How Will I Address Social/Emotional Characteristics
The content of this module discussed characteristics of gifted and talented children. As you read, you should have learned about the social/emotional characteristics and thought about several ways that you can meet the needs associated with the social/emotional characteristics. Before responding to this video, think about the most important social/emotional characteristic of gifted and talented students. As you watch, think about how you can meet that need in your classroom. At the end of the video, post three suggestions as to how you can meet that need.
For me, if I had to narrow the most important aspects of social/emotional development to a single characteristic, it would be negative perfectionism that results in failure-avoidant behavior. Some ideas for helping these gifted students deal with this type of cognitive/behavioral challenge are described as follows:
1. Realistic goal setting- teaching goal setting in terms of attainable benchmarks with a larger goal in mind. Reiterating that goals are mutable and often adapt based upon the learning process. Embracing the “happy accident” and illustrating, through engaging in classroom activities and studying history, the ways in which what was once the worst possible outcome often becomes the best possible outcome and an unexpected path to innovation. 2. Cognitive/behavioral perfectionism management- this would involve developing self-awareness, acknowledging personal c/b habits, recognizing hindering thoughts when they arise, and internalizing a sense of mastery over whether one allows those thoughts to become invasive or lets them go. 3. Setting up scenarios that encourage students to “practice failing” and participate in group discussions about how each individual deals with failure. This would include positively reframing the concept of failure and reminding students of examples of eminent achievers and innovators who repeatedly failed, understood its necessity, and therefore, did not let it deter them. 4. Emphasizing quantity over quality, at times. Practicing flow and production without concern for mistakes. Free-flow, brainstorming, rough drafting exercises.
For me, if I had to narrow the most important aspects of social/emotional development to a single characteristic, it would be negative perfectionism that results in failure-avoidant behavior. Some ideas for helping these gifted students deal with this type of cognitive/behavioral challenge are described as follows:
1. Realistic goal setting- teaching goal setting in terms of attainable benchmarks with a larger goal in mind. Reiterating that goals are mutable and often adapt based upon the learning process. Embracing the “happy accident” and illustrating, through engaging in classroom activities and studying history, the ways in which what was once the worst possible outcome often becomes the best possible outcome and an unexpected path to innovation. 2. Cognitive/behavioral perfectionism management- this would involve developing self-awareness, acknowledging personal c/b habits, recognizing hindering thoughts when they arise, and internalizing a sense of mastery over whether one allows those thoughts to become invasive or lets them go. 3. Setting up scenarios that encourage students to “practice failing” and participate in group discussions about how each individual deals with failure. This would include positively reframing the concept of failure and reminding students of examples of eminent achievers and innovators who repeatedly failed, understood its necessity, and therefore, did not let it deter them. 4. Emphasizing quantity over quality, at times. Practicing flow and production without concern for mistakes. Free-flow, brainstorming, rough drafting exercises.
Before the video: The most important social/emotional need for gifted children has to do with asynchronous development. Gifted students may be able to have a conversation with an adult on subjects ranging from physics to literary classics, but they may still need a nap and enjoy the monkey bars as their favorite outdoor activity. The minds of these students is hyper developed in some areas and potentially underdeveloped in others, like making friends their age or having "normal" conversations with their same-age peers. Managing the social/emotional needs of the gifted student takes intentional effort by the teacher, parent, and student to understand the unique needs of the learner, in a body not equipped to handle the adult stress that often accompanies such schools of thought. Programming must be directed at challenging the mind, while meeting the other areas in which the student may demonstrate a deficit. The expectation that often follows a gifted child, that of he/she must be gifted in all areas, needs to fall by the wayside as specific educational plans are developed to incorporate the growth of the whole child and not just the gifts and talents he/she possesses. After the video: Three specific ways to meet the impending asynchronous developmental social and emotional needs of a gifted child are as follows: 1. With respect to curriculum, a detailed Gifted Education Plan is a must. This plan must include methods to meet the demands of the gifts and talents of the student as well as allow for the flexibility to let a student purse tangents that are born of such. Simply more work doesn’t cut it. The plan must include meaningful assignments, projects, and products aimed to enhance the educational journey and add to the self-efficacy of the student. Additionally, the concept of compacting and/or acceleration needs to be explored so “more work” does not become the norm. 2. Because the social skills are often not on par with their same age peers, opportunities to work with other students should be present in the school environment. Such opportunities for teamwork should not be limited to simply academics. Encouragement to participate in afterschool activities, clubs, and sports is a great way to deliberately place any child in a situation where they must work with others to accomplish a goal. Additionally, projects where gifted students may learn to be leaders as well as followers are essential. Not only does it allow the gifted child to explore, but it also has a tendency to develop leadership and teamwork qualities that independent study will never do. 3. Deliberate parent involvement is critical. Meeting the needs of the gifted student is most definitely a team effort. Involvement includes educating the parents on the unique needs of their child, involving the parent in the planning and implementation of the educational plan for the student, and then allowing the parent to participate in opportunities that display the products of a gifted student’s educational journey are key to increased understanding as well as student success.
