Category Archives: Asynchronous Development

Coloring Outside the Lines – Growing Up Gifted

gtchat 04252017 Coloring

Growing up gifted has often been viewed through the elementary school prism that everyone should ‘stay within the lines’ when coloring, but a gifted child may want to do anything but … they yearn to color outside those lines! They march to their own drummer.

So … this begs the question … do societal attitudes affect the decision made by parents or an individual to forego confirming potential giftedness? Parents often make decisions based on prior personal experience; wanting to shield their children from negative experiences. Older gifted children want to ‘fit in’ and may attempt to avoid identification as gifted. There are also many gifted students who will not care about societal attitudes and go on to create their own path.

Being identified as gifted as a very young child can affect age-peer relations. Unfortunately, some kids can be cruel. Gifted kids may be singled out for being different. When young gifted kids are bullied for their ability, they may seek out older intellectual peers.

Negative aspects of identification include adults having unrealistic expectations concerning a child’s abilities and putting pressure on them to achieve. Gifted children are the subjects of many myths; adults and teachers may not understand apparent inconsistencies in ability and behaviors.

There are positive effects of being identified as gifted. Identification can be the basis for accommodations and interventions in gifted individual education plans. It allows for exploration of possibilities in areas where a gifted child can achieve their passions.

Is giftedness something that continues across the lifespan? Gifted children grow up to be gifted adults and this shouldn’t be based solely on achievement. The role of environment cannot be minimized; it’s effect must be understood. Many people do not realize they are gifted until adulthood.

Being identified as gifted as a child can affect how someone parents their own children. Many parents base their parenting style on how they responded to being considered gifted or not. Those who were identified as gifted may have a better understanding of what it means for their child.

It is important for adults who work with gifted children to fully understand the nature of giftedness and to not have expectations based on myths or incorrect information. A transcript of this chat may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

 

Links:

Creating Contexts for Individualized Learning in Early Childhood Education (pdf)

Gifted Children Have Special Needs, Too

Development of “out of the box” Thinking in Young Children

Raising Children Who Are as Good as They Are Smart

AUS: Recognition of Giftedness in Early Years of School Perspectives of Teachers, Parents & Children (pdf)

Giftedness Across the Lifespan: Do Gifted Children = Gifted Adults?

Giftedness Across a Lifespan

Bright Adults (Great Potential Press)

Off the Charts! Asynchrony and the Gifted Child (pdf, preview)

Many Faces of Gifted (pdf, PP)

The Two-Edged Sword of Compensation: How the Gifted Cope with Learning Disabilities (pdf)

Embracing Our Exceptionalities, Eccentricities & Sensitivities

Can I Just be Not Gifted for a Little 

Photo courtesy of Pixabay    CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Benefits of Social-Emotional Learning

gtchat 04042017 SEL

 

“We know from human history and the latest learning science that success comes from the combination of academic knowledge and the ability to work with others. We need public education to reflect this.” ~ Walter Isaacson, The Aspen Institute

Social-emotional learning has come to be acknowledged as an intricate part of academic success and personal well-being. It is how we acquire and effectively apply knowledge, attitudes and skills to understand and manage emotions. Social-emotional learning helps us set and achieve positive goals; feel and show empathy; establish and maintain positive relationships; and make responsible decisions.

Gifted students are constantly balancing academic endeavors with intense feelings and  greatly benefit from social-emotional learning. They often feel like they don’t “fit in”; and may be the subject of bullying. Asynchronous development can affect social-emotional aspects of gifted student’s life; they need social-emotional learning for its inherent coping skills.

Goals for social-emotional learning should consider acquiring skills that foster self-control and problem-solving; tools needed for success in life. Many schools acknowledge the benefits of social-emotional learning for academic achievement.

Assessing social-emotional learning can include asking students to identify facial expressions to measure social awareness. Teachers can track how long students will persevere through frustrating tasks as a measure of self-control. However, assessing information on friendships may be different for gifted students; different criteria should be used.

What are some inherent problems with using pre-packaged Social-emotional Learning Programs for gifted students? They include: progress is rigid; students are forced to pair or team with non-intellectual peers; and don’t meet the unique needs of gifted students or their asynchronous development. They accentuate differences felt by gifted kids and force them to comply with rules they may not agree with. (Casper)

Social-emotional learning is not a single program or teaching method. It involves coordinated strategies across classrooms, schools, homes, and communities. It is competencies and contexts for teaching them which should reflect the overall educational environment.

