#gtchat Archive
Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Tuesday October 11, 2016
For the next hour I’ll be joining others at ( ) ~ please pardon the heavy stream or better yet; join us!
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented
Our topic today is “Identity Development in Intellectually Gifted Students”
Thanks for coming out! Let's take a minute to introduce ourselves. Share who you are & where you’re from! https://t.co/2fmW8lujR6
what's the topic tonight?!!
Lisa Van Gemert - parent, writer, speaker, advocate. Arlington, Texas, and excited to be here!
Identity Development in Intellectually Gifted Students!
Hi! Jo Freitag from Gifted Resources and Sprite's Site Victoria Australia here at 11.00 am on Wednesday for
Greetings! Jonathan Bolding, 2015-16 Javits-Frasier Scholar, exp. MS G/T educator in TN, always a pleasure to participate in
Carol Bainbridge, Indiana - mom to gifted young adult. writer, blogger about gt kids, advocate for the verbally gifted.
Alex Clough, parent and educator from Baltimore Md
Nathaniel Knoll - fresh High School graduate, soon to attend the conference, looking to mostly lurk for this chat :P
I’m Lisa Conrad advocate, presenter, blogger, Parent Ed Board member & mother of 2 gifted young adults in Pittsburgh, PA
Katherine joining in briefly from Sydney
Teresa Milligan - mom, homeschoolers and blogger from Flower Mound, TX. I'm excited to learn tonight!
Heather Vaughn, UT Austin, educator and advocate serving gifted students and their families
Parent to 2 gifted children, BOE member.
Nicole Shannon - Advanced Academic Specialist for Hutto ISD
Jeremy, traveling, may not be able to stay but chiming in while I can.
<--- Advisor! Hi, Nicole!
I see that Texas is very, very GT tonight!
Hi. Gail Post from Gifted Challenges. Psychologist, mom, blogger, outside of Philly
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
Dylan from Ottawa, Ontario. Good evening, everyone!
Great to "see" you, Lisa!
Are you working at/with GERRIC now?
Question 1 is coming up; let’s chat!
A1) Positive understanding of how you see yourself in the context of your environment at as a gifted individual.
A1) I'm not yet an expert, but I would say forming a strong sense of self esteem and confidence in own identity (cont in next tweet)
A1) “Identity formation is the process of integrating & shaping discrete pieces of self into unique being.” (Mahoney)
A1) Understanding the beauty and the conflict of being gifted
(...) regardless of what challenges one may face in their environment with regards to being 'different'
A1) Learning about who you are by understanding gifted traits and behaviors.
A1 A child who understands who s/he is (and why s/he is) so that s/he may grow and become ... https://t.co/dcoZ0DehxK
A1) Understanding gifted was as a component of oneself and your identity
A1) Understanding why you may be different or feel different and how to adjust to that and become comfortable in your environment.
A1) self-awareness, self-regulation and resilience as it relates to yourself as a gifted human
A1) Identity developing allows you to define who you are; not someone else.
A1) Self-acceptance and understanding
BIF ... Congrats to and for their work at Hatch this week! ;)
Thank you! It was a blast! Such awesome presenters and attendees! https://t.co/jmA6LZol9d
BIF ... Congrats to and for their work at Hatch this week! ;)
A1) Divorcing your limitations and marrying your truth.
A1) Gifted Identity Development aids development of the self by understanding own identity as a gifted person
A2) Gifted children do not always understand what it means to be gifted & this leads to unnecessary confusion.
A2) Depends on their developmental level - keep up the conversation - attunement to self-awareness, strengths and differences
A2) If we're going to help GT kiddos understand what it means to be gifted, more adults are going to need to identify, too.
Excellent point! https://t.co/hGVOBRFWJA
A2) If we're going to help GT kiddos understand what it means to be gifted, more adults are going to need to identify, too.
A2) It's important to teach how to align our expressions of our identity with our talents.
Q2) Education- understanding and normalizing GT traits, finding a peer group
A2) Normalize what they feel, explain in a context, help them understand giftedness is not being "special" but describes traits
A2) I think communication is very important. They think differently and are not better than anyone else.
A2) Adults need to communicate honestly & openly with gifted kids about giftedness ~ it’s not about being better than others.
A2) Discuss gifted traits and behaviors, feelings, emotions, as natural - because they are.
Great minds think alike! ;)
A2) listening, modeling, reflecting...finding a mentor
A2. It varies by child. For some, discussions are enough; others study eminence, talk to friends, have you explain bell curve, etc.
A2) Loving and supporting them for who they are. Also providing books they can learn about giftedness from and relate to.
A2) I found it was important to review G/T identification results w/ Ss & to inform them of their areas of strength
A2) This is especially an important discussion early on and with pullout https://t.co/kLx3exJBGH
A2) I think communication is very important. They think differently and are not better than anyone else.
I'll add to our resource list! Perfect timing ...