For me, if I had to narrow the most important aspects of social/emotional development to a single characteristic, it would be negative perfectionism that results in failure-avoidant behavior. Some ideas for helping these gifted students deal with this type of cognitive/behavioral challenge are described as follows:
ReplyDelete1. Realistic goal setting- teaching goal setting in terms of attainable benchmarks with a larger goal in mind. Reiterating that goals are mutable and often adapt based upon the learning process. Embracing the “happy accident” and illustrating, through engaging in classroom activities and studying history, the ways in which what was once the worst possible outcome often becomes the best possible outcome and an unexpected path to innovation.
2. Cognitive/behavioral perfectionism management- this would involve developing self-awareness, acknowledging personal c/b habits, recognizing hindering thoughts when they arise, and internalizing a sense of mastery over whether one allows those thoughts to become invasive or lets them go.
3. Setting up scenarios that encourage students to “practice failing” and participate in group discussions about how each individual deals with failure. This would include positively reframing the concept of failure and reminding students of examples of eminent achievers and innovators who repeatedly failed, understood its necessity, and therefore, did not let it deter them.
4. Emphasizing quantity over quality, at times. Practicing flow and production without concern for mistakes. Free-flow, brainstorming, rough drafting exercises.
For me, if I had to narrow the most important aspects of social/emotional development to a single characteristic, it would be negative perfectionism that results in failure-avoidant behavior. Some ideas for helping these gifted students deal with this type of cognitive/behavioral challenge are described as follows:
ReplyDelete1. Realistic goal setting- teaching goal setting in terms of attainable benchmarks with a larger goal in mind. Reiterating that goals are mutable and often adapt based upon the learning process. Embracing the “happy accident” and illustrating, through engaging in classroom activities and studying history, the ways in which what was once the worst possible outcome often becomes the best possible outcome and an unexpected path to innovation.
2. Cognitive/behavioral perfectionism management- this would involve developing self-awareness, acknowledging personal c/b habits, recognizing hindering thoughts when they arise, and internalizing a sense of mastery over whether one allows those thoughts to become invasive or lets them go.
3. Setting up scenarios that encourage students to “practice failing” and participate in group discussions about how each individual deals with failure. This would include positively reframing the concept of failure and reminding students of examples of eminent achievers and innovators who repeatedly failed, understood its necessity, and therefore, did not let it deter them.
4. Emphasizing quantity over quality, at times. Practicing flow and production without concern for mistakes. Free-flow, brainstorming, rough drafting exercises.
Before the video:
ReplyDeleteThe most important social/emotional need for gifted children has to do with asynchronous development. Gifted students may be able to have a conversation with an adult on subjects ranging from physics to literary classics, but they may still need a nap and enjoy the monkey bars as their favorite outdoor activity. The minds of these students is hyper developed in some areas and potentially underdeveloped in others, like making friends their age or having "normal" conversations with their same-age peers. Managing the social/emotional needs of the gifted student takes intentional effort by the teacher, parent, and student to understand the unique needs of the learner, in a body not equipped to handle the adult stress that often accompanies such schools of thought. Programming must be directed at challenging the mind, while meeting the other areas in which the student may demonstrate a deficit. The expectation that often follows a gifted child, that of he/she must be gifted in all areas, needs to fall by the wayside as specific educational plans are developed to incorporate the growth of the whole child and not just the gifts and talents he/she possesses.
After the video:
Three specific ways to meet the impending asynchronous developmental social and emotional needs of a gifted child are as follows:
1. With respect to curriculum, a detailed Gifted Education Plan is a must. This plan must include methods to meet the demands of the gifts and talents of the student as well as allow for the flexibility to let a student purse tangents that are born of such. Simply more work doesn’t cut it. The plan must include meaningful assignments, projects, and products aimed to enhance the educational journey and add to the self-efficacy of the student. Additionally, the concept of compacting and/or acceleration needs to be explored so “more work” does not become the norm.
2. Because the social skills are often not on par with their same age peers, opportunities to work with other students should be present in the school environment. Such opportunities for teamwork should not be limited to simply academics. Encouragement to participate in afterschool activities, clubs, and sports is a great way to deliberately place any child in a situation where they must work with others to accomplish a goal. Additionally, projects where gifted students may learn to be leaders as well as followers are essential. Not only does it allow the gifted child to explore, but it also has a tendency to develop leadership and teamwork qualities that independent study will never do.
3. Deliberate parent involvement is critical. Meeting the needs of the gifted student is most definitely a team effort. Involvement includes educating the parents on the unique needs of their child, involving the parent in the planning and implementation of the educational plan for the student, and then allowing the parent to participate in opportunities that display the products of a gifted student’s educational journey are key to increased understanding as well as student success.