by Anita Baresel

Created on: May 25, 2008   Last Updated: June 19, 2010

Gifted children are often bored. Their thinking skills and applications to the subject that is presented in a regular classroom invite their minds to other journeys. They do not like, particularly, to be "shining stars" or teacher's pets, especially when they become aware that others do not understand the way they think. They may see music in colors, and have a math problem completed in their heads before the teacher finishes writing it on the board, or they may be thinking of the life cycle of a dinosaur that they read about when the teacher is speaking of reptiles.

A regular classroom usually has a standardized curriculum, with a teacher who has goals to achieve for the various subjects presented. This means that the curriculum may be limited in depth, tends to generalize information, and is limited with application to real life. Textbooks that are used within regular classes are also standardized with content, vocabulary, and style of presentation. Often, assignments are geared toward the textbook information, such as previewing information to be presented, reviewing information that was presented, and writing prompts to address what was learned. As a gifted child is presented with this "bottled" textbook and teaching approach, he or she may respond with questions that often begin with " why" and end with "could we?" Their high energy thinking may propel them into actions that can cause behavioral issues when the setting does not challenge their minds.

Gifted students may or may not demonstrate their gifts within regular classes. Gifts can range in the academic world. Some students do shine in testing environments, and illustrate their competence with facts and manipulation of information. When they perform well within these guidelines, teachers and parents become aware that this individual has high abilities. The label gifted is then applied. Some students may perform well on math and science, but be average with reading and social studies tasks, and vice versa. Some students will amaze everyone with their abilities to learn new languages.

The gifted child needs to be recognized by the educational system and their own immediate teacher(s) that their gifts need to be nurtured and encouraged. Teachers who are aware of the need for differentiation in their teaching, will allow these students the opportunities to do projects that will enhance their thinking, allow them to explore their creative sides, and also compact the curriculum so that it can challenge and bring out the best of their thinking. Differentiated learning requires extra planning, extra work, but is the most enriching arena for both gifted students and the learning environment for the non-gifted students, as well.

As a teacher of gifted children in a pull-out setting, the students there expressed their frustrations with the regular classrooms. They have enjoyed working with GEMS projects, analysis of literature, and their parents also stated that they came home with expressions of excitement when they could appreciate and do "other" types of school work! Working with them in an isolated situation allowed them to truly express themselves and demonstrate their love of learning! That was what "education" should always do!

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