#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 April 19, 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 “Disciplining Gifted Children”
Before we begin, please tell us where you’re from and introduce yourself!
I’m Lisa Conrad ~ moderator, advocate, presenter, blogger & mother of 2 gifted young adults from Pittsburgh, PA.
I'm Lisa Van Gemert - educator, parent, advocate - from Arlington, TX! Super happy to be here tonight.
Melissa here from outside of
Welcome, Lisa! Great to have a Advisor with us! https://t.co/uofWhpKj3B
I'm Lisa Van Gemert - educator, parent, advocate - from Arlington, TX! Super happy to be here tonight.
Rebecca from Ft. Worth Tx.
Welcome, Melissa! Hearing great things about Grayson!
5th year teacher from Charleston, SC
Hi Jo Freitag from Gifted Resources and Sprite's Site Victoria Australia here on Wednesday at 10.00 am for
I'm Alex Clough, school counselor and mom to two 2e kiddos.
We're neighbors! I'm in Arlington!
Kirk here from the Chicago Northshore. Teacher of 6-8th grade double accelerated math in a flipped classroom.
Carol from Northwest Indiana, writer about gt kids, mom to young gifted adult.
As a reminder, we use a Q1/Q2 format for questions & A1/A2 for answers during
If joining via Twitter, remember to add the hashtag to each tweet.
Question 1 is coming up. Check out our new graphics!
Hi all! I am Fawn, an art teacher from NC. I'm currently working on my aig certification!
A1) Discipline is used to teach and guide.Punishment is used for controlling and retribution. https://t.co/bqgbL1zwPx
Hi, Rebecca! Just make sure to add the hashtag >>> to each tweet. ;)
To put it in Teacherspeak, discipline is formative assessment, and punishment is summative assessment!
Hi I'm Chagall, talented person with an interest in music education and home education.
Hi y'all. Sort of lurking tonight---may chime in. Multitasking for grad school and my day job. Ha!
A1: Punishment should not have a place in education as it does not remediate the behavior. Discipline is the act of guiding a stdt.
Love this! https://t.co/DFG3C6k73t
To put it in Teacherspeak, discipline is formative assessment, and punishment is summative assessment!
A1 Discipline=admonishing someone> punishment=scolding or rebuking
Difference is outcome, is it positive/change oriented or not?
A1) Discipline means to teach, instruct, impart knowledge, guidance; rather than to punish.
A1) Discipline allows for a growth mindset. Punishment is fixed.
A1) I also think discipline is teaching people to govern themselves so that no one else has to govern them.
Punishment=/=physical. Sometimes I punish someone on their grades for not completing a task properly
A1) When adults confuse discipline and punishment, it’s hard for a child to learn from their mistakes
Very important point! https://t.co/xktkF9eif0
A1) I also think discipline is teaching people to govern themselves so that no one else has to govern them.
Hi I am Candace. I am a GT specialist in Coppell, TX. I will probably be popping in and out as I attempted to put babies to bed.
A1) Children learn to fear failure when discipline is only conceived of as punishment for mistakes.
I'll be mostly lurking as well. Here to learn more than to contribute at this point!
A place of learning is a place of learning, period. https://t.co/UpcdKMHv2S
A1: Punishment should not have a place in education as it does not remediate the behavior. Discipline is the act of guiding a stdt.
Welcome! :) That's the cool thing about these chats, right?
A1 discipline definitely includes a teaching element and teaches overtime. Punishment seems more like a one and done thing.
A2) Asynchronous behavior can make it tricky because the same kid who can manage calculus can make himself take a shower.
Drastically! I'm currently trying to help my 2e 7yo learn to self regulate.
A2) I meant "can't" make himself take a shower
A2: Gifted Ss, I find, love to play the game of school. In my class, Ss have autonomy so they can work at their own pace.
A2) Asynchronous development defines a gifted child as experiencing many ages at once.
A2) Kids can be intellectually advanced, but not emotionally so they don't act their intellectual age. People see that as immaturity
A2) It's a challenge. Their cognitive has raced ahead of their affective!
