A SUPER learning environment

Giftedness is a state of being. Gifted children are not better than everyone else. Neither are they worse. Just different. Anne Marie Roeper states that our behaviours are governed by attitude and attitudes result from perceptions of the world and basic needs. Gifted children think and feel more intensely than other children. Their unique perspectives about life impact on their interactions with others of the same age, but these differences are normal within gifted. They are not necessarily accepted or understood or even recognised as they attempt to make sense of the world and create connections.
A fortunate case of overhearing, totally unprompted ... a six year old talking to a new child in her class... You will be OK. Everyone feels nervous when they start something new. I will be your friend until you can decide for yourself if you want me to be one... a perfect example of her heightened understanding that it takes time and effort to build bridges between ourselves and others. The result was a teacher’s increased awareness that she had a child with a unique ability to create relationships with others. She spoke privately to the student later, telling her that she overheard and appreciated what she had said, thanking her for making the new child’s day easier. She also determined to provide more opportunities for leadership for that student in the future. That teacher demonstrated what can be accomplished to meet the needs of a gifted learner by recognising exceptionality both in behaviour and perception.
So what is the optimum SUPER learning environment for gifted learners?
Support for the child’s special interests
Understanding of the phases of development
Protection from hostility and ridicule.Find like minded peers
Empathy with the student’s deep feelings. Encourage him/her to find ways to deal with personal challenges
Respect for the child’s uniqueness.Introduce him/her to role models.