Special report for Educational Leadership, Oct/08 edition, by Amy M. Azzam
What does it mean when 60 percent of teachers name struggling students as their top priority and 81 percent indicate that struggling students are the most likely to get one-on-one help from teachers-when 86 percent of those same teachers surveyed say that public schools should focus equally on all students, regardless of their backgrounds or achievements levels? According to a new report, it means that there's some confusion over the definition of equity in U.S. Schools, particularly when it comes to high-achieving students.
A recent two-part report published by the Thomas B. Fordham Institute-High Achieving Students in the Era of NCLB- looks at issues related to the best and brightest in our schools. The first study examines achievement trends for high-achieving students; the second looks at teachers' views on how schools are serving high achievers. Neither study tries to establish a casual link between No Child Left Behind (NCLB) and the performance of high-achieving students.
“Part 1: An Analysis of NAEP Data,” authored by Brookings scholar Tom Loveless, presents two major findings:
Although the United States' lowest-achieving students made rapid gains from 2000 to 2007, the performance of top students was “languid.” The bottom 10 percent of students have shown solid progress in 4th grade reading and math and 8th grade math since 2000, but the top 10 percent have minimal gains.
This pattern of stronger progress for low achievers rather that for high achievers is associated with the introduction of accountability systems in general-and not with NCLB in particular. National Assessment of Educational Progress (NAEP) data from the 1990s show that states that adopted similar testing and accountability programs saw similar patterns. According to the report, this is because “accountability systems, like NCLB, put pressure on schools to get students over a fairly low bar” (p.10).
“Part 2: Results from a National Teacher Survey.” authored by Steve Farkas and Ann Duffet, is based on a national random sample of 900 3rd-12th grade public school teachers. Key findings include the following:
Sixty percent of teachers indicate that struggling students –not high achievers- are their top priority. Only 23 percent indicated that “academically advanced” students are a top priority.
Eighty-one percent of teachers named “struggling students” as those most likely to get one-on-one attention from teachers. Only 5 percent named “advanced students” as getting that attention.
In a forced-choice question, only 11 percent of teachers said that public schools should focus on raising the achievement of disadvantaged students who are struggling academically, whereas 86 percent said schools should focus equally on all students, regardless of their backgrounds or achievement levels. According to Chester E. Finn Jr. and Michael J. Petrilli, in their executive summary of the report, this is an “overwhelming repudiation of one of NCLB's core tenets” (p. 12). They note that one reason the achievement of top students hasn't tumbled in recent years is that “teachers' personal views have 'mediated' the federal law's intentions and incentives” (p. 12).
Forty percent of teachers said that programs for high-achieving students are “too often watered down and lacking in rigor” (p.10).
Low-income, black, and Hispanic high achievers (on the 2005 8th grades NAEP in math) were more likely that low achievers to be taught by experienced teachers.
Commenting on what they call the overall “benign neglect” of high-achieving students, Finn and Petrilli note that “if gains by low achievers are our only measure of success, America faces big challenges in the years to come” (p.12).
For a full copy of High-Achieving Students in the Era of NCLB, go to www.fordhamfoundation.org/publications/index.cfm
Smart, Black, and Losing Ground
Research has shown that black-white achievement gaps grow most noticeably during the elementary school years. But according to a recent report out of Stanford, they are growing fastest among the most able black and white students.
The report relies on data from the Early Childhood Longitudinal Study: Kindergarten Cohort, a nationally representative sample of kindergartners who were assessed in reading, mathematics, and general knowledge/science skills at six time points during the years 1998-2004. The report analyzed reading and mathematics scores for approximately 7.000 elementary students. There are the two key findings:
Among students entering kindergarten with the same math and reading skills, black students fall well behind their white peers by 5th grade. The 5th grade scores of black students who enter school with average math and reading skills are one-half a standard deviation below those of their white peers and place at the 20-25th percentile of the white distribution.
The black-white gap in both math and reading appears to grow the most quickly among students who enter kindergarten with above-average math and reading skills. The gap grows twice as quickly for students who begin school with scores one standard deviation above the mean as for those who begin one standard deviation below the mean.
The study attributes this pattern to several factors. In addition to socio-economic realities that may deprive students of valuable resources, high-achieving black students may be exposed to less rigorous curriculums, attend schools with fewer resources, and have teachers who expect less of them academically than they expect of similarly high-achieving white students.
Differential Growth in the Black-White Achievement Gap During Elementary School Among Initially High- and Low- Scoring Students, by Sean F. Reardon, is available at www.stanford.edu/group/irepp/cgi-bin/joomla/index.php?option=com_content&task=view&id=27&Itemid=43
Showing posts with label Advice to parents. Show all posts
Showing posts with label Advice to parents. Show all posts
The twelve most important issues for Parents of Gifted Children
By James T. Webb, Janet L. Gore, Edward R. Amend, and Arlene R. DeVries
Parenting and intellectually curious, high-spirited, often strong-willed child, can be quite challenging at times, as most parents of these children know. Support from others, as well as general guidelines for parenting, can be helpful.
But why are parents so important? First, they have the longest history and the most interactions: they guide a child's development from infant to toddler to preschool years, then from elementary school to the pre-teen and teen years, all the while caring deeply about their child. Parents are with their children many more years than teachers, and they are simply, more influential over time in shaping their children's attitudes, values, motivation, and behaviors in critically important area of life, such learning and relationships with others. Parents know their children better than individuals who have occasional or one-year contact. Most importantly, parents have a strong emotional investment in their children; they care deeply about the education and well being of their children.
