Helping Gifted Students
How would you describe an intellectually gifted student? Brilliant, well-rounded in all subject areas, and top of their class? Although these might be characteristics of gifted students, they are not necessarily a package deal.
Traditionally, being intellectually gifted meant that these types of individuals learned quickly and scored high on IQ tests. Gifted students can be easy to teach and often don’t require assistance in their learning, at least in the usual way. After much research, the term “giftedness” now encompasses a wide range of attributes, from intellectual measures to interpersonal abilities.
Identified intellectually gifted students are faced with different expectations. They are expected to be exceptional across the board, and when they do not perform they are at risk of being considered lazy or not trying hard enough. What many people do not realize is that gifted students often have asynchronous abilities. So although they may be grades ahead in one subject, they may be on level or even lagging behind in other subjects. What must happen is that teachers, educators, and parents must adapt their expectations so as to not cause additional stress on these students. Although a gifted student may be ahead on the curriculum, we cannot assume that they will perform well on all tests and eventually go to post-secondary education on full scholarships.
Most classrooms are structured to teach towards the average of the student population, but where does this leave gifted students? Intellectually gifted students will more likely become frustrated and bored with the curriculum being taught in the classroom if they too are not challenged. Their needs should be accommodated just as much as a student with a learning disability. If they too are not challenged, then it is truly a waste of their giftedness.
Not all schools or school boards are able to provide separate classrooms where exceptional students can learn to their full potential. For that reason, parents and teachers need to consider how to help provide alternative, enriched learning environments to assist in a child’s learning . Tutoring centres are not only for those who require extra help to bring them up to grade level. At Grade Learning, all students undergo an educational assessment before an individualized learning plan is created for them. The learning plan ensures that areas of improvement are addressed and are focused on heavily. At the same time a child’s strengths are noted and the student is continually challenged. Click here for more information about our Individualized Tutoring Programs. There is no one-size-fits-all solution to the challenges of dealing with gifted students, however individualized tutoring is one way of recognizing the giftedness of a student and ensuring they feel challenged. Like any student, gifted students also need time. They need time to pursue more complicated questions that will enhance their learning.
In the end we must remember that a gifted child is still a child. They may possess abilities beyond that of the average student, yet they may still have issues with friends or life in general. Just because they are gifted does not mean they do not feel stress, fear, or uncontrolled excitement. They have goals, and they have worries. By working together with gifted students, parents, teachers, and educators, we can ensure that gifted children reach their potential.
Majury Arumai is a graduate from the University of Toronto with a Bachelor of Education as a secondary teacher. She enjoys learning and sharing new, innovative ideas emerging in the field of education.
Helping Gifted Students
How would you describe an intellectually gifted student? Brilliant, well-rounded in all subject areas, and top of their class? Although these might be characteristics of gifted students, they are not necessarily a package deal.
Traditionally, being intellectually gifted meant that these types of individuals learned quickly and scored high on IQ tests. Gifted students can be easy to teach and often don’t require assistance in their learning, at least in the usual way. After much research, the term “giftedness” now encompasses a wide range of attributes, from intellectual measures to interpersonal abilities.
Identified intellectually gifted students are faced with different expectations. They are expected to be exceptional across the board, and when they do not perform they are at risk of being considered lazy or not trying hard enough. What many people do not realize is that gifted students often have asynchronous abilities. So although they may be grades ahead in one subject, they may be on level or even lagging behind in other subjects. What must happen is that teachers, educators, and parents must adapt their expectations so as to not cause additional stress on these students. Although a gifted student may be ahead on the curriculum, we cannot assume that they will perform well on all tests and eventually go to post-secondary education on full scholarships.
Most classrooms are structured to teach towards the average of the student population, but where does this leave gifted students? Intellectually gifted students will more likely become frustrated and bored with the curriculum being taught in the classroom[KM1] if they too are not challenged. Their needs should be accommodated just as much as a student with a learning disability. If they too are not challenged, then it is truly a waste of their giftedness.
