They might exhibit very efficient thought processes with a quicker.
understanding of concepts and an ability to make sense of new and.
unfamiliar information. Often, they are highly perceptive to subtleties.
and able to make connections between apparently unrelated concepts. These.
intellectual qualities often assist the student academically.
Many gifted and talented children are perfectionistic, meticulous and.
precise, often paying close attention to detail. The Instructor suggests.
that these students are easily frustrated in their quest for perfection,.
and that they often tend to seek approval and reassurance. Many gifted and.
talented students are highly creative, display original ideas and a.
colorful imagination. Some demonstrate confidence and leadership qualities.
Many seem to have a thirst for knowledge which results in an inquisitive.
nature and a general interest in many areas. Many of these qualities are.
generally observed in the gifted and talented child in a consistent pattern.
in many aspects of life, however apparent or subtle. Still other students.
exhibit such advanced development, characteristics and natural talent in.
only specific areas.
I believe that it is absolutely essential that educators be qualified.
to recognize patterns and consistencies among their students, gifted or.
otherwise, so as to monitor the progress and development that is or is not.
being made. Through varied approaches teachers should observe the learning.
patterns of his or her students and adapt a method that is receptive and.
accommodating to each student's needs, talents and limitations.
Gifted and talented students need a curriculum that will challenge.
their skills and abilities and will be appropriately modified to.
accommodate their individual and advanced "pace of learning" (Silverman,.
1995). Far too many gifted and talented children become stagnated in the.
regular classroom with consistently no intellectual stimulation.