A2) Sometimes their emotional responses are at odds with their mature understanding and affects their behaviour
Yes! https://t.co/U41k8D6eYB
A2) Kids can be intellectually advanced, but not emotionally so they don't act their intellectual age. People see that as immaturity
So true! https://t.co/fUeTFG71rf
A2) Kids can be intellectually advanced, but not emotionally so they don't act their intellectual age. People see that as immaturity
A2 - False narratives around "maturity level" clashing with "IQ expectations."
A2) Gifted kids may experience academic success at an early age; later may revert to behavior deemed inappropriate for their age.
A2 you have to change your technique which can be hard to remember. A fast educational learner may need repetition in discipline.
Exactly! And welcome Tracy! https://t.co/psEECBxJNR
A2 - False narratives around "maturity level" clashing with "IQ expectations."
play the game in a negative way? Like going through the motions? Or actually "play"?
A2: We need to give gifted students an environment where they can be themselves without having to conform to the norm behaviorally.
IQ appropriate behaviors are not always age appropriate behaviors
...when they're just kids.
As in they just go with the flow conforming/pleasing what the teacher wants earning grades for grades, not learning.
Behaviors can also vary dramatically depending on the setting, interest level, and engagement.
A2) Adults who don’t understand asynchronous development often misinterpret behavior; resort to punitive consequences.
Yes! So agree. So many gifted students aren't engaged and then misbehave.
A2) Asynchronous dev. can lead to uninformed adults saying things like, "If this child were really gifted, she would be able to..."
Is there an automated tweet button for LIKE! or AGREE! ?? I'm agreeing with and liking so much of what everyone is saying!
They get to be a kid in some way! High intellectual expectations shouldn't deny who they are. https://t.co/BWwvK47g0Q
A2: We need to give gifted students an environment where they can be themselves without having to conform to the norm behaviorally.
Agree. Used to finish my work then fidget and daydream for the rest of the day, punished daily.
Unfortunately, I can't tell you how many times I've heard teachers say this. https://t.co/tjndtPnxs7
A2) Asynchronous dev. can lead to uninformed adults saying things like, "If this child were really gifted, she would be able to..."
yes and "If she were really gifted she would not be doing....."
that's what I thought. 🙁 How pointless. And a denial of education.
A3) Adults need to understand the role emotions play in the life of a gifted child; may become overwhelming.
A3: By knowing you are there for them not only academically but to help them grow emotionally without punishing them.
A3) Use great literature with them that has identifying characters!
in Twitter there is a little heart shaped button for liking -it will show to person who tweeted but not to everyone
A3: Gifted students I've found are the most impulsive. I have to keep reminding myself that it is okay and just go with the flow.
A2 When gifted kids aren't engaged, mentally "drop out" then have difficulty learning years later when school catches up.
A3) We need "meltdown safe" places like those warm place signs in storefronts. We need to say, "it's okay to freak out sometimes."
We need to help kids learn to ride the wave of emotion without letting it control them. Labeling it helps.
Building personal relationships; I'm hearing this a lot in ed chats lately! https://t.co/ZECUarOjDK
A3: By knowing you are there for them not only academically but to help them grow emotionally without punishing them.
A3) Have an intentional affective curriculum for gifted learners. Things like grit, resilience, empathy must be taught.
A3) I think emotional intensity needs to be dealt with similarly for everyone, by being willing to listen and giving the child time.
A3) All children experience emotions; it is the intensity of emotion that can lead to more serious concerns with gifted kids.
I have London in my classroom. Ss that need to deal with things can travel there, set the timer and think,
doodle or just breathe.
terrible ignorance. Lack of pre-service training? Or understanding, you know, kids?
A3) Parents (& teachers) can work with their kids to create a emotional response scale.
Actually it does show on the tweet how many people have liked it
I also have a stuffed Llama. My littles love him. They take the drama to the Llama. True.
Normalizing feelings is important. It can be frightening to have such intense feelings.
How do we add this to undergrad? https://t.co/ZQxdYSidqp
terrible ignorance. Lack of pre-service training? Or understanding, you know, kids?
This just made my night. Love it. https://t.co/2s7gX8x8j3
I also have a stuffed Llama. My littles love him. They take the drama to the Llama. True.