Characteristics
There are many academic and emotional traits that describe gifted children, and these characteristics make them uniquely different from other children. For example, most gifted children speak early and use vocabulary that seems advanced for their age, saying, “I'm just annoyed,” rather than, “I'm mad.” They demonstrate a rather amazing memory, often recalling things they saw or did months before; they often learn to read early and can tell others about what they read. Their emotions are strong; they display both great intensity an sensitivity, becoming upset over a perceived slight or injustice, but are also sensitive to the feelings of others. They notice when a parent is having a bad day and may comment on it-or help or empathy. These obvious and remarkable traits are often the first thing parents and others notice about a child, making them aware that the child is unusual. Parents will also notice the depth of thinking and questioning. The sheer number of questions will often try one's patience.
Of these traits, the ones that probably have the biggest day-to-day impact on a gifted child and his or her family, however, are the child's emotional traits-the intensity and sensitivity that are some times referred to as “overexcitabilities.” For example, while most children will be upset by a perceived injustice, a gifted child will be upset to a greater degree. While many children are sensitive to hurt feelings, a gifted child may be upset longer; and again, to a greater degree. Understanding these common traits of gifted children will help parents better understand, support, and guide their children.
Asynchronous Development
Many gifted children show uneven, or asynchronous, development. That is, the child may be quite advanced in one area, such as math or language, but not so advanced or even somewhat “behind” in another area. Commonly, the child's judgment will lag behind the child's intellect. A child may know a lot about dinosaurs, maybe even as much as some experts, but may no know how to voice her opinions in a respectful or tactful way that others can accept. Being “out of sync,” not only with others but also within one's own abilities, can cause difficulties for the child in many life situations. It may be difficult to find friends, to let teachers know the work is too easy, or to understand why it's easy to do math but not be as skilled in other subjects.
Communication
Communication is a fundamental component of all relationships. Because gifted children often have such interest and sensitive feelings, parents may need to be particularly aware and gentle when discussing feelings and behaviors. Avoiding behaviors that inhibit communication, such as giving commands, using sarcasm, interrupting, or denying the child's feelings, will enhance communication. Sometimes, parents criticize the very characteristics and behaviors that are key to being gifted, such as “excessive talking, being too inquisitive, too intense, too sensitive, or too creative.” Criticizing a child for asking too many questions is to tell him he is not acceptable the way he is; he needs to change. Instead, parents should try to answer the child's questions and guide him so that he is able to find answers on his own. Parents find it easier when they create and atmosphere of open communication by being always ready to listen and setting aside special one-on-one times with the child, five minutes a day, or an entire day or weekend. Parents can also monitor their own intense feelings and try to model positive communication techniques.
Motivation
Gifted children are usually curious and motivated about many things, and have many interest; however their enthusiasm for learning may falter for a variety of reasons. Physical, medical, emotional issues, or problems at home such as frequent power struggles can dampen a child's motivation. Some children underachieve to fit in with age-level peers, to get attention, or because the assigned tasks don't seem relevant to them. Parents can encourage children by commenting on their successes, setting appropriate goals, emphasizing the process rather that the final product, and by giving children ownership in the task. By focusing on their interest and strengths, you can help them transfer those skills to other areas.
Discipline
Gifted children, like all children, need limits, but parents should allow choices within those limits. The goal is to help the child learn to make appropriate choices in the future, thus developing self-discipline. House rules must be consistent, enforceable, and allow logical consequences. Expectations should be made clear, conveying a trust that the child will act appropriately. Parents might ask themselves, “How effective is this discipline in the long run? Is it working? What is the effect on the child's self esteem? How will it affect my personal relationship with my child?”
Stress and perfectionism
Gifted children vary in their ability to handle excessive stress and perfectionism. Their intensity and asynchrony means they are often out of step within themselves and with age peers. This may lead to feelings of alienation and internal stress. Children can develop resiliency through practicing various techniques such as physical and mental relaxation, use of humor, keeping a daily journal or diary, and setting appropriate priorities. Many gifted children set unusually high standards for themselves leading to a quest for perfectionism. Parents can help children expect progress, not perfection, and can point out that it takes practice to master new skills, whether it's riding a bike or keyboarding.
Idealism, unhappiness, and depression
Idealism, unhappiness, and depression are all too common occurrences among gifted children. The idealism can lead to cynicism and spark feelings of existential isolation and aloneness when others don't seem to share the same thoughts or feelings. Because these children may not have developed their “emotional intelligence” and because they believe since they are bright they “should” be able to handle difficult situations, it is often necessary for adults in their lives to intervene. Children can learn optimism and resiliency at a young age as they struggle and succeed at appropriately challenging tasks. However, if they feel helpless and despondent, a referral to a mental health professional is necessary. Parents can encourage children to share their feelings by using and emotional temperature reading. “How was your day today on a scale of 1-10?” “Tell me about it.”
Peer relationships
Relating to peers is frequently an issue for most gifted children because their interest and behaviors tend to be different from those of age mates. They require different peers to meet various intellectual, emotional, or athletic needs. The key is to find one “soul mate” with whom they can interact rather than many superficial friends or acquaintances. Children who understand themselves, know their interests and strengths, and can reach out to others like themselves are more likely to feel connected to others and less likely to succumb to peer pressure.
Sibling relationships
In families of gifted children, sibling relationships can be intense. Sibling rivalry often develops when children compete for attention, recognition, or power. Wise parents address these issues by spending special time with each child, avoiding comparisons, refusing to take sides in arguments, and teaching children appropriate problem solving. Fair means treating each child uniquely based on his or her individual needs rather than giving identical items or resources to all the children. Families who work together encourage sibling cooperation.
Values, traditions, and uniqueness
Gifted children, particularly those who are more creative, often challenge traditions and values. When children choose to break family or societal traditions, parents can help them understand the cost-benefit ratio of their actions. It is also important to explore the expressed and unexpressed values in the family and to notice when some traditions may inadvertently inhibit effective family functioning. It is equally important to understand how traditions offer connectivity, comfort, and support for gifted children and their families. All family members can participate in identifying traditions, examining which ones they wish to keep, and which ones they want to discard in favor of creating new traditions.
Parenting and intellectually curious, high-spirited, often strong-willed child, can be quite challenging at times, as most parents of these children know. Support from others, as well as general guidelines for parenting, can be helpful.
But why are parents so important? First, they have the longest history and the most interactions: they guide a child's development from infant to toddler to preschool years, then from elementary school to the pre-teen and teen years, all the while caring deeply about their child. Parents are with their children many more years than teachers, and they are simply, more influential over time in shaping their children's attitudes, values, motivation, and behaviors in critically important area of life, such learning and relationships with others. Parents know their children better than individuals who have occasional or one-year contact. Most importantly, parents have a strong emotional investment in their children; they care deeply about the education and well being of their children.
Characteristics
There are many academic and emotional traits that describe gifted children, and these characteristics make them uniquely different from other children. For example, most gifted children speak early and use vocabulary that seems advanced for their age, saying, “I'm just annoyed,” rather than, “I'm mad.” They demonstrate a rather amazing memory, often recalling things they saw or did months before; they often learn to read early and can tell others about what they read. Their emotions are strong; they display both great intensity an sensitivity, becoming upset over a perceived slight or injustice, but are also sensitive to the feelings of others. They notice when a parent is having a bad day and may comment on it-or help or empathy. These obvious and remarkable traits are often the first thing parents and others notice about a child, making them aware that the child is unusual. Parents will also notice the depth of thinking and questioning. The sheer number of questions will often try one's patience.
Of these traits, the ones that probably have the biggest day-to-day impact on a gifted child and his or her family, however, are the child's emotional traits-the intensity and sensitivity that are some times referred to as “overexcitabilities.” For example, while most children will be upset by a perceived injustice, a gifted child will be upset to a greater degree. While many children are sensitive to hurt feelings, a gifted child may be upset longer; and again, to a greater degree. Understanding these common traits of gifted children will help parents better understand, support, and guide their children.
Asynchronous Development
Many gifted children show uneven, or asynchronous, development. That is, the child may be quite advanced in one area, such as math or language, but not so advanced or even somewhat “behind” in another area. Commonly, the child's judgment will lag behind the child's intellect. A child may know a lot about dinosaurs, maybe even as much as some experts, but may no know how to voice her opinions in a respectful or tactful way that others can accept. Being “out of sync,” not only with others but also within one's own abilities, can cause difficulties for the child in many life situations. It may be difficult to find friends, to let teachers know the work is too easy, or to understand why it's easy to do math but not be as skilled in other subjects.
Communication
Communication is a fundamental component of all relationships. Because gifted children often have such interest and sensitive feelings, parents may need to be particularly aware and gentle when discussing feelings and behaviors. Avoiding behaviors that inhibit communication, such as giving commands, using sarcasm, interrupting, or denying the child's feelings, will enhance communication. Sometimes, parents criticize the very characteristics and behaviors that are key to being gifted, such as “excessive talking, being too inquisitive, too intense, too sensitive, or too creative.” Criticizing a child for asking too many questions is to tell him he is not acceptable the way he is; he needs to change. Instead, parents should try to answer the child's questions and guide him so that he is able to find answers on his own. Parents find it easier when they create and atmosphere of open communication by being always ready to listen and setting aside special one-on-one times with the child, five minutes a day, or an entire day or weekend. Parents can also monitor their own intense feelings and try to model positive communication techniques.
Motivation
Gifted children are usually curious and motivated about many things, and have many interest; however their enthusiasm for learning may falter for a variety of reasons. Physical, medical, emotional issues, or problems at home such as frequent power struggles can dampen a child's motivation. Some children underachieve to fit in with age-level peers, to get attention, or because the assigned tasks don't seem relevant to them. Parents can encourage children by commenting on their successes, setting appropriate goals, emphasizing the process rather that the final product, and by giving children ownership in the task. By focusing on their interest and strengths, you can help them transfer those skills to other areas.
Discipline
Gifted children, like all children, need limits, but parents should allow choices within those limits. The goal is to help the child learn to make appropriate choices in the future, thus developing self-discipline. House rules must be consistent, enforceable, and allow logical consequences. Expectations should be made clear, conveying a trust that the child will act appropriately. Parents might ask themselves, “How effective is this discipline in the long run? Is it working? What is the effect on the child's self esteem? How will it affect my personal relationship with my child?”
Stress and perfectionism
Gifted children vary in their ability to handle excessive stress and perfectionism. Their intensity and asynchrony means they are often out of step within themselves and with age peers. This may lead to feelings of alienation and internal stress. Children can develop resiliency through practicing various techniques such as physical and mental relaxation, use of humor, keeping a daily journal or diary, and setting appropriate priorities. Many gifted children set unusually high standards for themselves leading to a quest for perfectionism. Parents can help children expect progress, not perfection, and can point out that it takes practice to master new skills, whether it's riding a bike or keyboarding.
Idealism, unhappiness, and depression
Idealism, unhappiness, and depression are all too common occurrences among gifted children. The idealism can lead to cynicism and spark feelings of existential isolation and aloneness when others don't seem to share the same thoughts or feelings. Because these children may not have developed their “emotional intelligence” and because they believe since they are bright they “should” be able to handle difficult situations, it is often necessary for adults in their lives to intervene. Children can learn optimism and resiliency at a young age as they struggle and succeed at appropriately challenging tasks. However, if they feel helpless and despondent, a referral to a mental health professional is necessary. Parents can encourage children to share their feelings by using and emotional temperature reading. “How was your day today on a scale of 1-10?” “Tell me about it.”
Peer relationships
Relating to peers is frequently an issue for most gifted children because their interest and behaviors tend to be different from those of age mates. They require different peers to meet various intellectual, emotional, or athletic needs. The key is to find one “soul mate” with whom they can interact rather than many superficial friends or acquaintances. Children who understand themselves, know their interests and strengths, and can reach out to others like themselves are more likely to feel connected to others and less likely to succumb to peer pressure.
Sibling relationships
In families of gifted children, sibling relationships can be intense. Sibling rivalry often develops when children compete for attention, recognition, or power. Wise parents address these issues by spending special time with each child, avoiding comparisons, refusing to take sides in arguments, and teaching children appropriate problem solving. Fair means treating each child uniquely based on his or her individual needs rather than giving identical items or resources to all the children. Families who work together encourage sibling cooperation.
Values, traditions, and uniqueness
Gifted children, particularly those who are more creative, often challenge traditions and values. When children choose to break family or societal traditions, parents can help them understand the cost-benefit ratio of their actions. It is also important to explore the expressed and unexpressed values in the family and to notice when some traditions may inadvertently inhibit effective family functioning. It is equally important to understand how traditions offer connectivity, comfort, and support for gifted children and their families. All family members can participate in identifying traditions, examining which ones they wish to keep, and which ones they want to discard in favor of creating new traditions.
Bullying and the Gifted
Victims, Perpetrators, Prevalence, and Effects
By Jean Sunde Peterson and Karen E. Ray
Purdue University
PUTTING THE RESEARCH TO USE
This study provides information to parents, school personnel, and counselors that can be useful when
advocating for the safety and well-being of gifted students. The reality that many victims apparently do not report incidents to adults at school or at home means that parents, teachers, and counselors should keep bullying in mind when attempting to ascertain why a child expresses hopelessness, appears uncomfortable in school, withdraws socially, becomes hypervigilant, or has problems eating or sleeping.
Direct questions about bullying (e.g., “Have you ever seen someone being bullied?” “Have you ever been bullied?”), including references to a wide range of bullying behaviors (e.g., “Have you ever seen a student threaten someone?”), may generate important revelations. Open-ended questions are best for generating conversation without provoking defensiveness (e.g., “Tell me about recess, the lunchroom, lining up for the bus. How do the kids behave when they’re not in the classroom?” “How do you feel when you’re on your way to school in the morning?”). Teachers, in the classroom and when supervising elsewhere, need to consider bullying broadly, watch for both overt and subtle bullying, not ignore bullying when it occurs, and not blame the victim. The fi nding that gifted children and early adolescents can also be bullies suggests that teachers should be particularly alert to nonphysical
bullying, which the study found to be associated with gifted bullies, and intervene immediately.
Proactive psychoeducational curriculum for young gifted children and others, as well, can encourage
pro-social behavior and enhance coping and general interpersonal skills.
ABSTRACT
Gifted eighth graders (N = 432) in 11 U.S. States participated in a retrospective national study that explored the prevalence and effects of being bullied and being a bully during kindergarten through grade 8. No signifi cant differences were found related to size of city, race/ethnicity, and geographical region in terms of either being bullied or being a bully. Sixtyseven percent of all participants had experienced at least 1 of 13 kinds of bullying listed on the survey, more in grade 6 than in other grades, and 11% had experienced repeated bullying. Name-calling and teasing about appearance were the most common kinds of bullying, and the latter was among several kinds of bullying signifi cantly related to emotional impact. In grade 8, 16% were bullies, and 29% had violent thoughts. At all grade levels, a larger percentage of males than females were bullied, were bullied more than 10 times, and were bullies.
CONCLUSION
The fi ndings in this study have powerful implications not only for gifted education, but also for all of K–12 education. Bullying appears to be a signifi cant problem for gifted children and early adolescents. Evidence of continued escalation of certain kinds of bullying throughout middle school in this study raises concerns that bullying might continue in high school in altered, but still insidious, forms. On the other hand, the decreasing percentages after grade 6 in name-calling and teasing about appearance, the two most common kinds of bullying, provide some hope that bullying is actually less a problem during high school than earlier (cf. Long & Pellegrini, 2003). However, the continuing increase of thinking about doing something violent tempers that optimism, as well as the reality that 41% of the gifted eighth graders in this study worried about violence in school daily. Educators and parents certainly should not assume an absence of bullying just because gifted children and adolescents do not speak of it and adults do not see it.
Perhaps the most surprising fi nding of this study is that 16% of the gifted participants were bullies in grade 8, after steadily increasing in number from kindergarten on. Gifted bullies may or may not be among the proactively aggressive bullies who are perceived to be popular. Regardless, as noted in the literature, the long-term prognosis for bullies is not positive. In terms of long-term health and well-being, it is just as important for educators and parents to intervene with gifted bullies as with gifted
victims of bullying, while recognizing that the latter are more numerous, according to this study. The noteworthy percentages of gifted victims and bullies certainly stand in stark contrast to the research literature about the low scholastic competence of both bullies and their victims (e.g., Mynard & Joseph, 1997).
The fi ndings in this study can help to raise awareness of the need for proactive, prevention-oriented, systemic school programs, especially during the late-elementary and middle-school grades. No single approach is “best practice” (Rigby, 2003), and schoolwide prevention programs must be specifi c to context. Nevertheless, preprofessional training and continuing education of teachers about bullying, collaborative efforts of educators and parents to protect children from bullies, and empirically proven curricula to alter perceptions of bullying and develop effective social skills all have the potential to make bullying abnormal and unpopular, instead of accepted as a normal part of development during the school years.
By Jean Sunde Peterson and Karen E. Ray
Purdue University
PUTTING THE RESEARCH TO USE
This study provides information to parents, school personnel, and counselors that can be useful when
advocating for the safety and well-being of gifted students. The reality that many victims apparently do not report incidents to adults at school or at home means that parents, teachers, and counselors should keep bullying in mind when attempting to ascertain why a child expresses hopelessness, appears uncomfortable in school, withdraws socially, becomes hypervigilant, or has problems eating or sleeping.
Direct questions about bullying (e.g., “Have you ever seen someone being bullied?” “Have you ever been bullied?”), including references to a wide range of bullying behaviors (e.g., “Have you ever seen a student threaten someone?”), may generate important revelations. Open-ended questions are best for generating conversation without provoking defensiveness (e.g., “Tell me about recess, the lunchroom, lining up for the bus. How do the kids behave when they’re not in the classroom?” “How do you feel when you’re on your way to school in the morning?”). Teachers, in the classroom and when supervising elsewhere, need to consider bullying broadly, watch for both overt and subtle bullying, not ignore bullying when it occurs, and not blame the victim. The fi nding that gifted children and early adolescents can also be bullies suggests that teachers should be particularly alert to nonphysical
bullying, which the study found to be associated with gifted bullies, and intervene immediately.
Proactive psychoeducational curriculum for young gifted children and others, as well, can encourage
pro-social behavior and enhance coping and general interpersonal skills.
ABSTRACT
Gifted eighth graders (N = 432) in 11 U.S. States participated in a retrospective national study that explored the prevalence and effects of being bullied and being a bully during kindergarten through grade 8. No signifi cant differences were found related to size of city, race/ethnicity, and geographical region in terms of either being bullied or being a bully. Sixtyseven percent of all participants had experienced at least 1 of 13 kinds of bullying listed on the survey, more in grade 6 than in other grades, and 11% had experienced repeated bullying. Name-calling and teasing about appearance were the most common kinds of bullying, and the latter was among several kinds of bullying signifi cantly related to emotional impact. In grade 8, 16% were bullies, and 29% had violent thoughts. At all grade levels, a larger percentage of males than females were bullied, were bullied more than 10 times, and were bullies.
CONCLUSION
The fi ndings in this study have powerful implications not only for gifted education, but also for all of K–12 education. Bullying appears to be a signifi cant problem for gifted children and early adolescents. Evidence of continued escalation of certain kinds of bullying throughout middle school in this study raises concerns that bullying might continue in high school in altered, but still insidious, forms. On the other hand, the decreasing percentages after grade 6 in name-calling and teasing about appearance, the two most common kinds of bullying, provide some hope that bullying is actually less a problem during high school than earlier (cf. Long & Pellegrini, 2003). However, the continuing increase of thinking about doing something violent tempers that optimism, as well as the reality that 41% of the gifted eighth graders in this study worried about violence in school daily. Educators and parents certainly should not assume an absence of bullying just because gifted children and adolescents do not speak of it and adults do not see it.
Perhaps the most surprising fi nding of this study is that 16% of the gifted participants were bullies in grade 8, after steadily increasing in number from kindergarten on. Gifted bullies may or may not be among the proactively aggressive bullies who are perceived to be popular. Regardless, as noted in the literature, the long-term prognosis for bullies is not positive. In terms of long-term health and well-being, it is just as important for educators and parents to intervene with gifted bullies as with gifted
victims of bullying, while recognizing that the latter are more numerous, according to this study. The noteworthy percentages of gifted victims and bullies certainly stand in stark contrast to the research literature about the low scholastic competence of both bullies and their victims (e.g., Mynard & Joseph, 1997).
The fi ndings in this study can help to raise awareness of the need for proactive, prevention-oriented, systemic school programs, especially during the late-elementary and middle-school grades. No single approach is “best practice” (Rigby, 2003), and schoolwide prevention programs must be specifi c to context. Nevertheless, preprofessional training and continuing education of teachers about bullying, collaborative efforts of educators and parents to protect children from bullies, and empirically proven curricula to alter perceptions of bullying and develop effective social skills all have the potential to make bullying abnormal and unpopular, instead of accepted as a normal part of development during the school years.
Parenting a Gifted Child
Parenting a gifted child is like living in a theme park full of thrill rides. Sometimes you smile. Sometimes you gasp. Sometimes you scream. Sometimes you laugh. Sometimes you gaze in a wonder and astonishment. Sometimes you're frozen in your seat. Sometimes you're proud. And sometimes the ride is so nerve-racking, you can't do anything but cry.
Any and all of these reactions are normal, depending on your child and his development. Gifted children are an enormous challenge for parents. These children go through the same developmental stages that other children do, but not in the same way. One part of the child -the cognitive, or thinking, ability- is “older” that the other part parts of the personality. This situation is called “asynchronous development” because the child's intellect is out of “syn” with his less developed emotional, social (and sometimes physical) abilities. Asynchronous development can leave a gifted child, as well as parents or teachers, feeling stymied, frustated, baffled, puzzled, and confused.
Imagine, if you can, that you are five years old, but you can think like a fourth-grader. Where do you find your friends? The five year-olds are too inmature, and the ten-year-olds don't take you seriously. If they want you around at all, it's as sort of mascot, not as a peer. Physically, you can't do the things the fourth-graders can: you can't hit a ball very well; you have trouble riding a two-wheeler; you can't run as fast as they can. No matter how hard you try, you'll always be behind the physical and emotional curve set by your older classmates. It's like being a person who speaks only German and travels to Italy and France. You like being there, but because the language and culture are different, it's hard to be understood and to get what you need.
Gifted children are part of neither one of their so-called peer groups, and they are subject to teasing, put-downs, and ridicule from both children and adults. It's no wonder, then, that they sometimes feel “out-whack,” weird, inept, and angry. Their emotions, already exquisitely sensitivy, are exposed, raw, and tender, and their lack of emotional maturity can make their lives -and yours- a challenge at best and a nightmare at worst.
Gifted children have many wonderful, enjoyable qualities, but when those qualities are combined with emotional and social immaturity, the flip side of those same attributes can look less appealing.
