Previously, we discussed using morality, multiple intelligences, and scholarly habits to analyze characters. Not only does this add deep layers to questioning, but (more importantly) it provides opportunities to discuss gifted students’ unique emotional needs. Personality types are another tool that serve these two needs.
All AboutEmotional Needs
Not only are they dealing with the usual trials of growing up, they are often doing it with an increased awareness of their faults, a frustration with being unable to do everything well, and a world that often doesn’t know what to do with them. Worse, they often lack the emotional tools to accompany their increased awareness.
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.
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…