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Gifted student or teacher pleaser

Gifted student or teacher pleaser



Differences between a child who is GT and a child who may be a teacher pleaser

Differences between a child who is GT and a child who may be a teacher pleaser



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    Gifted student or teacher pleaser Gifted student or teacher pleaser Presentation Transcript

    •  Identify some known characteristics of a Teacher Pleaser Identify some known characteristics of a Potentially Gifted Student Identify when students should be referred for PEGASUS screening
    • A Potentially A Teacher Pleaser Gifted student is a is one who has student who is and/or does all pleased with the nice, pleasing, original work, helpful, and right or wrong, considerate things and who is strongly in class as well as opinionated bails you out of regarding moral uncomfortable issues. situations when possible.
    •  Time Pleaser  On time  Assignments are on time  May get upset with time/power tests  If she is late she makes sure to follow all necessary procedures  Will remind you of the time in class  Will assist others in meeting time limits  Organizes games so they can have the most playing time available  Good follower to keep game going
    •  Question/Answer Pleasers  Asks safe questions  Responds with safe answers  Avoids controversy  One of the first to answer questions  One of the first to ask questions  Will change an answer quickly to please  Volunteers quickly  Will practice material learned
    •  Social Pleaser  Polite to all  Papers are neat and orderly  Asks to help you  May be overly polite  Follows all the procedures  Uses yes, no, thank you, and please  Will organize games  Participates on the team chosen without fussing  Is a good follower  May act as a peacemaker
    •  Generally have good writing skills Neatness is important to him/her Possess a large amount of factual content Good thinkers Problems begin to occur when they are asked to analyze, synthesize, and evaluate Known to change answers if they perceive a different teacher desire or textbook response
    •  Academic  Possessesmuch knowledge and factual information  Catches on quickly  Works independently  Conveys ideas effectively  Has a good attention span if material is not routine  Answers questions that are stimulating  May show creative and inventive power  May disagree with „teacher/textbook” answers  Has a good memory
    •  Takes charge but many not follow through Anticipates outcomes Is logical most of the time Possesses more than one special talent Reads at an advanced level May display spontaneous intellectual outcomes or conclusions Responses may be thought-provoking May frequently respond in an elaborate manner Responses may show creativity Is aware of things other students are not
    •  Behavior  May not show neatness or order in work  Adjusts to new situations easily  May resent always helping others when finished with his/her work  Is good in physical activities  Has a good attention span if material is not routine  Takes charge but may not follow through  Anticipates outcomes  Is logical most of the time  Expresses him/herself in a more mature manner  Is aware of things other students are not  May show behavior unacceptable in your classroom  May show behavior elaborate for the situation  Displays spontaneous behavior
    •  May display attitudes of indifference that are often perceived as arrogant, inconsistent, and/or not acceptable in the classroom. May be disruptive to the order of the classroom because of the elaborate or provocative questions they ask. Usually good at logical reasoning; their ability to sequence and reason may make you feel uncomfortable. May also have some of the traits of Teacher Pleasers
    •  Capacity for being active and energetic Sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. Marked need to seek understanding and truth Heightened play of imagination with rich association of images and impressions Heightened, intense feelings, extremes of complex emotions, identification with others‟ feelings, and strong affective expression.
    •  Students may get easily bored with routine classwork. Some may say so, often and loudly. Others may tune out and say nothing. Students may work intently on one area or subject, neglecting homework and classwork in other areas of study. Students may use their advanced vocabularies to “retaliate” against those who are not so verbally well- endowed. Students may get so excited about a discussion or topic that interests them that they monopolize the conversation or begin “preaching” about it, even to the teacher. Students may get excited about a particular topic but, once initial interest is satisfied, resist doing additional work that relates to the topic. Their follow-through is weak.
    •  Students may dislike or resent having to work with others who are not of equally high abilities, and they may express this dissatisfaction through words or loud sighs. Students may possess a vast knowledge of many topics, and they may correct adults (peers) they perceived as giving incorrect or incomplete information. Students may use their advanced senses of humor and cunning to intimidate, manipulate, or humiliate others. Students may be self-assured and passionate about particular political, social, or moral issues and state their views openly, distancing themselves from classmates who don‟t share (or care about) these issues. Students may prefer working independently and resent any adult who wants them to “toe the line” by following a specific procedure with which they disagree.
    •  Fill out Teacher Nomination Form before talking to parent about testing. Share Teacher Nomination Form with me. I will look at cum file. Decide together whether to ask parents for permission to test. Have parents sign Permission to Test form and fill out Parent Nomination Form. I will screen student and share results with you and with parents. If parents request screening, give them the Permission to Test and Parent Nomination forms.
    • Mittan, K. (1989).Teacher Pleaser or Potentially Gifted? Educational Impressions, Inc.Delisle, J & Galbraith, J. (2002). When Gifted Kids Don’t Have All the Answers. Free Spirit Publishing.Dabrowski, K. & Piechowski, M.M. (1977). Theory of Levels of Emotional Development.Dabor Science.