Parenting and Teaching for Lifetime Achievement

Why do so many gifted youngsters stop working hard as soon as they encounter real challenge? These children are happy to spend time at tasks where they knew they will do well but balk at situations for which success may not be guaranteed. In early grades, a gifted child is often praised for his/her...

Full description

Saved in:
Bibliographic Details
Published inUnderstanding our gifted Vol. 22; no. 3; pp. 16 - 17
Main Author Winebrenner, Susan
Format Journal Article
LanguageEnglish
Published Open Space Communications LLC 2010
Subjects
Academically Gifted
Child Rearing
Parenting Styles
Positive Reinforcement
Self Esteem
Student Attitudes
Student Needs
Teaching Methods
Online AccessGet more information

Cover

More Information
Summary:Why do so many gifted youngsters stop working hard as soon as they encounter real challenge? These children are happy to spend time at tasks where they knew they will do well but balk at situations for which success may not be guaranteed. In early grades, a gifted child is often praised for his/her innate abilities. Many adults believe that it is important to tell their kids that they are smart. The child may perceive that being gifted equates to doing things easily. Students may also conclude that teachers, parents, and peers expect them to be perfect at all times. This mind-set diminishes risk taking behavior, creating situations in which students demand that success is guaranteed ahead of their willingness to actually do the tasks they are expected to do. This article offers suggestions for teachers on the appropriate use of praise to gifted children. The author suggests that teachers should focus their praise on the value of the student's effort; should avoid predictability; and must encourage students as they struggle with learning.
ISSN:1040-1350