A2)One can also pair notable G/T individuals with Ss strengths to give them a visual of their gift in action (when possible)
A2) Helping them to understand the way they think and feel which may not be typical of their age peers
A3) The ridiculous, pervasive, and damaging anti-intellectualism bias drives GT kids underground.
A3) Fit in, survive, achieve popularity, avoid ridicule, prevent bullying
My district uses a portfolio to identify Ss & Ss were surprised when I shared theirs to see how they'd been identified.
A3) A gifted child’s awareness of others’ opinion of them can shape their behavior & response to perceived expectations.
A3) They are afraid of being ridiculed for being who they are at their core
A3) To avoid criticism, being mocked, rejection....
A3) Middle school especially forces a choice to embrace gifted identity (be a nerd) or "dumb down" and conform
Fear... of failure, lack knowledge of expectations, peer pressure.
A3) Peers and even society may project or displace a sense of superiority that inadvertently breeds an inferiority complex of sorts
A2) also explaining what it is not. Lots of misconceptions about giftedness.
Great question! Important for educators to dialogue on this.
A3) P.R.O.T.E.C.T. being the key word
A3. Many gifted Ss understand at a very young age that the label can qualify or even sabotage peer relationships.
A3) Acceptance and belonging are real human desires; gifted children may form masks when these needs aren’t met.
A3. Some gifted Ss are anxious about academic expectations, or comparisons to highly-capable siblings/classmates.
A3) I asked my 9 year daughter this. She wears the mask: To not stand out, be looked at differently or be made fun of. To fit in.
A3) Ss feel it is "n/cool" to reveal their status in the age of procrastination, underachievement, & low expectations
Many girls try to live up to a stereotype that doesn't honor intellect, creativity, or drive
A3) Some hide giftedness to fit in with age peers, some do not want extra expectations put on them, some do not believe they are
A3) Particularly hard in inner city schools, or schools where gifted kids not placed in ability grouped classes
I'd like to explore gender issues in the future ... do girls do this more often than boys?
We’re already half way through our chat! Thanks for all the great sharing!
Q3. Sometimes peers and teachers assume that high grades come easy to all gifted kids. They discount their effort & challenges
Roeper thought it was particularly true in middle school girls.
Girls face different pressures, but research shows they hide more, especially in STEM fields
Educators & parents need to massage the prevalent idea children have that fitting in requires one to be similar.
A3 ... because they already know the tall poppies are often cut down to blend in with the rest of the garden https://t.co/hNSBwJChUs
That is aligned with my own experiences and many students I support.
Re: girls hiding giftedness, how to handle. Discuss pressures pointedly with them?
A4) Yes! Especially if you have children who are small in stature. They get Doogie Howser Syndrome. I just made that up.
A3) Gross nailed it w 'Forced Choice Dilemma' paper. Only tend to do it if forced to chose bn intimacy/friends & achieve't
A3) also, it is disappointing to be in unclassrooms challenge. Easier to dumb down and blend in than want more and not get it.
A4) Asynchronous development supposes being many ages at once; can make for socially awkward situations.
Yes, so agree! And provide lots of great role models
A4. Asynchronous development can cause relationship/behavioural/wellness issues, any of which can disrupt identity development.
A3) One reason is to fit in with others socially and to be accepted.
A4) When I was 17, I dated an attorney for awhile. Luckily, my mom knew about asynchrony & didn't panic.
lol, but I have seen this repeatedly ... even today in a classroom I was subbing in ... very evident.
A4) It can create even more confusion for them and for others - confounds sense of belonging and where to fit in
A4) when motor skills lag, some kids don't feel smart. If they struggle w speech or writing, their ideas are trapped inside at times
There is a lot of research that says YES!
A4) Absolutely, child wants to play w/dolls & go out for recess when intellectual peers are dating and getting ready to drive
A4) Maturity levels can be significantly different from age-peers; misunderstandings can ensue.
Interesting ... had not thought of it in this way!
A4) Asynchronous development poses challenges for students that have grade-skipped into another grade of peers
A4) Another piece of information for parents to help the child understand about him/herself
A4) Asynchronous development can mean that they never fit comfortably in social situations with either age or intellectual peers
A4) Teachers & parents can have asynchronous development in their skills/experience versus the child's needs.
A5) May never understand reason for their differences; may never tap into their gifted potential; may not see it in their kids
Agreed! We see this with our younger students that are in highly classes...7 year old in fourth grade for example
A5) Depression. Getting into trouble. Suicide. Lashing out or being miserable. Feeling lonely.
A5) When gifted children don’t develop a gifted identity, they can be at risk for impostor syndrome, academic failure.
A5) They just feel weird, disconnected, looking from the outside, in. What I call "apartness."
A5) Yes -- they may start looking for love - or identity - in all the wrong places.
