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Students who are gifted need to be challenged in their area of giftedness and their social and emotional needs must also be addressed.
One of the most important management skills a teacher can have when it comes to a gifted student is to encourage higher level thinking ability and divergent thinking patterns.
In addition the teacher can provide the gifted student with enrichment work as opposed to more busy work so that the child's mind is challenged and exercised.
A teacher who encourages the gifted child to challenge him or herself will provide the student with a strong educational environment while at the same time conveying to the student that his or her abilities and desires are valued.
Gifted children often face opposition and have a difficult time fitting in socially at school. The teacher of a gifted child should work to include and incorporate the child into activities with non-gifted peers so the students can learn to appreciate each other's abilities and gifts.
Conclusion
The gifted...
(1982). Prediction of IQ and language skill from perinatal stimulus, child performance, family characteristics and mother-infant interaction. Child Development, 53, 1134-1156.
Christian, Linda G. (1999) Parenting the Young Gifted Child: Supportive Behaviors.
Roeper Review
Landau, Erika (1993) Characteristics of families with no, one, or more than one gifted child. The Journal of Psychology
McSheffrey, Robert (1990) an investigation of self-concept in gifted children.
Exceptional Children
Peterson, Jean (2006) Addressing counseling needs of gifted students.
Professional School Counseling
Weissler, Kineret (1993) Parental environment in families with gifted and nongifted children. The Journal of Psychology
References
Bea, H.L., Barnard, K.E., Eyres, S.J., Gray, C.A., Hamond, M.A., Spietz, a.L., Snyder, C., & Clark, B. (1982). Prediction of IQ and language skill from perinatal stimulus, child performance, family characteristics and mother-infant interaction. Child Development, 53, 1134-1156.
Christian, Linda G. (1999) Parenting the Young Gifted Child: Supportive Behaviors.
Roeper Review
Landau, Erika (1993) Characteristics of families with no, one, or more than one gifted child. The Journal of Psychology
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