I used to teach these children - one of the most rewarding jobs I ever had outside the home. I also raised these children; reading your article was like a litany of the things we knew to do as well as what, in retrospect, we didn't.
So often people think in terms of all or nothing - either they're gifted (in which case everything should come easy to them) or they're challenged (in which case there's not much redemption).
Even teachers sometimes succomb to this kind of thinking. As a teacher of gifted students, I had to constantly advocate within the school for my 2e kids who were brilliant readers or artists but who struggled in math (and vice versa). I appreciate how you explain the fallacies in that thinking!
These beautiful, brilliant children so often grow into broken adults if they are not nurtured and shown just how talented they are. Thank you again for your support and guidance - it can make all the difference in who they become.
Thank you for shining light on this. I am twice exceptional. I was identified as gifted in 1976, but always seemed to underachiever. As a teacher of the gifted for over ten years, I tried to use a variety of activities and approaches to help all my students. I am retired now, and discovering I miss the structure of working. I am adapting, however, and I will eventually regain my confidence. I will look at your list of strategies again, to see if any can be applied to retirement. Thank you again for writing this.
Thank you for writing this.
I used to teach these children - one of the most rewarding jobs I ever had outside the home. I also raised these children; reading your article was like a litany of the things we knew to do as well as what, in retrospect, we didn't.
So often people think in terms of all or nothing - either they're gifted (in which case everything should come easy to them) or they're challenged (in which case there's not much redemption).
Even teachers sometimes succomb to this kind of thinking. As a teacher of gifted students, I had to constantly advocate within the school for my 2e kids who were brilliant readers or artists but who struggled in math (and vice versa). I appreciate how you explain the fallacies in that thinking!
These beautiful, brilliant children so often grow into broken adults if they are not nurtured and shown just how talented they are. Thank you again for your support and guidance - it can make all the difference in who they become.
Thank you for shining light on this. I am twice exceptional. I was identified as gifted in 1976, but always seemed to underachiever. As a teacher of the gifted for over ten years, I tried to use a variety of activities and approaches to help all my students. I am retired now, and discovering I miss the structure of working. I am adapting, however, and I will eventually regain my confidence. I will look at your list of strategies again, to see if any can be applied to retirement. Thank you again for writing this.
Aw thank you so much for sharing your story Caryn!
Such an interesting read. I worked in special education for many years. This taught me so much, thank you
Thank you so much for sharing!