Ideas to Remember
"One of the goals of education should be to teach that life is precious" (Maslow).
"[Students] need to replace their self-talk that says, 'I must make it appear that the work is effortless so no one questions my intelligence' with a message that says, 'True intelligence is reflected in my willingness to stay with a frustrating and difficult task until mastery is achieved'" (Winebrenner & Brulles, p. 17)
"Gifted children's asynchronous development can present challenges for social relationships. This is especially true for twice-exceptional and highly gifted children who usually experience the greatest degrees of asynchrony" (Neihhart, Pfieffer, & Cross, p. 284).
"It is evident that emotions have a substantial role in the generation of ideas and creativity" (Zenasni, Botella, & Barbot, p. 66).
"Starting in kindergarten, it becomes the teacher's responsibility to communicate to students that authentic learning involves struggle, and that what one already knows represents memory, not learning" (Winebrenner & Brulles, p. 17)
"Optimal parenting for gifted children involves establishing and maintaining strong emotional bonds with children, but also allowing them psychological space to develop a unique identity and choose their own path" (Olszewski-Kubilius, p. 212).
"Twice-exceptional students who are gifted and disabled are under-identified in our schools. As a result, they do not receive the most appropriate services to meet their unique needs and are often underachievers in our classrooms"(National Education Association).
"Persons who can manifest a strong sense of personal and contextual well-being, even in the face of adversity, tend to be able to persevere, refine their strengths, and ultimately achieve outcomes that are appropriately reflective of their abilities joined with their efforts" (Olenchak, p. 55).
"The highest levels of achievement are typically the result of nonintellectual factors, especially perseverance" ((Neihhart, Pfieffer, & Cross, p. 285).
"Students need to learn that the best grade possible represents a long-term goal of mastery, and that lower grades are not a reflection of inadequacy, but an indication that mastery has not yet been achieved" (Winebrenner & Brulles, p. 17).
"Children need to experience the tensions and stresses that arise from high expectations, big ideas, challenging courses, and competition with equally able peers so they can develop coping skills for stress" (Olszewski-Kubilius, p. 212).
AZ quotes. Retrieved from http://www.azquotes.com on July 18, 2017.
Maslow, A. (1962). Toward a psychology of being. Princeton, NJ: Van Nostrand.
National Education Association. (2006). The twice-exceptional dilemma. Retrieved from http://www.nea.org/assets/docs/twiceexceptional.pdf on July 18, 2017.
Neihart, M., Pfeiffer, S., & Cross, T. (2016). What have we learned and what should we do next? In M. Neihart, S. Pfeiffer, & T. Cross (Eds.), The social and emotional development of gifted children: What do we know? (pp. 284-285). Waco, TX: Prufrock Press.
Olenchak, F. (2009). Creating a life: Orchestrating a symphony of self, a work always in progress. In J. VanTassel-Baska, T. Cross, & F. Olenchak (Eds.), Social-emotional curriculum with gifted and talented students. (p. 55). Waco, TX: Prufrock Press.
Olszewski-Kubilius, P. (2009). Optimal parenting and family environments for talent development. In J. VanTassel-Baska, T. Cross, & F. Olenchak (Eds.), Social-emotional curriculum with gifted and talented students. (p. 212). Waco, TX: Prufrock Press.
Winebrunner, S., & Brulles, D. (2012). Teaching gifted kids in today's classroom: Strategies and techniques every teacher can use. Minneapolis, MN: Free Spirit Publishing.
Zenashi, F., Botella, M., & Barbot, B. (2016). The socioemotional characteristics of creatively and artistically gifted children. In M. Neihart, S. Pfeiffer, & T. Cross (Eds.), The social and emotional development of gifted children: What do we know? (p. 66). Waco, TX: Prufrock Press.