Check out the links below as we have added many additional ones since the chat. A transcript of this chat may be found on our Storify page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at 12.00 NZST/10.00 AEST/1.00 UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Online Tool Attaches Hard Numbers to Social-Emotional Skill-Building

Want Social-Emotional Learning to Work? The Careful Balance of Tech and Relationships

Should Emotions Be Taught in Schools?

Danger in a Can: Why Canned SEL Skill Programs in Schools Can Harm Gifted Ss More Than Help

What Are the 21st-Century Skills Every Student Needs?

Why Social and Emotional Learning Is Essential for Students

How to be More Empathetic (Video)

SEL Part of NYC Charter’s Foundation

Assessing Social Emotional Skills Can Be Fuzzy Work

Chicago School Revamps Model to Focus on Personalized SEL

Building Our Emotional Intelligence Future: How Development of Affective Computing and Artificial EI Transform Relationship with Technology

Gifted children: Emotionally immature or emotionally intense?

Encouraging Emotional Intelligence

Can Emotional Intelligence Be Taught?

Yale Center for Emotional Intelligence

Emotional Intelligence and Gifted Children

Sprite’s Site: Stories of the OEs

Feeling it all: Dabrowski’s Psychomotor Overexcitability

Teach Empathy with Literature

Behavior Expectations and How to Teach Them

Embedding Social Emotional Learning Across the Curriculum

Rethinking How Students Succeed

How 2 Minutes of SEL Can Change the Tone for the Day

Building Habits of Success and Measuring What Matters

National Commission on Social, Emotional, and Academic Development

The Impact of Enhancing Students’ Social and Emotional Learning (pdf)

Social, Emotional, and Academic Development (Infographic)

Summit Olympus is Placing Learning in Students’ Hands (Podcast)

Blended, Project-Based and Social Emotional Learning at Thrive Public Schools

Thrive Public Schools: Social Emotional Learning

12 SEL Organizations Making a Difference

Teaching Children to be Emotionally Intelligent

For Every $1 Spent on SEL, There’s an $11 Return

Social Emotional Learning in Elementary School (pdf)

Principles for Kindness: How to Instill Empathy in the Classroom

Photo courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

The Strong-Willed Gifted Child

gtchat 05242016 Strong Willed Child

 

Strong-willed gifted children can appear oppositional and fail to respond to traditional behavior interventions. They are characterized as uncooperative, stubborn, defiant, rebellious and arrogant. They can also be thought of as passionate, idealistic, and emotionally intense. Due to asynchronous development, gifted children may have a deep understanding of a problem but lack ability to deal with it.

A gifted child’s behavior is often misunderstood and misdiagnosed by professionals. Many characteristics of giftedness may appear similar to mental health and few professionals have training in gifted issues. Misdiagnosis can lead to inappropriate and ineffectual treatments which make matters worse.

Traditional behavior strategies don’t work because the underlying causes for the behavior are atypical for their age. A gifted child’s refusal to comply is often the result of deeply held yet inconsistent beliefs and feelings of injustice.

What info could be shared with teachers to help them understand this behavior as it relates to giftedness? Few teachers have a background in gifted education; basic information is a good place to start. Teachers need to know that gifted students don’t always know what they are good at; guidance may be needed to direct students to a place of understanding.

Scaffolding, a technique used in teaching, can be applied to helping gifted children deal with their emotions. It is a way to provide positive, but temporary support to a child during an emotional impasse; and can foster emotional growth as it leads to a positive, non-argumentative resolution of behavior issues. Scaffolding with gifted children promotes self-esteem and self-efficacy with long-term impact on reducing negative behavior. (Malonai 2016)

What positive steps can parents & teachers take to help strong-willed gifted children thrive? Parents can help their child discover who they are, their strengths by providing opportunities for recognizing personal strengths. Teachers can encourage students to follow their passions through school activities that challenge and validate them. Both parents & teachers need to provide positive supports before issues arise; celebrate good behavior when demonstrated. A transcript of this chat can be found at Storify.

 

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon (12.00) NZST/10.00 AEST/1.00 UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

 

Links:

7 Ways to Help Your Strong-Willed Gifted Child Thrive

5 Discipline Tips for When Time-Outs Don’t Work

Misdiagnosis and Dual Diagnosis of Gifted Children

Gifted Children: Mood Issues with Gifted Child

Helping Gifted Children Soar: A Practical Guide for Parents and Teachers (Amazon)

Living With Intensity: Understanding Sensitivity, Excitability, Emotional Development of Gifted Children (Amazon)

The Strong Willed Child, Limit Testing & Why Giftedness Matters

Are Strong-Willed Children Gifted?

