In October of this year, I was informed that TAGT would no longer be supporting gtchat. Our final chat with TAGT’s support was December 21st. I’d like to express my gratitude to TXGifted for their support over the past 12 years. In 2024, #gtchat will chart a new course. (See joint statement below.)
I would like to thank Deborah Mersino for her foresight to start the conversation on Twitter in 2010 and Jerry Blumengarten (@cybraryman) for his expertise at the beginning of #gtchat and continual support throughout the years.
Please take time to follow gtchatmod and my personal account on Twitter (X) and the Global gtchat Facebook Page for updates. Moving forward, I will have full control of the gtchat ‘brand’ and intellectual property rights to the content produced on this blog. It is my hope to continue the conversation and am currently researching my options.
If anyone would be interested in supporting my work in the future, please contact me at >>> gtchatmod@gmail.com <<< I welcome all ideas (see questions above) from my readers as to what you would like to see from gtchat.
Thank you all for joining the conversation the past 12 years. Stay tuned!
Empathy is how one thinks about someone else’s emotions or perspective. It is imagining walking in the other person’s shoes. How empathy is defined can influence its expression in everyday life. It is a skill which can be taught, but not always learned. It affects interpersonal relationships with friends and foes. Empathy is the basis for creating a caring environment both at school and at home. It begins with empathetic leadership, leading by example. It can be a defining moment in one’s developing humanity.
Throughout their lives, gifted students will face instances where an empathetic response can be the difference between doing what’s right and honorable or allowing a self-centered reaction to be a reflection of their character. Nurturing empathy in young, gifted students assists in their becoming self-aware and increases the potential for positive interactions with peers. Gifted children can develop empathy through mindfulness, developing an appropriate emotional vocabulary, and being provided with opportunities to express kindness toward others. It enhances their ability to face adversity and trauma by becoming more resilient.
When children are not taught the lessons of empathetic living, they can become susceptible to narcissism, aggression, and a sense of entitlement. Lacking the social skills to express empathy can affect a child’s ability to thrive in the adult world. It can affect work performance, goal attainment, productive social interactions with colleagues. Empathy is the antithesis of bullying; a foundation for social engagement; the basis for better communication skills; an antidote to racism; and an avenue toward success.
Teaching empathy in the classroom does not need to be hard. It requires a bit of spontaneity; a willingness to look for teachable moments while students are searching for answers. It can be as simple as connecting with your students. Bibliotherapy can be an entry point for teaching empathy. Putting aside technology for a moment and providing for face-to-face interactions can be beneficial. Encourage students to think about empathy through writing prompts. Additional strategies to teach empathy include practicing kindness in the classroom, teaching kids how to regulate their own emotions, engaging students in cooperative learning experiences, and encouraging students to help others.
Resources for teaching empathy can be found in the library – books about empathy, kindness, and role models. Online resources can include reaching out to potential mentors, facilitating connections with peers, and providing speakers who specialize in the development of empathetic skills. Teachers can also seek out curriculum that defines and integrates competencies associated with empathy. Students should be provided with student-centered, authentic instruction.
What can parents do at home to nurture empathy? Nurturing empathy at home begins with being aware of and respecting individual needs. Children learn empathy when they experience it. Parents should emphasize the importance of caring for others both inside and outside of the home. As in school, children need to be provided opportunities to express empathy toward others. Parents can talk to their children about empathy; discuss ethical dilemmas and way to resolve them; and develop strategies to control their own emotions.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZDT/11AM AEDT/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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@gtchatmod
How society views the nonconforming behavior of many gifted children has often been detrimental to the well-being and self-perception as a gifted child. It perpetuates the myth that these children are misfits and need to be fixed or reigned in somehow. It can’t be underscored enough that responsible adults in a GT child’s sphere of influence must advocate on their behalf. Societal pressures can have long-lasting, negative effects on their behavior. By failing to understand the underpinnings of a gifted child’s behavior, society places undue expectations and negative consequences for those deemed too different, too sensitive, too perfectionistic.
A misdiagnosis of a gifted child can lead to profoundly inappropriate responses to behaviors they are displaying. Although there are children who are twice-exceptional, many gifted behaviors may be misdiagnosed as a comorbid disorder; but aren’t. Misdiagnosis can lead to inappropriate educational placements, unnecessary medical interventions, and reactionary parenting due to misunderstood behaviors. It is extremely important that parents and educators rely on the services of professionals experienced in dealing with gifted individuals when seeking help in diagnosing behaviors of gifted children.
