Gifted Students

Secondary students are in a period of transition between childhood and adulthood; their identities and self-image are in a state of flux. Their hormones and emotions can make studying and concentrating on academics difficult. The quantity and quality of school work required increases upon entrance to high school. Peer pressure exerts a tremendous force on most on most teenagers in America. Gifted students react to these pressures in different ways. Teachers can be instrumental in directing the gifted students' talents into appropriate channels of learning and social development. The ability of a gifted to be adequately stimulated in a classroom environment can impact on the child's emerging self-concept. Gifted students can experience feelings of uniqueness, anxiety, and loneliness.

Gifted students tend to think--make connections, inferences, and draw conclusions more quickly than others.

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mological development is dialectic. Individuals who attain this stage of development understand and are able to look at a problem from more than one paradigm. Problems can be approached from economic, political, scientific, or other perspectives and the individual can select the most appropriate viewpoint from which to find a germane solution. The basic underlying problem for gifted students is that they are different and students know it. Approximately half of the gifted students in the United States are underachieving due to a lack of challenge and peer pressure to conform to be accepted (Ross, 1993). The intellectually gifted individual in the public school system is not asked to work to his own ability. The average student is often not asked to work to his ability. The challenge is to enable all students to become interested in school. There are several ways to cope with the lack of challenge gifted students face. The first problem teachers and administrator face is in identifying gifted students and their epistemological stage of development. The boredom and apathy can mean these children resort to becoming the class clown or playing dumb to be accepted. If accepted in these roles, the child will still not feel
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Approximate Word count = 1946
Approximate Pages = 8 (250 words per page)

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