Emotional Intensity in Gifted Students: Helping Kids Cope with Explosive Feelings (Amazon)

Parenting Gifted Kids: Tips for Raising Happy & Successful Gifted Children (Amazon)

Emotional Regulation and the Gifted Child 

Laughing at Chaos: Real Life Scaffolding 

Sprite’s Site: Columbus Cheetah, Myth Buster

 

Photo courtesy morgueFile  CC BY 2.0   Graphic courtesy of Lisa Conrad.

 

Disciplining Gifted Children

gtchat 04192016 Discipline

 

For a multitude of reasons, disciplining a gifted child can be difficult at best and nearly impossible at worst. Whether you are facing a ‘little lawyer’ or simply a child wise beyond their years, it is important to remember that they are still children who need guidance from time to time. Discipline should be construed as a means to teach, instruct, impart knowledge, guidance; rather than to punish. When adults confuse discipline and punishment, it’s hard for a child to learn from their mistakes. Children learn to fear failure when discipline is only conceived of as punishment for mistakes.

“Asynchronous development: false narratives around “maturity level” clashing with “IQ expectations.” ~ Tracy Fisher

The role of asynchronous development cannot be minimized when considering discipline for the gifted child. Asynchronous development defines a gifted child as experiencing many ages at once. Although they may possess an intellect that allows them to argue their position, they lack the maturity to accept reasonable limits on their behavior. Parents and teachers must be diligent not to succumb to arguing with children; consequences need to be enforced when established rules and conduct are not followed.

” Asynchronous behavior can make it tricky because the same kid who can manage calculus can’t make himself take a shower.” ~ Lisa Van Gemert

Gifted kids may experience academic success at an early age; later may revert to behavior deemed inappropriate for their age. Adults who don’t understand asynchronous development often misinterpret behavior; resort to punitive consequences.

How do we help gifted children cope with emotional intensity which may lead to bad or poor behavior?  Adults need to understand the role emotions play in the life of a gifted child; they may become overwhelming. All children experience emotions; it is the intensity of emotion that can lead to more serious concerns with gifted kids.

gtchat Discipline Photo courtesy Angela Abend

Graphic courtesy of Angela Abend

Society’s perception of conformity can affect how many view a gifted child’s behavior. Mis-perception of gifted behavior may lead adults to believing gifted kids are ‘too’ sensitive; ‘too’ perfectionistic. Some view gifted children as socially awkward; the gifted child begins to feel something wrong with them; self-doubt creeps in.

Sometimes misbehavior can be a sign of a more serious condition such as anxiety or depression rather than a discipline issue. Often a child may become withdrawn; being ‘quiet’ (beyond introversion) due to disengagement. Other signs which may signal a need for help include self-harm; aggressive behavior; threatening comments.

” Tackling misbehavior starts and ends with relationships. Talk to your kids. Treat them with respect. Teach strategies. Start with engagement. Give students a reason to be riveted, engaged, excited about learning. ” ~ Mary Phillips

What measures can be taken to prevent or reduce misbehavior in the classroom? Teachers should look for signs of disengagement and consider differentiation and/or personalized learning plans. Recognition and understanding that misbehavior may stem from boredom; early intervention with a more challenging curriculum can often be the answer. An appropriate response to misbehavior at school should coincide with a child’s age development stage. Valerie King, a teacher from Atlanta, GA, suggests, “More choice for students. More voice for students. More engagement!”

How to deal with misbehavior in the classroom? “Having reasonable expectations. Create a class culture of safety and acceptance. Anticipate. Intervene privately with kindness.” ~ Lisa Van Gemert

A transcript of the full chat may be found at Storify.

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon (12.00) NZST/10.00 AEST/1.00 UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

When Did Discipline Become a Bad Word?

Discipline for Different Ages

AUS: Raising Gifted Children

School Discipline: Standing Up for All Children in the Public School System

School and Learning Issues: A Closer Look at Giftedness

The Wildest Winds

Discipline and the Gifted Child

Gifted Children At Home (Amazon)

Meeting the Special Needs of Your Gifted Child

Monitoring Anxiety in Your Gifted Child

Four Ways to Reduce Behavior Problems 

How (Not) to Argue with Gifted Children

Sprite’s Site: Boredom Bingo

8 Ways Discipline and Punishment are Not the Same

Image courtesy of morgueFile  Graphic courtesy of Lisa Conrad.

%d bloggers like this: