They believe that only they are aware of their limitations, near misses, and potential for error. They attribute their success to luck, not ability. In an attempt to maintain an illusion of perfection, they avoid situations in which they might not be the best. This is called Impostor’s Syndrome.
All AboutEmotional Needs
What better way to learn about gifted students’ needs than by talking to gifted adults? Here’s a tour of some of the resources I found online.
Multipotentiality is a fancy way of saying “good at many things.” It’s a defining trait of gifted kids, and you’ve probably seen it in action: a student writes beautifully, has mastered a musical instrument, excels in math, and still gets picked near the top in PE. Yet, this trait is one of the Eight Great Gripes of gifted kids.
The obvious benefit of gifted students’ increased sensitivity is that they learn faster, since they pick up on so much more. But this sensitivity also has a dark side: turning our kids into anxious worriers.
It’s so easy to assume gifted kids will be the academic leaders in a classroom. Beacons of light for the other kids to follow. Dina Brulles and Susan Winebrenner explain the problem…
To understand how giftedness and physical energy are connected, stop picturing a fidgety kid interrupting the class. Instead imagine him deeply engrossed in his favorite activity.
Joanne Foster led an interesting session about the true causes of students’ procrastination. It’s more complex than simple laziness.
If you’re wondering what an “intellectual overexcitability” might look like, here’s me in kindergarten…
The wise teacher knows how hard to push her class and when to ease up, because self control is a limited resource for everyone.
I am frequently asked about research supporting gifted programs. Is there evidence that putting gifted kids together is a good thing? The short answer: yes.