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Interesting video investigating Einstein's brain and some good thought on nature vs nurture.
Are Books:
Guiding Gifted Readers from Preschool to High School
By Judith Wynn Halsted, Great Potential Press 2009
A Book Review by Gina Lewis
Taken from OAGCT February, 2012 Newsletter
As a parent and a teacher of gifted children, I am fully aware that choosing reading material for these children, or guiding them as they make their own reading choices, can be very challenging. First, these students are usually reading far above grade level. We want them to read at their ability level, but we do not want them to be exposed to subject matter that is too mature for them. Secondly, gifted children are sometimes attracted to reading material that most other students their age may not be interested in at all.
I know this quandary has confronted me and probably most teachers and parents of gifted children. Therefore, I am recommending the book Some of My Best Friends Are Books, by Judith Wynn Halsted. It is now in its 3rd edition, and its purpose of guiding gifted readers is stated most generously in the dedication: To parents, teachers, and librarians whose work and privilege it is to reach and expand both the hearts and the minds of children.
In the introduction to her book, Judith Wynn Halsted proposes that by reading and discussing well-chosen books with children, adults can encourage these youngsters optimum development in two areas emotional and intellectual through a non-pleasurable activity. She points out emotional issues can be broached because books provide a focus for non-threatening discussions. Intellectual development can be enhanced be-cause individualized programs can be developed for these children.
The book has three parts and is divided into eight chapters. Part One, The Children, offers background information on the emotional and intellectual development needs of children of high ability. In my opinion, this section is a must read for parents and teachers of gifted children because we need to understand the important dynamics that make these children unique. Part Two, The Process is about typical reading pat-terns and the importance of reading guidance. It also has suggestions for discussing books with young readers. Part Three, The Books, offers criteria for selecting challenging books as well as a brief overview of children’s literature. The eighth and final chapter contains an annotated bibliography with over 300 books that promote the intellectual and emotional development of gifted children.
My favorite part of this work is in chapter eight; there is a list of over 300 recommended books. The book list is categorized and organized into by grade level from pre-school through high school. This makes selecting much easier, especially since it also includes book summaries. The affective categories are absolutely applicable to the lives of gifted children: identity, resiliency, introversion, perfectionism, developing imagination, moral concerns, and relationships, just to name a few.
I highly recommend this book. It is an important tool in the quest for improving parenting and teaching techniques for these wonderful children. Valuable information in children’s literature is shared, and it opens up a world of ideas and connections for parenting and teaching these gifted children.
From One Parent to Another: Lessons Mastered
from Amy Price
Parenting for High Potential, December 2008, Page 25
Taken from OAGCT February, 2012 Newsletter
I've learned to attack a problem, not the teacher. One way of starting a positive conversation with the school is: 'I know it's not easy being my child's teacher. It's not easy being his/her mom either, but what I really want you to know is that it's not easy being him/her. I know that you want to help my child to succeed. Let's talk about how we can team together to make this a great learning year for him/her.'
I've learned that there is no one correct way to meet the needs of a gifted child. Flexibility allows the school, the parent, and sometimes outside professionals to try a number of ideas and find solutions that are far more wonderful than any that I would have asked for on my own.
I've learned that great opportunities are possible for gifted kids, whether they attend school in an area with mandated gifted education, one with voluntary gifted programs, or a school that does not have any specified programs for gifted children.
The greatest lesson I have learned, and my greatest gift to both of my children, is that I have changed my expectations of what a gifted child needs. My goal for both children is for them to confidently explore opportunities and make choices that will bring them great joy.
Note: Amy Price is the Executive Director of SENG (Supporting Emotional Needs of the Gifted).
For more information, visit http://www.sengifted.org
Parenting and Teaching Responsibility
By Donna Walker
Taken from OAGCT February, 2012 Newsletter
Many parents feel compelled to give their kids access to television, video games, cell phones, and even cars before they have demonstrated responsible behavior. But holding our kids accountable helps them mature and avoids entitlement. This goal encourages us to require our kids to be diligent to complete the tasks they've been given and with the proper attitude before giving them more privileges and freedom.
As we give our kids responsibilities, they will make mistakes. This is part of the learning process. When this happens, we may have to temporarily restrict privileges. For instance, a child who is making poor grades may have his television or computer time restricted until his grades improve. Delivering reasonable consequences helps the child learn from his mistakes and become a better decision-maker in the future when his privileges are restored.
Recognize the difference between needs and privileges and be willing to lovingly hold your kids accountable.