Asynchronous development is manifested in gifted children by high intellectual ability, but maturity levels closer to age-peers. Adults who don’t understand the distinction often misread behaviors and respond with punitive consequences. It can be an overlooked indication of giftedness. An angry or defiant child may just be feeling misunderstood. A bored child may be seen as not paying attention. A bossy child may be trying to express advanced knowledge. It’s important for parents to constantly remind themselves that gifted kids are still kids who need guidance and nurturing. When confronted with real-life fears and trauma, they need emotional support just like any other kid.
What unique behavioral challenges do twice-exceptional children face? Our twice-exceptional population is one of the least recognized in education today. Little attention is paid to this group of students in teacher prep programs or professional development. This can lead to inappropriate placement as well as interventions. Twice-exceptional students – #2ekids – are far too often recommended for special education services when gifted classes would benefit them so much more. Their behaviors can be exacerbated by failing to recognize their intellectual abilities. They do exhibit challenging behaviors, but it’s the responsibility of adults to find appropriate ways to manage these behaviors. Accommodating their strengths before remediating weaknesses is an important first step.
What strategies can be used in the classroom to promote positive behaviors in GT students? The late Barbara Clark (Growing Up Gifted) suggested GT kids be placed with intellectual peers and teachers who enjoyed teaching them; be exposed to a challenging, deep and complex curriculum; and given guidance to understand the nature of giftedness. Managing classroom behaviors of gifted students begins with acknowledging they will become bored and need differentiated and challenging curricular activities. If they challenge your authority, don’t take it personally; be understanding. Providing ample opportunities for student choice and voice in the classroom can reduce misbehavior and increase engagement.
What preventative strategies can parents use to reduce negative behaviors at home? Building a relationship based on honesty, respect for their opinions, and spending quality time together is way to reduce negative behaviors at home. Offer choices, rather than demands. Provide intellectually stimulating activities. Parents should teach their gifted child strategies for controlling their emotions, such as, mindfulness. It’s also important to teach respect for others’ perspectives which will benefit them throughout their lives.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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@gtchatmod
Many, if not most, school districts will rely on some type of remote (during COVID outbreaks) or hybrid learning in the coming school year. Gifted education needs to be integrated into any programs offered to GT students. Gifted education specialists and coordinators will be key to advocating for and implementing any program offered during the ongoing pandemic. Less than a generation ago, it would have been unconceivable and mostly unwanted to provide gifted education either remotely or in a hybrid situation. The past 18 months have changed many attitudes to the possibilities it may offer.
Disruption in all areas of education has entered its third year, and early resolutions for identifying GT students for services may no longer apply. Simply delaying the process cannot be the answer. The need for professional development in the area of gifted education has taken on new urgency. Traditional sources for identifying GT students have been put on hold, and concerns about teacher bias have been raised. Gifted education specialists and coordinators can consider identification based on rolling admissions rather than as the result of collection of data at one point in time. Assessments should occur as time becomes available throughout the school year.
Online learning existed long before the pandemic to provide enrichment & accelerated opportunities as well as to meet the needs of rural gifted students. Research-based procedures can be applied to today’s hybrid and remote learning situations. Remote and hybrid learning provide an opportunity for faculty and staff to expand collaboration, reimagine co-teaching, and to extend professional learning to include gifted education. In schools with limited gifted education faculty, involvement with students may need to include coordinators who previously only interacted with staff. Specialists can support classroom teachers to develop differentiated instruction.
What can gifted education specialists do to create authentic independent learning experiences for GT students during remote learning? Authentic learning experiences begin with removing barriers that prevent GT students from realizing their goals. Internet access, culturally responsive teaching, and promoting student voice and choice are important factors. Specialists and coordinators can work closely with classroom teachers to provide opportunities for students to connect with faculty, experts in their areas of interest, and intellectual peers. Online tools can be utilized to provide authentic audiences, capture student voice, and facilitate peer interactions both locally and globally.
Providing online professional learning has become paramount in the era of COVID19. Most PD and educational conferences moved quickly to online platforms. In many ways, it increased the availability of high-quality PD to a wider audience. Gifted education coordinators now have an opportunity to share instructional strategies, guidance on the SEL needs of gifted students, and to increase staff capacity of who are knowledgeable about gifted education in a virtual environment. GT coordinators can facilitate growth through such means as a “systematic, job-embedded book study process that includes the elements of study, select, implement, analyze, & adjust (Fugate & Bower 2019)”.
How can gifted education specialists and coordinators support families during remote learning? Gifted education specialists and coordinators can communicate with families to help them balance the demands uniquely associated with the pandemic – working from home or even job loss, home-schooling, and trauma. They may need to facilitate extraordinary opportunities for GT learners such as flipped learning for students who have added family responsibilities (i.e., caring for younger siblings) during the normal school day.
A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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@gtchatmod
Global #gtchat 