Gifted students are not necessarily high-achievers
Published 1:00 am, Tuesday, September 20, 2016
As a gifted/talented specialist and as a district GT coordinator, I have lost count of the number of times I have sat with a parent and explained why his or her very capable, high-performing student did not qualify for the gifted program. Often, the outward accomplishments of high-performing students seem much more noteworthy than the lower achievements of some gifted students. There are many traits of gifted students that may not be evident in what the public sees, which is grades and performance. As teachers and parents, we pay attention to class participation and performance, often losing sight of true gifted characteristics.
Students who are gifted typically read early, widely, quickly and intensely and have large vocabularies. They learn basic skills faster and with less practice. Their interests are wildly eclectic and intensely focused. They enjoy learning, are willing to examine the unusual and are highly inquisitive. They have an intrinsic motivation to learn -- not to be confused with the motivation to perform -- and can be very persistent. When my son was identified as a gifted student in kindergarten, I figured God had sent him to me to better understand all these positive gifted student traits I had learned so much about. Little did I know; I didn’t understand those traits nearly as well as I thought.
Gifted students learn basic skills faster and with less practice -- awesome. These students must be a breeze to teach and parent. This will take so little effort on my part -- wrong. What this trait best translates to is: gifted students often hate the drill and kill that is so often necessary to learn basic math facts or spelling words. That’s not to say all gifted students are great spellers or will ace every math assignment; rather, once they have it,; they have it. Practice worksheet assignments may not seem necessary to them as they already have “got it.”
Students who are gifted can have a low frustration tolerance and poor study habits. Real-world activities and problem-based learning is key to keeping gifted students focused and engaged. Where is the time to be found for such activities? Maybe we can start with some of the hundreds of minutes dedicated to spelling activities each week or the minutes used to evaluate speed such as timed multiplication tests, which are both time-consuming and unnecessary in today’s world. We should instead be raising students who have number sense and who can think outside the box rather than spending their days learning to regurgitate basic information.
Gifted students love to learn. They want to examine the unusual and are highly inquisitive. They love to learn. Gifted students love to learn like I can’t believe. They remember the tiniest details they have heard one time and bring up conversations or lessons I don’t even remember having or teaching. It logically follows that these students should easily ace every assignment and make the highest of grades. Right? Wrong again. Remember, these students are intrinsically motivated to learn -- not to perform. Performance and achievement are things that must be carefully taught and encouraged, without diminishing the natural love of learning. These students often have an ability that surpasses others who perform well above them. They are written off as “lazy” or “unmotivated.” They must be held accountable for their performance, no doubt, but we must also be careful to conserve their love of simply learning and engaging in discovery.
Although gifted students can be high-achievers, I am not finding this to be the norm. Monday morning I conferenced with a high school gifted student who has dropped out of all school activities and has been skipping class. Although I wholeheartedly believe the ultimate success of the gifted student must include an understanding of his or her gifted traits and needs, I understand firsthand that is easier said than done. As parents and educators, the more we stay in touch with our students, talk to them about their thinking and performance and hold them accountable, while still embracing their unique gifts and traits, the better they will perform.
Heather Brown is a counselor and gifted/talented coordinator for Greenwood ISD.