The Journey Inward

So you’re probably reading this to find out just how much hubris I’ve got going on here. Well, spoiler alert! This isn’t about me.

I teach children who have been identified as “Gifted and Talented.” They are between 8 and 10 years old. This designation is somewhat of a badge of honor (and probably more so for the parents!). The students have earned their place after taking a battery of tests to determine how they think and problem solve. The program is wonderful and I wish I could provide some type of enrichment to all students.

What I have found in over a decade of teaching G&T is that the kids know they are smart. They carry their knowledge with pride, touting memorized facts and knowledge they like to dole out to their classmates. Most have been told they are smart by parents, friends, teachers and the world around them.

What I also know is that for many of these children, that label becomes a burden. It is one they guard fiercely lest they lose that “special” part of their identity, the thing that distinguishes them and brings positive feedback.

How do I know this? Because many gifted students only raise their hands when they know the answer. In fact, they only take calculated risks for fear of making a mistake in front of peers. They are more comfortable spouting facts than they are asking questions. They seek to be heard more than they seek to listen. They are risk averse, stay in their comfort zone, and are frustrated with anything less than perfection.

What can we do? We can ask questions to push their thinking deeper when they give their facts. We can say, “What questions do you have?” or “What more do you want to know about this?” to encourage them to question. We can praise their effort, not their “smarts.” Grit, perseverance and determination are qualities that will get them much farther in life. And finally, we can challenge them…and let them struggle.