A5) When gifted children don't have the support and cultivation, they can miss their potential
A5) Learning one is gifted provides that "aha" moment - the clarity is a relief
https://t.co/45zMhlsSxd
Many girls try to live up to a stereotype that doesn't honor intellect, creativity, or drive
A5 dd1 full gifted program & school support, dd2 excelleration only option.Profound diff in self expectations, confidence, outcome
Wow. So true! https://t.co/MShYaRp826
Educators & parents need to massage the prevalent idea children have that fitting in requires one to be similar.
A4) Yes. A gifted child's emotions may be well behind his or her intellectual development.
A5) Yes they can feel they are different but not know why, can underachieve unnecessarily, can become depressed etc if not true self
Late to the party! GT Coordinatore from Maine.
A5) Without a gifted identity; Ss lose the ability to understand their full potential
I didn't learn i was gifted until 35 via tests.
Like the child who agrees to grade acceleration, differences/issues are often managed w/ a healthy attitude (shift).
Hi, Ruth! Never too late!
Many adults won't acknowledge their own truth, especially if they weren't formally labeled in school https://t.co/wPz6oV9IAg
Late to the party! GT Coordinator from Maine.
A5) Without a gifted identity; Ss lose the ability to understand their full potential
A5) Not understanding who they are; feeling different – may lead to depression and social anxiety.
Very true!! Social and Emotional issues are a real thing! https://t.co/FrGQQPmZJF
A5) Not understanding who they are; feeling different – may lead to depression and social anxiety.
A5. I will suggest ‘no’ simply because many non-gifted children do not develop a gifted identity and do just fine.
A6) Parents & teachers need to have a strong understanding or what giftedness is and is not.
I'm glad you learned. I was being somewhat facetious as I'm 43 and am still figuring things out.
A5) Definitely. A gifted child may become depressed and hide, therefore losing his or her abilities.
But non-gifted do not have the soc/emotional/intellectual issues gifted face - therefore, it wouldn't be issue for them
A5) Parents are a HUGE part of the Gifted Education realm! They help to support experiences that fuel passions and ignite the drive!
A6) Parents are a HUGE part of the Gifted Education realm! They help to support experiences that fuel passions and ignite the drive!
A6) Open communication, helping them to find true peers and mentors and opportunities to engage in their interests at suitable level
At least you know what giftedness is! You have a head start! Lol.
Yes! https://t.co/TCmw4SoeXA
A6) Open communication, helping them to find true peers and mentors and opportunities to engage in their interests at suitable level
A6) Model it! “Look beneath the surface; let not the several quality of a thing nor its worth escape thee.” Marcus Aurelius
A6) Help them understand how to manage, regulate feelings; understand/appreciate their strengths/challenges/weaknesses
A5)
Without a foundation of expectation
often flounder
not knowing what can be achieved
or how to get there
A6) Ts need to understand that Gifted Ss need more than just MORE work...meaningful work that is connected to interests
A6) Gifted children need guidance about individual needs related to their giftedness from parents & 'trained' school counselors.
A6) Help them grapple with existential angst, multipotentiality and its choices, finding their passion and feeling like an outlier
No contest there. But child developing gifted identity is not as important as gifted child developing an identity.
A6) They should encourage gifted children to find their true purpose, be conscious of their gifts, & appreciate e/o.
We’re nearing the end of today … final thoughts/takeaways?
True - it's just one part of it - and can explain a lot of what they experience and feel
This will be archived at & the link will be shared via later today
Thank you so much for this topic . It was really quite rich and worth a deeper look.
not make them feel bad if they are gifted AND disabled. Many of us are.
A6) Listen when they communicate feelings and needs and work together to help. And to notice when they don't, but still need help.
Short and sweet!! Thanks so much !
Thanks to the extraordinary staff for their awesome support; we couldn’t do it without them!
Thanks to the Advisory Board:
So true! Develop self-compassion for one's weaknesses - we all have them.
Be sure to follow some of the new friends you met here today at to continue the convo!
Agreed. We tend to see "gifted" as positive label, but it's still important to normalize gifted Ss.
GT adults should not be embarrassed to acknowledge their giftedness - sends a bad message to the kids.
There is hope for all students; thank you Dr. Webb. https://t.co/K4jd6fUHJU https://t.co/KRZU9ruYpr
A6) Help them grapple with existential angst, multipotentiality and its choices, finding their passion and feeling like an outlier
Our next chat will be on Tues Oct 18th at 8E/7C/6M/5P (US)/Wed 19th Oct at 1AM (UK)/13.00 NZDT/11.00 AEDT
Pretty cool clan there :) Thanks all for the PD and outreach you provide! https://t.co/rOTxIKHWaU
Thanks to the Advisory Board:
Thank you Lisa and advisory board, sponsors,supporters and everyone for another very interesting
Thank you Lisa for another insightful discussion
Thank you again Lisa for a great chat and great topic
Looking forward to next week also :)
Thanks everyone for sharing your thoughts & comments today. That’s what chats are all about!