We’re already half way through our chat. Thanks for all the great sharing!
gotta crack down on that fidgeting. You had a responsibility to be engaged while bored?🙄
I agree. This needs to be a part of college classes. Ts usually are given gifted Ss with no guidance. https://t.co/zeFInldP2V
How do we add this to undergrad? https://t.co/ZQxdYSidqp
terrible ignorance. Lack of pre-service training? Or understanding, you know, kids?
A3) I think it helps if adults are clear about how they handle their own emotions so kids learn strategies, not just get lectures.
Q4) How does society’s perception of conformity affect how they view a gifted child’s behavior? https://t.co/ND6qe3IyRx
A4) Misperception of gifted behavior leads to believing gifted kids are ‘too’ sensitive; ‘too’ perfectionistic.
A4) "Gifted children and conformity." Does.Not.Compute.
Sadly it's not just undergrad. I teach Ts earning gifted endorsement. Oh the myths!
🤓 I will send you a photo the next time a little is having a chat with him.
Why we need those gifted endorsements! My state just added this.
A4) Often people do not understand the thinking or the sensitivities/emotions that are causing the behaviour and so are punitive
Depends on the hardware and the app, doesn't show on my iPad. (Waves across ditch).
A4) I feel people often expect gifted students to be perfectionists and "suck ups".. I feel teachers often take advantage of this..
Thanks for this!!! Saving this for later.
And have gifted students teach others who aren't where they need to be instead of allowing them to learn something new
I have sadly heard this statement before. That why it is important to educate others about asynchronous development.
A4) Many in society feel that nurturing talent is simply showing favoritism; gifted kids can make it on their own.
Hi Mary! Yes that is true.(waving back across the ditch)
A4 If *that* intelligent, a gifted child must be misbehaving out of malicious intent not puzzlement or boredom...
how do they take advantage exactly?
A4) Some view gifted children as socially awkward; gifted child begins to feel something wrong with them; self-doubt.
A4) I find people think giftedness is elitist. Then the expectations come with that label. Perfection.
Or if this is , have everyone learn to serve. Can't always be one set of children caring for others.
Using gifted students as aides for one thing.
Pet peeve. RT Using gifted students as aides for one thing.
We'll be chatting about 'perfectionism' in a few weeks with
We'll be chatting about 'perfectionism' in a few weeks with
THIS: Both the tweet and the caption. Why do we expect wonders with the part of being that's hardest of all? https://t.co/pEUDJOGsCx
I'll be perfectly prepared to talk about perfectionism. No typos. No errors. Promisse. :-)
I have to disagree. This cuts down the tall poppies. Gifted Ss need choice and depth of learning. https://t.co/PVfalnXog8
And have gifted students teach others who aren't where they need to be instead of allowing them to learn something new
Gifted kids don't even make good tutors, usually. They think too differently, too laterally, and don't like to show OR tell work.
Q5) When is misbehavior sign of more serious condition (anxiety/depression) rather than a discipline issue? https://t.co/aCxAZCcTb2
A5) When it's a pattern of behavior that interferes with learning.
does your child understand what's happening? Because the adults apparently don't.
A4: You cannot be exceptional if you are being forced to conform with "normal", why our students call our courses "beyond school".
A5) When it interferes with the child's ability to function in a critical life area - school, family, faith, sports, activities...
A5) Often a child may become withdrawn; being ‘quiet’ can signal to disengagement.
A5: I think most, if not all, misbehaviors are all symptoms of a bigger problem. I find gifted Ss are often anxious/stressed.
me too. It actually can lead to behavior issues.
Sometimes. But sometimes that's just introversion. There's a difference we need to be aware of. https://t.co/7tHk3GvjuK
A5) Often a child may become withdrawn; being ‘quiet’ can signal to disengagement.
I think we have to strike a balance so gifted aren't being 'used' when they need to be learning.
Yet there are some gifted kids that do a good job peer tutoring. https://t.co/CHlYcPTK1r
Gifted kids don't even make good tutors, usually. They think too differently, too laterally, and don't like to show OR tell work.
A5) Many signs may signal a need for help including self-harm; aggressive behavior; threatening comments.
