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5 Cards in this Set
- Front
- Back
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Value learning. |
Value the wisdom and knowledge that continued learning brings, not only as a future insurance for employment, but in the benefits it brings to their community and society. They value learning for its own sake and take an interest in the teen’s interests and passions. |
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Have a belief in the teen’s ability to do well in life, and communicate this to him or her. Frequently. |
Research indicates that underachieving gifted students have been ‘turned around’ by having someone who believes in their ability to succeed. Sometimes parents and teachers can be tempted to excuse underachievement with comments such as “well I never did well on exams either” or “I’m not surprised she is no good at . . . neither was her father.” This is counter-productive and sends the message that the parent or teacher has no faith in the teen’s ability to surmount obstacles. Also, the teen is being educated in a different world than the parent or teacher, so comparison is not necessarily valid. Some teens are quick to pick up on an excuse to drop out of the hard yards, because they have yet to learn the rewards of sticking with the long haul. Rather have faith in the teen’s eventual success in their life-long learning journey and be there to pick them up when they lose faith in themselves. |
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Makes sure the teen knows that there is an expectation that they will develop and use their gifts and talents. |
This means the teen knows it is not okay to squander the ability they have been given, and that with the privilege of having that talent in generous quantities comes the responsibility to put it to good use. Many cultures and religions would add the expectation that it should be put to good use in the service of others – their community or society. Many gifted individuals are driven by a passion to ‘make a difference’ in their world, so this expectation need not be the cause of conflict. |
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Understand that a learning journey and building mastery takes time. |
Just as a small step forwards is not a major achievement, a small hiccup or backwards step is not a failure. Let teens know that it is their continued application and their ability to rise above disappointment or less-than-desirable outcomes that is admired by their parents and teachers, not just the award. |
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Understand that there is always going to be others out there who have more talent, and who are more gifted. |
Measure the gifted teen by qualities such as perseverance, self-control, a growing self-efficacy and against their individual progress rather than against the grades and success of others. |
