School is so difficult for a kid like me. I wish I were a grown-up NOW! (Because grown-ups are allowed to drive cars, which I like.) But, I’m lost in thought. How am I going to afford a car and a house? How am I? How am I? How am I? How am I going to get money? How am I going to get a job? It looks hopeless. Help me, help me, HELP ME! How am I going to pay my financial tax? AHA. Why didn’t I think of this before? I’ll let my mom and dad help me. The end.

What are the social emotional needs of gifted students?

 Resist doing work, or work in a sloppy, careless manner.  Get frustrated with the pace of the class and what he perceives as inactivity or lack of noticeable progress.  Rebel against routine and predictability.  Ask embarrassing questions; demands good reasons for why things are done a certain way.  Resist taking direction or orders.  Daydream.  Monopolize class discussions.  Become bossy with his peers and teachers.  Become intolerant of imperfection in himself and in others.  Become super-sensitive to any form of criticism; cry easily.  Refuse to conform.  Resist cooperative learning.  Act out or disturb others.  Become the “class clown.”  Become impatient when not called on to recite or respond; blurt out answers without raising hand.

From Within Highly perceptive Highly involved Perfectionistic Super-Sensitive From Without Family Peers School Society in general

Bryan Wiltgen, the first grade “God Father” “You’d better treat people nice…or else!”

Super-sensitive to environment - Dabrowski’s Theory: Overexcitability (OE) is a marker of giftedness Natural leadership abilities Share their wealth of knowledge Higher level of thinking Passionate Interests

Exhibits asynchronous development. Operates on higher levels of thinking than his age peers. Comes up with “better ways” for doing things. Is curious about many things. Is never satisfied with his/her success. Often perceived as having behavior, motivation, or attitude problems. Is very intense. Has a very high energy level Believes worth as a human being depends on being perfect. May suffer from “Imposter Syndrome” Gifted students have an advanced sense of justice, morality, and fairness.

Many gifted creative thinkers don’t do well in school. They get poor grades, refuse or forget to hand in work on time, and constantly argue for things to be done differently Gifted creative thinkers say what they think without regard for consequences. Gifted creative thinkers daydream often.

 Sudden changes in personality or behavior  Severe depression that lasts a week or longer  Concealed or direct suicide threats  Talking about suicide, either jokingly or seriously  Giving away prized possessions  Self-imposed isolation from family and peers avoiding all social occasions and invitations  Self-imposed perfection as the ultimate standard, to the point that only tasks enjoyed are the ones completed perfectly  A perception of failure that differs from others’ perceptions of failure

 External pressures to always be #1 and a life orientation that identifies one as “future leader” or a “mover and shaker of the next generation”  The frustration that comes when one’s intellectual talents outpace one’s social or physical development  The ability to understand adult situations and world events while feeling power-less to effect positive change  Narcissism (total preoccupation with self and with fantasy)  Unusual fascination with violence, or preoccupation with death and death-related themes  Indications of alcohol or other drug abuse, or an eating disorder  Any other rigidly compulsive behaviors—even excessive studying and running marathons (ask yourself, “Have I ever seen this kid relax?”)

Use Questionnaires Use Journaling Use Bibliotherapy Schedule Weekly Conferences Use Growth Contracts Peer Alliances Refer Students to Counseling

Four Components to Consider  Content – Continuous learning based on pre-assessment  Process – Methods to make sense of content  Product – Demonstration of understanding  Assessment – Documentation of mastery

More often than not, differentiation and compacting can make a noticeably positive difference in gifted students’ behavior.

 Delisle, J. & Galbraith, J. When gifted kids don’t have all the answers: How to meet their social and emotional needs. Free Spirit Publishing. (2002)  Winebrenner, S. Teaching gifted kids in the regular classroom. Free Spirit Publishing. (2001)  Neihart, Maureen, Sally M. Reis, and Nancy M. Robinson. The Social and Emotional Development of Gifted Children: What do We Know?. Washington: Prufrock Press, Inc., 2002.