The Gifted ChildBy Kyla Kiburis

Final Project

Intro to Teaching the Gifted

The Gifted Child I was not born gifted like

many people think. I have developed talents that have exceeded average students my age.

Please challenge the gifted myths and provide me with the emotional support and creative learning environments where I can thrive and reach my full potential.

My Feet While everyone takes

small steps through their development, I take giant leaps. I reach the finish line early and can’t wait to run the next race.

My Legs

My learning is a hike and I am a passionate ranger. I often take the complex path and can many times find a better way. I am always curious and I ask endless questions that lead me in new directions.

My Digestive System I thrive on challenging

curriculum just as my body craves healthy food. I digest information quickly and dislike repetition.

My Elbow Just as a joint in my

elbow needs cooperation from the muscular and skeletal systems; to reach my full potential, I need time to have cooperative learning opportunities with other gifted students.

My Arm My arms are my defense

ready to protect me. Like my arms, I often resist doing the work that is assigned. Sometimes I choose to complete my work in a carefree sloppy way. I rebel against the routine and predictability. I resist taking directives.

My Hands

I am super sensitive. I can receive even a touch of criticism and become very upset. I need my parents and my teachers to handle me with care.

My Mouth My mouth is a leaky levee;

amazing words spilling out. Sometimes I can’t be stopped and I dominate discussions.

Jokes slip through and I am the class comedian, but it is just my sophisticated sense of humor with a taste of my immaturity leaking out. Remember, I am just trying to fit in.

My Ear My ears are my radar

searching for abstract and obscure ideas. I overflow with my ideas. I have so many ideas that many of them never get developed. I am an idea generator.

My Eyes My eyes are spotlights

searching out unusual and diverse relationships. I have a hard time moving my spotlight until I am done searching. Many times my teacher thinks I am off topic but really I am just needing a few minutes more for my detailed hunt for knowledge.

My Muscles

My thought process is my muscle, flexible and ready to be worked. Although it looks like I am disrespectful when I want to do it a different way I am really trying to work my muscles.

My Heart My heart is bursting with emotion and passion.

Please let me pursue my passions. Remember that I don’t have to be “perfectly well rounded”. Don’t forget that I worry about disappointing you. I feel like I have to be perfect in your eyes.

My Brain My brain is a full

length movie and I can’t stop watching. My daydreams take over my body. When school is not challenging I escape to my movie in surround sound.

My Nerves I infer and connect

concepts just as my nerve cells instantly transmit feeling and actions. I often make mental leaps that my peers can’t.

The Gifted Child Support me by being

respectful of my unusual questions and listen to my ideas. Show me you value me. Don’t discourage my curiosity because you think it is silly.

I need a special educational program. Don’t think that I will just pick up what I need in the regular classroom. Don’t only focus on No Child Left Behind, or I will be lost.

Resources Used: Growing Up Gifted by Barbara Clark Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner High Achiever, Gifted Learner, Creative Thinker by Bertie Kingore, Ph.D. Fostering Academic Creativity in Gifted Students by Paul E. Torrance and

Kathy Goff Competing with Myths about Social and Emotional Development of Gifted

Students by Tracy L. Cross found at www.sengifted.org 99 Important Topics about the Social and Emotional Needs of the Gifted an

interview with Carol McGaughey found at www.sengifted.org www.hoagiesgifted.org www.gifted.uconn.edu www.dirhody.com - Article by Stephanie Tolan