Not all schools or school boards are able to provide separate classrooms where exceptional students can learn to their full potential. For that reason, parents and teachers need to consider how to help provide alternative, enriched learning environments to assist in a child’s learning[KM2] . Tutoring centres are not only for those who require extra help to bring them up to grade level. At Grade Learning, all students undergo an educational assessment before an individualized learning plan is created for them. The learning plan ensures that areas of improvement are addressed and are focused on heavily. At the same time a child’s strengths are noted and the student is continually challenged. Click here for more information about our Individualized Tutoring Programs. There is no one-size-fits-all solution to the challenges of dealing with gifted students, however individualized tutoring is one way of recognizing the giftedness of a student and ensuring they feel challenged. Like any student, gifted students also need time. They need time to pursue more complicated questions that will enhance their learning.
In the end we must remember that a gifted child is still a child. They may possess abilities beyond that of the average student, yet they may still have issues with friends or life in general. Just because they are gifted does not mean they do not feel stress, fear, or uncontrolled excitement. They have goals, and they have worries. By working together with gifted students, parents, teachers, and educators, we can ensure that gifted children reach their potential.
Majury Arumai is a graduate from the University of Toronto with a Bachelor of Education as a secondary teacher. She enjoys learning and sharing new, innovative ideas emerging in the field of education.
Helping Gifted Students
How would you describe an intellectually gifted student? Brilliant, well-rounded in all subject areas, and top of their class? Although these might be characteristics of gifted students, they are not necessarily a package deal.
Traditionally, being intellectually gifted meant that these types of individuals learned quickly and scored high on IQ tests. Gifted students can be easy to teach and often don’t require assistance in their learning, at least in the usual way. After much research, the term “giftedness” now encompasses a wide range of attributes, from intellectual measures to interpersonal abilities.
Identified intellectually gifted students are faced with different expectations. They are expected to be exceptional across the board, and when they do not perform they are at risk of being considered lazy or not trying hard enough. What many people do not realize is that gifted students often have asynchronous abilities. So although they may be grades ahead in one subject, they may be on level or even lagging behind in other subjects. What must happen is that teachers, educators, and parents must adapt their expectations so as to not cause additional stress on these students. Although a gifted student may be ahead on the curriculum, we cannot assume that they will perform well on all tests and eventually go to post-secondary education on full scholarships.
Most classrooms are structured to teach towards the average of the student population, but where does this leave gifted students? Intellectually gifted students will more likely become frustrated and bored with the curriculum being taught in the classroom[KM1] if they too are not challenged. Their needs should be accommodated just as much as a student with a learning disability. If they too are not challenged, then it is truly a waste of their giftedness.
Not all schools or school boards are able to provide separate classrooms where exceptional students can learn to their full potential. For that reason, parents and teachers need to consider how to help provide alternative, enriched learning environments to assist in a child’s learning[KM2] . Tutoring centres are not only for those who require extra help to bring them up to grade level. At Grade Learning, all students undergo an educational assessment before an individualized learning plan is created for them. The learning plan ensures that areas of improvement are addressed and are focused on heavily. At the same time a child’s strengths are noted and the student is continually challenged. Click here for more information about our Individualized Tutoring Programs. There is no one-size-fits-all solution to the challenges of dealing with gifted students, however individualized tutoring is one way of recognizing the giftedness of a student and ensuring they feel challenged. Like any student, gifted students also need time. They need time to pursue more complicated questions that will enhance their learning.
In the end we must remember that a gifted child is still a child. They may possess abilities beyond that of the average student, yet they may still have issues with friends or life in general. Just because they are gifted does not mean they do not feel stress, fear, or uncontrolled excitement. They have goals, and they have worries. By working together with gifted students, parents, teachers, and educators, we can ensure that gifted children reach their potential.
Majury Arumai is a graduate from the University of Toronto with a Bachelor of Education as a secondary teacher. She enjoys learning and sharing new, innovative ideas emerging in the field of education.
