Category Archives: Asynchronous Development

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

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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

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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.

Developing Social Skills in Gifted Children

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“The day a child is identified as a gifted learner life changes for them and their families.” ~ Angie French

Social skills are necessary skills that allow children to get along with others; especially age-peers. These skills include self-control, good manners, and being able to cooperate, communicate and engage with others. These skills are not innate; they must be taught and gifted children are no exception. Too often adults mistakenly think all gifted children can develop social skills instinctively.

“Social skills is a huge area encompassing all the ways we get along with other people – parents, peers, teachers, etc. [They] include a vast array of “hidden” and “zero order” skills – things only noticed when they fail. GT kids may need extra help with social skills, as their peers might be few and far between ” ~ Dr. Peter Flom

Academic placement can affect social competency. Poor and inappropriate placement exacerbate its development. When gifted kids enter school without social skills, behavior can be misinterpreted as being spoiled rather than being bored and unchallenged. (Ruf)

Who should be responsible for teaching social skills – parents, schools, or both? Although both parents and schools need to teach social skills, it initially starts at home. Basic social skills need to be in place long before the child enters school. For gifted students, schools need to differentiate instruction taking asynchronous development and individual needs into consideration.

“Parents can be their safe place of acceptance. GT kids often feel different – being OK with self can help with social anxiety.” ~ Shanna Weber

The conversation then turned to where and how should social skills be taught in schools – regular classroom; pull-out sessions; with intellectual peers? Social skills can be incorporated into all phases of school life. Pull-out classes can deal with issues associated with giftedness. Regular classrooms provide the opportunity to practice social skills with age-peers. Particular skills may need to be taught when gifted kids are working with older intellectual peers; new circumstances. Margaret Thomas added an important reminder, “GT kids don’t want to be singled out, condescended to, or lumped with label of lacking emotional intelligence.”

“Let kids problem solve social issues. Don’t rescue them but guide them. Nudge them to get comfortable with uncomfortable.” ~ Valerie King

What are some things parents can do to teach social skills at home? Modeling good behavior at home is an important part of parenting. They can be vigilant in discussing the importance of other’s feelings (empathy) in response to one’s own behavior. Jo Freitag of Gifted Resources and Sprite’s Site suggested, “Parents can role play possible situations with their children to try various outcomes.” Parents need to set clear rules and family standards; have high, but reasonable expectations. (Pfeiffer) They should look for signs of aggressive or anxious behavior; consider professional help when necessary. Carol Bainbridge, gifted expert at About.com, added, “Responses children get from parents, peers, and teachers helps them learn what is and isn’t appropriate social behavior.” A transcript of the chat can be found at Storify.

“Final thought: Just as we never stop learning, we never stop building social skills. Everyone can develop confidence with others.” ~ Jeremy Bond

 

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:

Highly Gifted Children & Peer Relationships

Raising a Well-Adjusted Gifted Child: Value of Promoting Social Intelligence

Social Skills

Social & Emotional Issues 

Teaching Social Skills to Young Gifted Children: Why & How

AUS: Behaviour, Emotions, Social Development: Gifted & Talented Children

How to Teach Social Skills to Gifted Kids

The Psychosocial Concerns & Needs of Gifted Students (pdf)

Tips for Parents of Gifted Children: What Most Parents Wish They had Known

How to Help Your Gifted Kid Thrive

The Relationship between Placement & Social Skills in Gifted Students (pdf)

Practical Strategies to Enhance Gifted Students Social & Emotional Skills

Turkey: A Qualitative Study to Understand the Social & Emotional Needs of Gifted Adolescents (pdf)

Develop Non-Cognitive Skills to Assure Students’ Success

Teaching Adolescents to Become Learners Role of Non-cognitive Factors in Shaping School Performance (pdf)

Early Identification of High-Ability Students: Clinical Assessment of Behavior (pdf)

Socioemotional Competencies, Cognitive Ability & Achievement in Gifted Students (pdf)

Sprite’s Site: Socialization

Sprite’s Site: Making Connections

The 7 Habits of Happy Kids (Amazon)

Humanoid Robotics and Computer Avatars Could Help Treat Social Disorders

Hoagies Gifted: Social Emotional Aspects of Giftedness

Cybraryman’s Mental and Emotional Health Page

Cybraryman’s Social Skills Page

Living with Gifted Children from Gifted Homeschoolers Forum

Writing Your Own Script: A Parent’s Role in the Gifted Child’s Social Development from Gifted Homeschoolers Forum

Photo courtesy of morgueFile.  Graphics courtesy of Lisa Conrad.

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