Any and all of these reactions are normal, depending on your child and his development. Gifted children are an enormous challenge for parents. These children go through the same developmental stages that other children do, but not in the same way. One part of the child -the cognitive, or thinking, ability- is “older” that the other part parts of the personality. This situation is called “asynchronous development” because the child's intellect is out of “syn” with his less developed emotional, social (and sometimes physical) abilities. Asynchronous development can leave a gifted child, as well as parents or teachers, feeling stymied, frustated, baffled, puzzled, and confused.
Imagine, if you can, that you are five years old, but you can think like a fourth-grader. Where do you find your friends? The five year-olds are too inmature, and the ten-year-olds don't take you seriously. If they want you around at all, it's as sort of mascot, not as a peer. Physically, you can't do the things the fourth-graders can: you can't hit a ball very well; you have trouble riding a two-wheeler; you can't run as fast as they can. No matter how hard you try, you'll always be behind the physical and emotional curve set by your older classmates. It's like being a person who speaks only German and travels to Italy and France. You like being there, but because the language and culture are different, it's hard to be understood and to get what you need.
Gifted children are part of neither one of their so-called peer groups, and they are subject to teasing, put-downs, and ridicule from both children and adults. It's no wonder, then, that they sometimes feel “out-whack,” weird, inept, and angry. Their emotions, already exquisitely sensitivy, are exposed, raw, and tender, and their lack of emotional maturity can make their lives -and yours- a challenge at best and a nightmare at worst.
Gifted children have many wonderful, enjoyable qualities, but when those qualities are combined with emotional and social immaturity, the flip side of those same attributes can look less appealing.
Emotional Outlook
When asked how they're feeling, gifted children who are suppressing their emotions usually say they're “fine,” even when their outward behavior shows clearly that they aren't fine. If they choose to do so, they can disguise their emotions better than most other children.
Gifted children often push their feelings down because they're frightened to show others what's going on in their inner lives. Their feelings are often so intense that the children wonder if they're “normal.” They can feel as if they're holding the ocean in a bottle; they may be afraid that if they take out the stopper, they'll be overwhelmed by the waves -than once they begin to vent their emotions, they won't be able to stop. They fear losing control, and if there's one thing gifted children need, it's a sense of self-control and belonging. So they act as normal and ordinary as possible and tell their parents what they think the parents want to hear. Most of the time, they know precisely what adults want them to say.
Friendship can be problematic. A gifted child may, after long consideration, confide deeply in one friend; that's why the break-up of a friendship can be so devastating. If the friendship falls apart, the child has no outlet for all the emotion previously shared with the lost friend. The child may then grieve deeply or show anger that seems excessive to parents.
Helping Gifted Children Soar
by Carol A. Strip, Ph.D with Gretchen Hirsch
Gifted children often push their feelings down because they're frightened to show others what's going on in their inner lives. Their feelings are often so intense that the children wonder if they're “normal.” They can feel as if they're holding the ocean in a bottle; they may be afraid that if they take out the stopper, they'll be overwhelmed by the waves -than once they begin to vent their emotions, they won't be able to stop. They fear losing control, and if there's one thing gifted children need, it's a sense of self-control and belonging. So they act as normal and ordinary as possible and tell their parents what they think the parents want to hear. Most of the time, they know precisely what adults want them to say.
Friendship can be problematic. A gifted child may, after long consideration, confide deeply in one friend; that's why the break-up of a friendship can be so devastating. If the friendship falls apart, the child has no outlet for all the emotion previously shared with the lost friend. The child may then grieve deeply or show anger that seems excessive to parents.
Helping Gifted Children Soar
by Carol A. Strip, Ph.D with Gretchen Hirsch
Are Children Smarter Than They Used To Be?
Today's moms and dads have access to much more information about infant and child development that did parents a generation ago. Consequently, there are many children who are products of exceptional parenting. These children have been intellectually stimulated from birth. They've been talked to, read to, and played with. Fortunate children like these have been provided with books, games, puzzles, computer learning, music, and art materials. By the time they enter kindergarten, they can differentiate shapes and colors and understand concepts such as alike and opposite; they know their letters and numbers. They've visited the zoo, the science center, the movies, and the grocery store. They've eaten in restaurants, perhaps both fast food and “white tablecloth” establishments. They may have been taken to dance and musical performances. They may have taken to dance and musical performances. Perhaps they've attended both amateur and professional sports events. They might have been active participants in church suppers or neighborhood picnics and festivals. All of these activities give these children things to talk about and learn from.
Some of these little ones have attended preschool or day care programs that focus on both learning and self-esteem. Their preschool experience may have included children with various disabilities, so they readily accept those who use sign language or wheel chairs. May pre-schoolers have also been exposed to an extended family, whether these people are real kinfolk or their parents' friends. Exposure to other people and groups has enriched these children's lives and prepared them for school.
Their health has been guarded, too. They've seen the pediatrician or clinic health care provider regularly, and since most schools districts require immunization, the majority of students are up-to-date on their shots. They eat healthful foods, get lots of exercise, and have regular bedtimes. All of these help learning.
Although enrichment opportunities are more readily available to middle-class children, lack of money doesn't have to mean lack of opportunity. It may be difficult, but it is certainly possible for lower income families to find these same advantage, and many do. One minority principal with experience in both inner city and suburban schools says it this way: “Sometimes you have to ask for what you need. Let's be honest. Money makes things easier, but there are ways for parents go get what they need for their children
Helping Gifted Children Soar
by Carol A. Strip, Ph.D with Gretchen Hirsch
Some of these little ones have attended preschool or day care programs that focus on both learning and self-esteem. Their preschool experience may have included children with various disabilities, so they readily accept those who use sign language or wheel chairs. May pre-schoolers have also been exposed to an extended family, whether these people are real kinfolk or their parents' friends. Exposure to other people and groups has enriched these children's lives and prepared them for school.
