There is no definitive answer as to what traits a gifted student may exhibit. "Giftedness" can be seen academically, creatively, athletically, or through some artistically observable talent.
Parents should note that being a high achiever does not necessarily equate with being a gifted student. High achieving and gifted students are quite different. Their development, perceptions and motivations are not the same. For example, gifted and high achieving students are said to be highly motivated. But the base of the motivation can be quite opposite: motivation for high achieving students is extrinsically (outwardly) based. They desire pleasing their parents and teachers through good grades, and are generally interested in the subjects. Gifted students are intrinsically motivated - they are highly engaged in a subject if it is of interest to them. They like to pose questions rather than answer them.
Mangum Elementary has a team of professionals that can help determine a pathway for gifted students and the highly motivated. Please contact the school if you would like more information or have questions regarding identification.
Problem solver
Excellent comprehension skills
Focused, determined
Knows a large amount of facts
Highly developed vocabulary
Naturally curious
Tends to gravitate toward adults
Persevering in adversity
Independent learner
Voracious reader
Inventiveness
Spontaneity
Flexible reasoning
Creative imagination
Applies prior knowledge to new learning
Appreciates humor
Risk taker
Wonders "what if?"
Enjoys peer and teacher interaction / feels equal
Acts as a mediator when necessary
Willingly offers opinion
Takes control in groups
Independent worker
Prefers to put their "spin" on assignments
As mentioned in the text section above, students who are gifted often desire more knowledge about the topics they are interested in. This can lead to conflict between and teacher and student. Research has proven that AIG students often carry a different set of social-emotional issues that should be acknowledged by all stakeholders in the child's education.
Social emotional needs of a gifted student can often be met through individualized instruction tailored to learning style and preferences. Student needs are often beyond that of which a regular educational instructor can provide.
Appears to be unorganized / forgetful
Nervous / anxious
Lack of responsibility
Strongly opinionated (argumentative)
Poor performance with routine tasks
Preoccupied with other things/unfocused
Lackadaisical approach to tasks
Exhibits other emotional needs
Intrinsically motivated but shy
RESOURCES: Robinson, H.B. The Uncommonly Bright Child. In M. Lewis & L.A. Rosenblum (Eds.), The Uncommon Child. New York, New York: Plenum, 1980