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Dr. Barbara L. Branch Director, GATE/Extended Learning Nancy Craig, M.S. Curriculum Training Specialist Sacramento City Unified School District Fitting.

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Presentation on theme: "Dr. Barbara L. Branch Director, GATE/Extended Learning Nancy Craig, M.S. Curriculum Training Specialist Sacramento City Unified School District Fitting."— Presentation transcript:

1 Dr. Barbara L. Branch Director, GATE/Extended Learning Nancy Craig, M.S. Curriculum Training Specialist Sacramento City Unified School District Fitting Square Pegs in Round Holes Gifted Kids Don’t Always Fit

2 Dr. Barbara Branch GATE Teacher - 10 yrs. Principal of a school with GATE Program – 5 yrs Director of the GATE Program – Sac City – 7 yrs Consultant – 5 yrs Author Chairman – Capital Region GATE Consortium – 7 yrs Educator Rep to the California Association for the Gifted State Board from the Capital Region -8 yrs Passionate about the gifted – 30 yrs.

3 Who are the Gifted?

4 8 Gripes of Gifted Students 1.No one explains what being gifted is all about - it's keep a big secret. 2.School is too easy and not challenging 3.Parents, teachers, and friends expect us to be perfect all the time. 4.Friends who really understand us are few and far between. When Gifted Kids don't have all the answers, by Jim Delisle & Judy Galbraith

5 8 Gripes of Gifted Students 5.Kids often tease us about being smart. 6.We feel overwhelmed by the number of things we can do in life. 7.We feel different and alienated. 8.We worry about world problems and feel helpless to do anything about them. When Gifted Kids don't have all the answers, by Jim Delisle & Judy Galbraith

6 Bummer of a birthmark, Hal… Differing from the norm can have disadvantages…

7 Social and Emotional Needs  Asynchrony  Perfectionism  Sensitivity and Intensity

8 Asynchrony  Uneven development  Cognitive abilities surpass motor or emotional development  Seeks friends who are older  Relates well to adults

9 Asynchrony Gifted students are asynchronous. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels. For example, a 5-year-old may be able to read and comprehend a third-grade book but may not be able to write legibly.

10 Perfectionism  High expectations of self and others  Sometimes leads to limited risk-taking  May lead to low self-worth  Highly self-critical

11 Healthy Perfectionism vs. Dysfunctional Perfectionism  Healthy Reflective organism High personal standards Agreeable Extroverted Conscientious An Empirical Typology of Perfectionism in Academically Talented Children, Parker 1997

12 Healthy Perfectionism vs.. Dysfunctional Perfectionism  Dysfunctional Excessive concern about mistakes, doubts, or parental criticism Anxious Disagreeable Doubts about actions An Empirical Typology of Perfectionism in Academically Talented Children, Parker 1997

13 Healthy Goal Setting The pursuit of excellence by individuals who enjoy setting and attaining high standards is not perfectionism.

14 What Parents Can Do Help your child to Keep striving when first attempts are unsuccessful. Don’t quit when the going gets rough Don’t punish yourself for failing. Hold onto your ideas and believe in your ability to reach them. Recognize that there are good parts and bad parts to perfectionism. Perfectionism, Carole C. Peters

15 Intensity Emotional intensity in the gifted is not a matter of feeling more than other people, but a different way of experiencing the world: vivid, absorbing, penetrating, encompassing, complex, commanding - a way of being quiveringly alive.

16 INTENSITY A salient descriptor that characterizes the personality of a gifted child is intensity. Intensity takes many forms that can be both strengths and weaknesses. Recognizing and understanding these intensities can help toward improving the social and emotional life of a child. From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

17 INTENSITY OF THOUGHT “Her mind is always whirring.” From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

18 INTENSITY OF PURPOSE “Once he makes up his mind to do something, he’s not satisfied until it’s accomplished.” From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

19 INTENSITY OF EMOTION “She internalizes anything anyone says about her.” From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

20 INTENSITY OF SPIRIT “He’s always looking for someone less fortunate who needs help.” From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

21 INTENSITY OF SOUL “She asks questions that philosophers have asked for centuries and gets upset when we can’t give her definitive answers to them.” From J.R. Delisle, Once Upon a Mind: The stories and scholars of gifted child education

22 Gifted Kids and Brain Activity

23 MRI Research “Brains on Fire”  Bright red blazes of high metabolic activity burst out all over the scan. Each red patch represents millions of microcombustion events in which glucose is metabolized to provide fuel for the working brain.  Gifted brains are remarkably intense and diffuse metabolizers.

