Continuing our examination of what those students heading your way are like…
This one is very important: they are no better at groups than regular students. In fact, they’re probably worse. Think about it: when you assign a group project, whose is the first hand in the air? It’s the gifted kid, asking if she can do it on her own.
The reason is obvious, of course: when they’re “stuck” in a group, they’re the ones who have to do all the work, either because their team mates don’t do the work, or often, because the work their team mates do is not “acceptable.”
This aspect goes hand in hand with our next item: they are opinionated and more than willing to share their opinions. Everything is a debate, an argument, and they are going to win. (This is the main reason why we do not use competition as an instructional strategy in the classroom.)
So if you want them working in groups—and you do—then you’re probably going to have to monitor and model cooperation and division of labor. You will have to teach them how to discuss a topic, not debate it. Watch for, and take care of, the quiet ones.
Finally, and probably most importantly, look out for the impostor syndrome. That’s the still, small voice in the back of everyone’s brain that is always whispering, “What if you’re not really as smart or talented as everyone thinks you are? What if they find out you’re a fraud?”
In gifted people, that voice is a little stronger than in most people’s heads, and when the kids arrive on campus, that voice is roaring to the point that some can’t hear anything else. (You’re probably hearing it a bit yourself!)
This syndrome manifests itself in a couple of ways. You may see the kid who decides to hide: he won’t offer any ideas, he hesitates to share, he sits back and watches. He is simply not going to expose himself as the ungifted idiot that he surely is. (And for a brilliant look at this very phenomenon, see this essay.)
Another manifestation is the kid who decides to go on the offensive and prove to you that not only is he gifted, he’s the most gifted kid in the room. He will answer all your questions, he will correct his peers, he will correct you.
Just be aware of what’s prompting these behaviors and be prepared to gently assist those students who exhibit them. By Thursday, nearly every kid has figured out that he does belong and is as happy as a clam.
By Thursday, you should have figured out basically the same thing. Welcome to GHP!
Of course we all know there are quiet kids who are secure but just absorbing thoughtfully – I was one. Still good to prompt them, but no need to worry.
Posted by Daniel Glenn on May 30th, 2013.
Good points. I remember reading that essay, too!
Posted by Henry Mei on May 30th, 2013.
I’m all too familiar with the impostor syndrome
Posted by James d on June 7th, 2013.
Three years ago I had an elective mute student in my AP Chem class. I was not aware of her condition at the outset; however, other students quickly shared (after class) that they had not heard her utter more a few mumbled words since kindergarten. Still, I kept waiting for her to speak, share a thought, but to no avail. After two weeks I finally asked her if she was happy in my class, and if she thought it was a good fit for her. She smiled and nodded. I know this is not the same as simply being the quiet one in the class, but I have to tell you, she made me more aware of paying attention to the quiet ones!
Posted by Rebecca Potter on June 10th, 2013.
We address this head-on in CA by talking about the syndrome.
I would like to add, though, that often we’re good at encouraging the quiet ones- the puppies, for those of you who know that metaphor- but we tend to let the loud ones run off in class and we either put up with it or shut them up. Shutting them up, though, addresses the _incident_, not the overall behavior. Every now and then, have all students respond by writing; this forces your loud ones to introspect- and then- heaven forbid- don’t allow students to share their answers. Whereas most inquiries might merit response, that doesn’t mean the response has to be shared in class, if at all. It will frustrate the heck out of your loud kids, but it will teach them that they won’t die if they don’t get to share their brilliant observation out loud.
Posted by Dominar Jobie XVI on June 10th, 2013.
Got it.
Posted by Ben Crosby on June 12th, 2013.
I am glad to have the written aspect of production concerning this reality, but getting kids to speak lots of bad, broken, beautiful French– that’ll be the trick.
Posted by Jordan on June 17th, 2013.
The relevant concept from Little Bets is “failing quickly to learn fast.”
Posted by dale on June 18th, 2013.
got it
Posted by Hugh on June 24th, 2013.