3. PURPOSE
Identify types of GT students with social and
emotional characteristics.
Address how to nurture social and emotional
problems of GT students.
Provide strategies that will help social and emotional
GT students become successful.
Identify individuals and environments that influence
the social and emotional development of gifted
students.
4.
5. TAGT CORE KNOWLEDGE AREAS AND
TEACHER COMPETENCIES
3.1 Identifies individuals (family members, teachers, peers, and others)
and environments (school, home, and community) that influence the
social and emotional development of gifted and talented students.
3.2 Identifies how characteristics of under-represented groups of
gifted and talented students influence their social and emotional
development.
3.3 Uses strategies for nurturing the social and emotional development
of gifted and talented students at home and in school.
3.4 Understands approaches for educating and involving parents, the
community, and other professionals in supporting gifted and talented
children.
6. I-10 Builds a positive and respectful classroom en
I-10 Builds a positive and respectful classroom
environment
7. “…People are different from each other…no
amount of getting after them is going to change
them. Nor is there any reason to change them,
because their differences are probably good.”
-David Keirsey, Ph.D.
8. Ten Myths in Gifted Education Video
http://msde.state.md.us/GT/GT_Myths.mov
9. Ten Myths in Gifted Education Video
http://www.youtube.com/watch?v=4wOWEGy
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10. After viewing Top Ten Myths in Gifted Education
Video, answer the following question:
What happens when we do not
address the needs of gifted
students?
11. WHAT IS SOCIAL & EMOTIONAL DEVELOPMENT
(K. Reinsber, 2007)
Where a child is able to:
• have self-confidence and empathy.
• develop social skills with friends or peers.
• have a sense of importance and value to those
around them.
• form and sustain positive relationships.
• manage and express emotions.
• explore and engage with the environment.
12. Social-Emotional Needs of Gifted Students
Developmental stages occur for gifted students
at a younger age (Webb & Klein, 1993).
Gifted children may face, but not limited to:
• Family poverty
• Substance abuse
• alcoholism
13. Causes of Problems
• The environmental setting (e.g., family, school,
or cultural milieu).
• Intellectual and personality attributes of gifted
children can be associated with potential
problems (Clark, 1992; Seagoe, 1974).
15. POSSIBLE PROBLEMS THAT MAY BE
ASSOCIATED WITH GT STUDENTS
(CREATED BY JAMES T. WEBB 2000 (KID SOURCE)
16. POSSIBLE PROBLEMS THAT MAY BE ASSOCIATED
WITH GT STUDENTS
(CREATED BY JAMES T. WEBB 2000 (KID SOURCE)
Sensitive
Manipulative
Bored
Perfectionistic
Depressed
Disruptive
Stubbornness
Impatient
Bossy
Frustrated
Hyperactive
Disorganized
Scattered
Humorous (class clown)
Misunderstood
Strong-willed
17. Types of Gifted Students
There are 6 different types gifted individuals:
Type I-Successful
Type II-Challenging
Type III-Underground
Type IV-Dropouts
Type V-Double-Labeled
Type VI-Autonomous
18. Type of GT Student Definition
TYPE I: SUCCESSFUL THESE CHILDREN ARE USUALLY
SUCCESSFUL ACADEMICALLY, AND
IDENTIFIED AS GIFTED AT SCHOOL.
TYPE II: CHALLENGING THESE STUDENTS PROCESS A HIGH
DEGREE OF CREATIVITY AND MAY
APPEAR TO BE OBSTINATE, TACTLESS,
OR SARCASTIC. THEY QUESTION
AUTHORITY AND CHALLENGES THE
TEACHER IN FRONT OF THE CLASS.
TYPE III: UNDERGROUND THESE STUDENTS HIDE THEIR
TALENTS, RESIST CHALLENGES AND
DROP OUT OF GIFTED SCHOOL
PROGRAMS BECAUSE OF THEIR
SHYNESS.
19. Type of GT Student Definition
TYPE IV: DROPOUT THESE STUDENTS ARE ANGRY THE
SCHOOL DOES NOT RECOGNIZE THEIR
ABILITIES AND DOES NOT ADDRESS
THEIR ACADEMIC NEEDS.
TYPE V: DOUBLE-LABEL THIS GIFTED CHILD IS OVERLOOKED
BECAUSE THEY HAVE PHYSICAL,
EMOTIONAL, OR LEARNING
DISABILITY.
TYPE VI: AUTONOMOUS LEARNER THESE ARE SELF-CONFIDENT
STUDENTS THAT ARE ACADEMICALLY
SUCCESSFUL, MOTIVATED, GOAL-
ORIENTED, AND RESPONSIBLE.
20.
21. Common Characteristics of
The Gifted Underachiever
• Low self-esteem
• Negative attitude toward school/learning
• Reluctance to take risks or apply one’s self
• Discomfort with competition
• Lack of perseverance
• Lack of goal-directed behavior
• Social isolation
• Weaknesses in skill areas/organization
• Classroom disruption in class and resistance
to class activities
22. The Underachiever
Gifted underachievers fail in some areas but tend to
exhibit two general behavior problems:
① aggressive
(stubbornly refuses to comply with requests, disrupting others,
reject drill activities, alienating peers, and lack of self direction in
decision making)
② withdrawn
(lack of communication, working alone, little attempt to justify
behavior, and little classroom participation (Sousa, 2003).
23. 5 Types of Underachievers
Low grades,
high test scores
Low test
scores, high
grades
Low
performance in
all subjects
Low
performance in
certain subjects
Unnoticed
24. Strategies Teachers Can Use To Help
Gifted Underachievers
• Accept the fact that students are gifted
• Students do not want to underachieve or fail
• Help students learn coping skills
• Students have low self-esteem
• Teacher should be skilled in guidance techniques
• Have an accurate understanding of the nature of
giftedness
• Possess a positive attitude towards working with
these types of students
27. OVEREXCITABILITIES
Psychomotor excess of energy that may be expressed
as a love of movement, rapid speech
impulsiveness & restlessness.
Sensual heightened sensory awareness (ex. touch,
taste, smell)
Imaginational vivid imagery, use of metaphor,
visualizations, & inventiveness.
Intellectual persistence in asking probing questions,
love of knowledge, discovery, theoretical
analysis and synthesis, independence of
thought.
Emotional expressions might include deep
relationships, concern with death, feelings
of compassion & responsibility,
depression, need for security, self-
evaluation, shyness, & concern for others.
28. "Overexcitabilities" Used to Predict Giftedness
Question: What can you do in your
classroom to accommodate the
“overexcitabilities” of a gifted student?
29. Strategies for Gifted Learners with overexcitabilities
• Allow time for your child to express his or her
overexcitability in a safe environment. For
example, make time for physical activity or
daydreaming.
• Educate your child and others involved in your
child's life on overexcitabilities.
• Encourage your child to focus on his or her
strengths and to use his or her
overexcitabilities to an advantage.
30. Strategies for Gifted Learners with overexcitabilities
• Teach your child skills to manage his or her
overexcitabilities effectively like emotion
regulation techniques (e.g., deep breathing
exercises for dealing with stress or anger.
• Emphasize your child's differences as a positive
and not a negative. Help your child to understand
that being different is okay and should be
celebrated as such.
31. 20 Tips For Nurturing Gifted Children
BY BERTIE KINGORE, 2008
QUESTIONS:
1. Do you use any of these strategies? Which
ones?
2. Which of these strategies will you use in your
classroom? How would you incorporate them
into into your lesson plan?