Their health has been guarded, too. They've seen the pediatrician or clinic health care provider regularly, and since most schools districts require immunization, the majority of students are up-to-date on their shots. They eat healthful foods, get lots of exercise, and have regular bedtimes. All of these help learning.
Although enrichment opportunities are more readily available to middle-class children, lack of money doesn't have to mean lack of opportunity. It may be difficult, but it is certainly possible for lower income families to find these same advantage, and many do. One minority principal with experience in both inner city and suburban schools says it this way: “Sometimes you have to ask for what you need. Let's be honest. Money makes things easier, but there are ways for parents go get what they need for their children
Helping Gifted Children Soar
by Carol A. Strip, Ph.D with Gretchen Hirsch
Will Enrichment Make a Child Gifted?
Children whose life experience has been enriched in many of these ways come to school ready to learn, and they usually excel in the early grades. They are bright, eager, and often socially adept -the public's (and sometimes parents' and teacher') idea of gifted students. But if the adults watch these children for a period of time, they may notice that by the third of fourth grade, some of the children are “leveling out,” -that is, they're performing like most of their chronological peers. They're still very intelligent, but their intellectual ability is now being challenged by more complex material. Although they may have appeared gifted in kindergarten and first grade, it's now evident that they are simply smart children who have had an enriched early childhood and who will excel in the so-called regular classroom.
Gifted children have different situation. These children may also have had careful, loving parenting, although they may or may not received the exceptional opportunities available to families with more resources. But so long as gifted children receive reasonable opportunities to explore, think, and create, their intellectual gifts generally can thrive, sometimes even with relatively little stimulation. Their giftedness is part of the genetic endowment -the potential they brought along with them when they were born. Of course, this needs to be nurtured and encouraged by their parents and others, but it exists by itself.
Introducing children to a wide variety of learning opportunities actually helps identify those who are gifted. For example, suppose a group of young children goes to the museum to look at dinosaur bones. All of the children will be fascinate by the skeletons, but the gifted child may suddenly blurt out hat brontosauruses must have been leaf eaters because they had long necks, just like today's giraffes. 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 an are usually on a constant, intense quest to learn more -and that intensity might be one of the earliest indicators of giftedness.
Gifted children are often autonomous learners and much of what they learn will be self-taught. Still, they need parents and teachers to guide them, particularly because their intellectual development often outpaces their judgment.
Just as a smart child who is hard worker and a high achiever may be mistakenly identified as gifted, a truly gifted child may be labeled as a troublemaker, a nuisance, a classroom pest, or even suspected of having Attention Deficit Hyperactivity Disorder (ADHD). The bright child may end up in the gifted class, the gifted child in the principal's office, and neither of them is in the right place.
Of course, not every sassy, aggressive, acting-out child is gifted; many gifted children are patient, polite, kind, and helpful. Parents and teachers must observe the child over time to know precisely what they're dealing with.
Smart children may indeed be more sophisticated thinkers that children of prior generations simply because they've had more experiences and been exposed to more information earlier in life. Nonetheless, smart children can be overwhelmed by the rigor and demands of a gifted curriculum. Gifted children, on the other hand, generally thrive in this type of creative and challenging environment. In fact, if they don't receive the stimulation they need for their intellectual and social growth, some gifted students will simply “camouflage” and hide their abilities or let their talents wither and die.
"Helping Gifted Children Soar"
by Carol A. Strip, Ph.D with Gretchen Hirsch
Gifted children have different situation. These children may also have had careful, loving parenting, although they may or may not received the exceptional opportunities available to families with more resources. But so long as gifted children receive reasonable opportunities to explore, think, and create, their intellectual gifts generally can thrive, sometimes even with relatively little stimulation. Their giftedness is part of the genetic endowment -the potential they brought along with them when they were born. Of course, this needs to be nurtured and encouraged by their parents and others, but it exists by itself.
Introducing children to a wide variety of learning opportunities actually helps identify those who are gifted. For example, suppose a group of young children goes to the museum to look at dinosaur bones. All of the children will be fascinate by the skeletons, but the gifted child may suddenly blurt out hat brontosauruses must have been leaf eaters because they had long necks, just like today's giraffes. 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 an are usually on a constant, intense quest to learn more -and that intensity might be one of the earliest indicators of giftedness.
Gifted children are often autonomous learners and much of what they learn will be self-taught. Still, they need parents and teachers to guide them, particularly because their intellectual development often outpaces their judgment.
Just as a smart child who is hard worker and a high achiever may be mistakenly identified as gifted, a truly gifted child may be labeled as a troublemaker, a nuisance, a classroom pest, or even suspected of having Attention Deficit Hyperactivity Disorder (ADHD). The bright child may end up in the gifted class, the gifted child in the principal's office, and neither of them is in the right place.
Of course, not every sassy, aggressive, acting-out child is gifted; many gifted children are patient, polite, kind, and helpful. Parents and teachers must observe the child over time to know precisely what they're dealing with.
Smart children may indeed be more sophisticated thinkers that children of prior generations simply because they've had more experiences and been exposed to more information earlier in life. Nonetheless, smart children can be overwhelmed by the rigor and demands of a gifted curriculum. Gifted children, on the other hand, generally thrive in this type of creative and challenging environment. In fact, if they don't receive the stimulation they need for their intellectual and social growth, some gifted students will simply “camouflage” and hide their abilities or let their talents wither and die.
"Helping Gifted Children Soar"
by Carol A. Strip, Ph.D with Gretchen Hirsch
Promoting Gifted Education in your community
Despite the fact that there is a strong need to build awareness of the purposes for gifted programs and the special needs of the students these programs serve, developing solid advocacy efforts for gifted programs has been an overlooked area in the field. Public awareness could rescue gifted programs from budget cuts and benign neglect by gathering much needed support, and parents can play a vital role in communicating with the public the neccesity of maintaining appropriate educational experiences for gifted students.
* Why Gifted Programs need Community Support?.
The educational needs of the nation's gifted students continues to be a controversial topic. The general public holds many different attitudes and beliefs relating to gifted and talented students. Unfortunately, there are also a number of misconceptions about gifted students. For example:
- they need no special programming, that they will succeed anyway;
- their families are always supportive;
- they are not aware of their differentness unless they are identified as gifted;
- they enjoy being examples for other students;
- they prefer social isolation.
These common misconceptions are directly related to the lack of knowledge many have about the characteristics and educational needs of exceptional students. If we hope to build and maintain community support for gifted programs, we must increase the awareness in the community of the unique needs and qualities of gifted students as well as the benefits of gifted education programs so we can
- resolve the equity vs. excellence debate;
- dispel myths about gifted students;
- locate and maintain funding sources for gifted education;
- recruit teachers into the field of gifted education; and
- create policies and/or mandates for gifted education.
* Equity vs. Excellence
Advocates of gifted education need to address the “Equity vs. Excellence” issue. Many community members perceive gifted programs as elitist. However, it is neither fair nor reasonable to provide equal educational programming and hold equal expectations for all students, regardless of their abilities. By providing enrichment and acceleration experiences for gifted students, we are providing them with what what they need, not superfluous or unnecessary education. Helping the community see and value the educational needs of gifted and talented students will help generate support for their special programming requirements.
* Dispel Myths
It is vital that advocates dispel the myths associated with gifted students. Several of the more comom myths are:
It is undemocratic to give special attention to the gifted. This myth relates back to the equity versus excellence debate. All students should receive educational programming that is appropriate to their needs and abilities.
Gifted students will do well on their own. Gifted students need special programs to meet their complex learning needs. Without special considerations, these students may not reach their full potential.
Gifted students should strive to be part of the mainstream. Our country was founded on the premise that all individuals would develop their natural talents for the benefit of society. We should not be satisfied with mediocrity when excellence and preeminence are necessary to compete in the ever-changing world marketplace.
Gifted students in special programs will have social-emotional problems. The reverse of this myth is probably more often true. If gifted students do not receive the necessary enrichment experiences they need, social-emotional discontent may surface.
* Improve Understanding
Educating the general public about the characteristics and needs of gifted students is of utmost importance in gaining community support. Presenting clear facts and information relating to current research can help improve the public's knowledge and perceptions of gifted children and the programs that serve these unique students.
Enhancing community support for gifted education will help locate and maintain financial support for gifted programs. Funding for gifted education is limited, with additional budget cuts occurring from year to year. In order to keep gifted programs appropriate funded, it is imperative that we improve public opinion and awareness of the benefits of quality educational options for gifted students. As taxpayers, citizens play a crucial role in the appropriation of funds for various programs that affect gifted education. As stakeholders in the system, these same community members need to be made aware of the impact appropriate gifted programming can have on both students and the community as a whole.
* Recruit Teachers
Strong public support will encourage teachers to enter the field of gifted education and to sustain, perhaps increase, the number of teachers pursuing degrees and certification in gifted education. It is essential that student-teacher ratios be kept low in the gifted classroom to ensure that the needs of these exceptional students can be adequately addressed. Whenever teacher units are cut, class size grows. Continued public support can assist in recruiting and maintaining quality teachers for gifted students.
Finally, public endorsement is desperately needed to advocate for state mandates for gifted education so that appropriate educational opportunities can be assured to all gifted students. Again, citizens play a vital role in developing and establishing policies relating to education.
Continued legislative support is needed to ensure a certain future for gifted education.
* Why parents?
There are several reasons why parents make excellent ambassadors of spreading the word about gifted education. Parents are a primary, direct link between the school and the general community. This link can be nurtured and strengthened to become a vital and valuable resource. In addition, parents of gifted children have first-hand experience with the characteristics of gifted children and youth; they can influence other parents; they can make issues relevant and clear to the general public; they may have direct contacts to those in influential positions at the local, or national level; school administrators listen to parents; and parents can network to pool their skills for formulating and effective public relations plan.
While parents can be an excellent connection to the community, to be an effective advocate it is necessary to become well informed of the issues and policies relating to gifted education within the local school districts and state. Thorough research to acquire a strong knowledge base on concerns relating to gifted education will enhance accurate communication with the public. Misinformation can create more harm than good. Below are some more guidelines and activities:
- Speak out on behalf of gifted and talented children and appropriate educational programs and services;
- Be sure to stay on top of developments in your local school budget and curriculum planning decisions. It is always easier to have an impact on key decisions before they are made, rather than trying to undo unfavorable determinations;
- Advocate as individual parents and join others as well;
- Check to see if there is a local organization in your area already working on these issues;
- Check with your state gifted education organization. They may know of activists in your area.
- Offer to work with the state association on issues in the state capital and in Washington, DC;
- Consider starting your own local group to work with parents, teachers, and your local school board;
- Help make sure that gifted education programs and services in your area, as well as students activities and competitions, receive coverage in your local paper. The public gets behind local success stories!
by Kristen Stephens.
Steps to Becoming an Effective Advocate at the Local Level
- Get to know and communicate regularly with teachers interested in gifted and talented education, your school principal, your GATE program coordinator, and familiarize yourself with the program guidelines and any new laws affecting gifted education and parents of gifted students.
- Become an active participant at the school site by attending meetings, serving on the school-site council, GATE advisory commitee, or PTA.
- Form or join an advocacy group.
- Become aware of the duties and responsabilities of your local Board of Education and how they are implemented.
- Become and advocate with the local Board of education.
- Encourage other community members to become involved. Lobby your local officials.
- Use appropriate websites to stay current with local legislative information and action.
Author: California Association for the Gifted
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