Yes, I said "usually" because sometimes it happens.
Totally agree. Collab learning is different.
A5) Sometimes it takes conversations/empathy/counselling to decide which is cause/ effect and the degree of concern needed
Well said! https://t.co/NXoh9fgVK9
A5) Sometimes it takes conversations/empathy/counselling to decide which is cause/ effect and the degree of concern needed
A5) When children withdrawal and have trouble making friends. Boredom in all settings is a sign. https://t.co/4XYDQhTjg2
Q5) When is misbehavior sign of more serious condition (anxiety/depression) rather than a discipline issue? https://t.co/aCxAZCcTb2
A2) Lack of challenge can cause behavior problems and even depression. Schools often want to fix the kid and ignore the circumstance
Hi ! I teach gr 3-5 g/t classes in Michigan. Checking in crazy late, but glad to be here.
A6) Punishment! Just kidding.
A6) Having reasonable expectations. Create a class culture of safety and acceptance. Anticipate. Intervene privately with kindness.
A6) More choice for Ss. More voice for Ss. More engagement!
Also it's difficult to make friends if the teachers are misunderstanding and even calling you names.
This makes me happy! Wish you had been my kids' teacher. <3 https://t.co/jZlwHwO4vY
A6) Having reasonable expectations. Create a class culture of safety and acceptance. Anticipate. Intervene privately with kindness.
A5: what if we approached misbehavior as a possible signal of trauma? In trauma-informed school we believe behavior = communication.
I wish I were your kids' teacher, too! I'll come visit and teach 'em something. :-)
A6: Make the class fun, form a relationship with your students and foster a challenging and caring learning environment.
No one should ever be calling children names. Awful. . Still danger zone for depression.
well, I guess we shouldn't "punish" an adult either for having more to learn. ;)
An engaging lesson plan > a good management plan anyway
A6) Teachers should look for signs of disengagement; consider differentiation &/or personalized learning plan.
A6: Tackling misbehavior starts and ends with relationships. Talk to your kids. Treat them with respect. Teach strategies.
A6) Keep students engaged working at appropriate level, pace, breadth and depth
Hah! Sometimes gentle correction is needed for adults too! ;)
A6: Start with engagement. Give students a reason to be riveted, engaged, excited about learning.
A6) Recognition & understanding; early intervention with a more challenging curriculum may be the answer.
Yes! Relationships are huge! https://t.co/EzeSDFA7XK
A6: Tackling misbehavior starts and ends with relationships. Talk to your kids. Treat them with respect. Teach strategies.
A6) An appropriate response to misbehavior at school should coincide with a child’s age development stage
A6) Sometimes misbehavior is simply acceptable behavior in an unacceptable place.
As asks, could you sell tickets to your lesson?
It's the first thing you learn about teaching, and yet it's still what teaching is all about. Can't be stated enough.
I love this! Like running in the hallway...littles run. https://t.co/5MG5kn3J8Z
A6) Sometimes misbehavior is simply acceptable behavior in an unacceptable place.
<<< Hope to get a slot for Dave in an upcoming
We’ve come to the end of our chat today … final thoughts?
. Yes! This is critical with g/t students, especially when they seem "mature for their age." They're still kids.
This will be archived at and the link will be shared via later today
But so many Ts fail the kiddoes with this.
This was a great chat! Thanks to all for some stimulating conversation!
where you have been all my life? This has been one of the most informative chats I've been a part of.I've bookmarked so much
where you have been all my life? This has been one of the most informative chats I've been a part of.I've bookmarked so much
Thanks to the extraordinary staff at for their awesome support; we couldn’t do it without them!
Admittedly this isn't easy! The first thought isn't to chuckle and say "ah! Kids." It's to blame them. https://t.co/vphwknCHss
A6: Tackling misbehavior starts and ends with relationships. Talk to your kids. Treat them with respect. Teach strategies.
Thanks again for a professional nudge! Love this group.
Thanks to the Advisory Board:
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Our next will be Tues April 26th at 8E/7C/6M/5P (US)/Wed 27th April at 12.00 NZST/10.00 AEST/1.00 (UK).
