidance and support.
 A counselor can assist gifted students in understanding and
coping with their unique intellectual, social, and emotional
needs during various stages of their development… Working
from a holistic growth perspective, school counselors [can
help students] make sense of the [components of their
personality and worth] beyond the merely intellectual [to
understanding and acknowledging] their social and
emotional realms as well.
(2007 Association for Counselor Education and Supervision Conference, October 11-14,
Columbus, Ohio, handout, page 5.)