24 MRI Research “Brains on Fire”  Gifted thinkers are rarely one-mode thinkers.  Gifted brains are essentially "hyper- sensitive

25 MRI Research “Brains on Fire”  Enhanced Sensory Awareness / Sensitivity  Enhanced Memory Efficiency and Capacity  More Efficient Organizational-Analytic Capacity  More Extensive Associational-Synthetic Capacity  Greater Potential for “Creative-Corporate Thinking”

26  Neurological characteristics carry a number of potential drawbacks sensory, emotional, and memory overload, sensory hypersensitivities, personal disorganization, sensory distractibility, delayed processing due to "analysis paralysis" (or getting "lost in thought" due to an excess of options) mental fatigue MRI Research “Brains on Fire”

27 What Parents Can Do  Accept children's' emotions:  Exercise appropriate discipline as this helps develop a sense of security  Discuss feelings openly

28 What Parents Can Do  Take time to listen to children's ideas, opinions and feelings.  Appreciate their sensitivities, intensities and passions.

29 Reassure them when they are afraid and help them to find ways of expressing their intense emotions Realize that they become frustrated when their physical capabilities do not match their intellectual abilities Honor emotions in boys as well as girls. What Parents Can Do

30 Realize that sensitivity does not mean weakness. Find like-minded peers for them to prevent social isolation. Provide professional counseling where appropriate; it is important both to support healthy emotional development and to prevent social and emotional problems. What Parents Can Do

31  Encourage your child to explore all of the possibilities for his or her talents.  Find mentors for your child in the areas of their passion.

32 What Parents Can Do When children protest that something doesn’t bother them, it could be the thing that is hurting them; for example, what others think, lower than typical grades, not winning a competition, or not being selected for a team or activity.

33 What Parents Can Do  Help your child with decision-making skills.  Help your child prepare for college (6-8 grade)

34 What Kids want you to know  Come into my bedroom at night, tuck me in and sing me a song. Also tell me stories about when you were little.  Give me hugs and kisses and sit and talk with me privately.  Spend quality time just with me, not with my brothers and sisters around.

35 What Kids want you to know  Give me nutritious food so I can grow up healthy.  At dinner talk about what we could do together on the weekend.  At night talk to me about anything; love, school, family etc.

36 What Kids want you to know  Let me play outside a lot.  Cuddle under a blanket and watch our favorite TV show together.  Discipline me. It makes me feel like you care.  Leave special messages in my desk or lunch bag.

37 What Gifted Adults Want You to Know There aren’t any models of high achievement in our lives, so we don’t even know what is possible for us. We don’t know what others can do so we don’t ever explore what we can do. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

38 What Gifted Adults Want You to Know We know our talents and abilities, but being comfortable is very important to us so we don’t do anything that may jeopardize that. And standing out from the crowd in any way is definitely uncomfortable. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

39 What Gifted Adults Want You to Know We have a lot of interests and can’t choose which one or two we want to pursue in depth. We get lost by getting caught up in, or being reasonably good at, too many things. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

40 What Gifted Adults Want You to Know We are extremely perfectionistic and would rather not do something at all than be wrong or inadequate at it. We avoid trying to avoid failing in any way.

41 What Gifted Adults Want You to Know We decide not to decide. When offered a choice, we find ways not to make a decision and either let someone else do whatever it is for us, or put it off until it becomes forgotten.

42 What Gifted Adults Want You to Know We move forward in life, but stop just before reaching the goals we set for ourselves. We are perfectionistic and fear not being able to have what we want so we quit before we get close enough to find out.

43 What Gifted Adults Want You to Know We set impossibly high standards and then blame ourselves when we can’t reach them. We consider any success only an accident. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

44 What Gifted Adults Want You to Know There aren’t any models of high achievement in our lives, so we don’t even know what is possible for us. We don’t know what others can do so we don’t ever explore what we can do. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

45 What Gifted Adults Want You to Know We’ve gotten very good at talking our way out of just about any situation and use this skill to avoid completing our tasks or being prepared for our responsibilities. We make excuses with a smile and people accept this from us. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

46 What Gifted Adults Want You to Know We thrive on excitement and spend life totally on the edge. We take risks on a grand scale, even if we aren’t prepared for them or their consequences. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

47 What Gifted Adults Want You to Know We want things our way and have a lot of trouble listening to authority. Though it seems we are very outgoing, we just want to do enough to get by so that people will leave us alone. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

48 What Gifted Adults Want You to Know We think we know a whole lot more than everyone else and tend to blame our failures on others’ ‘incompetencies’. We’re right, they’re wrong. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

49 What Gifted Adults Want You to Know We only take on challenges at which we know we will succeed. We win, but at levels much below our potential. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

50 What Gifted Adults Want You to Know We only take on challenges at which we know we will succeed. We win, but at levels much below our potential. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

51 What Gifted Adults Want You to Know We only take on challenges at which we know we will succeed. We win, but at levels much below our potential. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

52 What Gifted Adults Want You to Know We only take on challenges at which we know we will succeed. We win, but at levels much below our potential. Gifted but Underachieving, Sonia Dabboussihttp://giftedforlife.com /Sonia Dabboussi

53 Summary Social and Emotional Needs  Asynchrony  Perfectionism  Sensitivity and Intensity  Multi-potentiality

54 Make Yourself Aware Educate yourself about the needs of your gifted child.

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