2. Identify some known characteristics of a
Teacher Pleaser
Identify some known characteristics of a
Potentially Gifted Student
Identify when students should be referred for
PEGASUS screening
3. A Potentially A Teacher Pleaser
Gifted student is a is one who has
student who is and/or does all
pleased with the nice, pleasing,
original work, helpful, and
right or wrong, considerate things
and who is strongly in class as well as
opinionated bails you out of
regarding moral uncomfortable
issues. situations when
possible.
4. Time Pleaser
On time
Assignments are on time
May get upset with time/power tests
If she is late she makes sure to follow all
necessary procedures
Will remind you of the time in class
Will assist others in meeting time limits
Organizes games so they can have the most
playing time available
Good follower to keep game going
5. Question/Answer Pleasers
Asks safe questions
Responds with safe answers
Avoids controversy
One of the first to answer questions
One of the first to ask questions
Will change an answer quickly to please
Volunteers quickly
Will practice material learned
6. Social Pleaser
Polite to all
Papers are neat and orderly
Asks to help you
May be overly polite
Follows all the procedures
Uses yes, no, thank you, and please
Will organize games
Participates on the team chosen without fussing
Is a good follower
May act as a peacemaker
7. Generally have good writing skills
Neatness is important to him/her
Possess a large amount of factual content
Good thinkers
Problems begin to occur when they are asked
to analyze, synthesize, and evaluate
Known to change answers if they perceive a
different teacher desire or textbook response
8. Academic
Possessesmuch knowledge and factual
information
Catches on quickly
Works independently
Conveys ideas effectively
Has a good attention span if material is not
routine
Answers questions that are stimulating
May show creative and inventive power
May disagree with „teacher/textbook” answers
Has a good memory
9. Takes charge but many not follow through
Anticipates outcomes
Is logical most of the time
Possesses more than one special talent
Reads at an advanced level
May display spontaneous intellectual outcomes or
conclusions
Responses may be thought-provoking
May frequently respond in an elaborate manner
Responses may show creativity
Is aware of things other students are not
10. Behavior
May not show neatness or order in work
Adjusts to new situations easily
May resent always helping others when finished with
his/her work
Is good in physical activities
Has a good attention span if material is not routine
Takes charge but may not follow through
Anticipates outcomes
Is logical most of the time
Expresses him/herself in a more mature manner
Is aware of things other students are not
May show behavior unacceptable in your classroom
May show behavior elaborate for the situation
Displays spontaneous behavior
11. May display attitudes of indifference that are
often perceived as arrogant, inconsistent,
and/or not acceptable in the classroom.
May be disruptive to the order of the
classroom because of the elaborate or
provocative questions they ask.
Usually good at logical reasoning; their
ability to sequence and reason may make you
feel uncomfortable.
May also have some of the traits of Teacher
Pleasers
12. Capacity for being active and energetic
Sensual pleasure or displeasure emanating
from sight, smell, touch, taste, and hearing.
Marked need to seek understanding and truth
Heightened play of imagination with rich
association of images and impressions
Heightened, intense feelings, extremes of
complex emotions, identification with
others‟ feelings, and strong affective
expression.
13. Students may get easily bored with routine classwork.
Some may say so, often and loudly. Others may tune out
and say nothing.
Students may work intently on one area or subject,
neglecting homework and classwork in other areas of
study.
Students may use their advanced vocabularies to
“retaliate” against those who are not so verbally well-
endowed.
Students may get so excited about a discussion or topic
that interests them that they monopolize the conversation
or begin “preaching” about it, even to the teacher.
Students may get excited about a particular topic but,
once initial interest is satisfied, resist doing additional
work that relates to the topic. Their follow-through is
weak.
14. Students may dislike or resent having to work with
others who are not of equally high abilities, and they
may express this dissatisfaction through words or loud
sighs.
Students may possess a vast knowledge of many
topics, and they may correct adults (peers) they
perceived as giving incorrect or incomplete
information.
Students may use their advanced senses of humor and
cunning to intimidate, manipulate, or humiliate
others.
Students may be self-assured and passionate about
particular political, social, or moral issues and state
their views openly, distancing themselves from
classmates who don‟t share (or care about) these
issues.
Students may prefer working independently and
resent any adult who wants them to “toe the line” by
following a specific procedure with which they
disagree.
15. Fill out Teacher Nomination Form before talking
to parent about testing.
Share Teacher Nomination Form with me.
I will look at cum file.
Decide together whether to ask parents for
permission to test.
Have parents sign Permission to Test form and fill
out Parent Nomination Form.
I will screen student and share results with you
and with parents.
If parents request screening, give them the
Permission to Test and Parent Nomination forms.
16. Mittan, K. (1989).Teacher Pleaser or
Potentially Gifted? Educational
Impressions, Inc.
Delisle, J & Galbraith, J. (2002). When Gifted
Kids Don’t Have All the Answers. Free
Spirit Publishing.
Dabrowski, K. & Piechowski, M.M. (1977).
Theory of Levels of Emotional
Development.Dabor Science.