what is the characteristics children?

The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioral and emotional adjustment, and the factors that contribute to children's difficulties, as well as to examine the styles of discipline used by parents of gifted and talented children and their level of confidence in managing specific parenting tasks. METHOD: A survey of parents of gifted and talented children was conducted, with 211 parents meeting criteria for the study. RESULTS: For a community sample, in general gifted and talented children exhibit no more behavioral difficulties than do other children. But children in this sample seemed to show higher levels of emotional symptoms and peer problems. Children's behavioral and emotional difficulties were best predicted by parenting factors, particularly parental confidence. Parents reported that they were less likely to be permissive with their child, but they tended to use a more authoritarian style of parenting characterized by lecturing and a strong reaction to any problems. CONCLUSIONS: There are a number of implications for future research, clinical practice, and the development of parenting interventions for this group of parents.

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the way to become gifted

In a study of educational techniques, a teacher was told that her newclass were all gifted children. “You should get above-average results from them,” she was advised, and by the end of the term she was getting just that, better than average work.The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with IQs within the normal range. The teacher had been deceived about their potential.This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it did make with unusual clarity is that a child will usually live up to a teacher’s expectations when the child believes those expectations are honest.An unanswered question was: In what way did the teacher communicate to the students that they were special and could do superior work? She didn’t tell them that in so many words, but obviously something about her attitude convinced the students that they were gifted.Further studies showed that the special “something” in the teacher’s attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest “something” was the teacher herself and her attitude toward the class and toward their ability.There was an extra amount of confidence and interest in her voice that said, “You’re bright children.” There was a constant reassuring tone that told them they would do well, very well. The children picked up these signals and reacted positively to them.When a student’s word did not measure up to the teacher’s expectations, as often happened, the student was not treated with disappointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip—and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do.The exact part of communication that tells a child, “I expect the best,” is difficult to pinpoint. In part it consists of a level tone showing assurance, a lack of verbal impatience, an absence of negative qualities such as irony, put-downs, and irritation. The teacher who expects the best asks her questions with conviction, knowing the answers she gets will be right, and the child picks up that conviction.Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.An experiment similar to the one done with “gifted” children was done with “gifted” mice. A scientist was given a group of ordinary mice, but told that they were a special breed, trained to run a maze in record time. Working with these mice, the scientist found that they did learn faster than other mice and did run the maze more quickly.But mice know nothing of our language. How was the scientist able to communicate his expectations to them? An examination of all the variables in the test concluded that the unusually good results were due to the way he had handled the mice, the way he talked them and the tone, the confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels—the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians emotional, Japanese polite—and so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, Orientals inscrutable. We even label the sexes—men are aggressive, women passive.On a family basis, the labels are sometimes attached by the neighbors. “Those Joneses are trash…always on welfare.” Or the label may be attached by the family itself. “We Smiths would rather go hungry than ask for government help!” The Smith boy, growing up with this label of awesome independence, lives up to it as readily as the Jones girl lives up to her label. “They all think we’re trash? I’ll act like trash!”The label may be less inclusive, even sexist. One family might say proudly, “The men in our family are always professionals.” When Bill, a son in this family finds that carpentry is the work he loves best, he faces a family conflict—and a conflict with himself. His inner strength may allow him to go through with his own desires and become a carpenter, but then he knows that he hasn’t lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. “I’m a failure, really.” It doesn’t matter that Bill is a success in his field, that in time he owns his own business and makes more money than his brother Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads failure.Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents’ voice before he understands the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.If he’s treated with love and gentleness, he responds with both emotions. Later, when he understands speech, he accepts his label. Jimmy is the nice one in the family, or Sally, who’s been a difficult baby, earns the label of troublemaker. Each child, along with his given name, picks up a label. She’s the clever one. He’s the pushy one. Norman is always late. Betty is so hard to love. Barbara is cold. Jack is wild. Natalie is sweet, and so on. The labels may reflect has been imposed on the child by the label. If Natalie hears that she is sweet often enough, she begins to act sweet. You tend to live up to your label.In the same way, the students in the teaching experiment were labeled bright, and they managed to be bright, to work beyond their ordinary ability.

Will she be the next gifted children?

Hehe,this is her name.She was such a clever girl.

my first lesson for children

Preface

"They are both from Indonesia ,"
My supervisor told me,"
One is girl of 11years old and the other boy 13".
"But what are they like,quiet or active?"
I wondered.
"Maybe a little noisy 'cause they acquainted each other. And their aunt suggested separating them if possible.So you know?"
"Ok,no problem.I think."
Even if I said that, I'm not so sure I can make it.

The above is about Trial lesson of two new students assigned by my leader for me next day.Two children? Yeah. one 13,one 11; one boy,one girl. I didn't teach children like them before so it is totally a new challenge for me. Hence I made much of it as well as prepared it seriously and adequately as much as I can.

Fortunately, I took a training about Children's lesson and I guess I know the basic process. So first, I browsed the note taken before at once; Second, I forwardly consulted and learned from teachers with profuse experience. The last but not least is ready for taking a class. That's to say, what I need to use in class must be prepared carefully 'cause which is so different from adult's lessons.

On coming back home, I rushed into my room and began to do for the class. The point for teaching children is to make you liked by them. For this I needed to find many pictures and tools to make it more interesting. What's more, games are indispensable as well. Finally, everything was finished but waiting. I breathed for spending so much time on it. And wished me good luck.


Time: 16:00 June 15.
Spot: North school area.
Character: 2 students & me

It's 4pm sharp. They were not coming. On the minute hand passed 5 ,they arrived. I need to say they were impressed. Girl is in fashion and boy is cool though they are just teens.
Although I hate people getting late, I still felt happy to see them.

Class began. First of all, I learned of sth basic about them such as names,nationalities and hobbies and so on. And we said hello to each other. Then I introduced Chinese Pinyin system to them as I did for others. But the difference was they pronounced them more clearly and loudly especially that girl. Children like playing so we took different games during the class after we learned some new Sheng mu(Finals) or Yun mu(Initials). Before the class, I thought of several games. To my delight, I used thme all in class. For example, after we learned "a o e i u ü" we just took a competition. I let the children pat pinyin letters' cards as soon as possible after I said "begin". Then after several times, I made changes. In a word, it's a lot of laugh and happiness full of our class.

One hour passed in a minute. I didn't know how good or bad my class was before I heard "fun" evaluated from these two children. I know I made it.

Before some people said teacher will get more when they are in class.That's so true.In deed,I have a lot to learn such as how to make the class more active and more interesting etc.

Come on!
Preface

"They are both from Indonesia ,"
My supervisor told me,"
One is girl of 11years old and the other boy 13".
"But what are they like,quiet or active?"
I wondered.
"Maybe a little noisy 'cause they acquainted each other. And their aunt suggested separating them if possible.So you know?"
"Ok,no problem.I think."
Even if I said that, I'm not so sure I can make it.

The above is about Trial lesson of two new students assigned by my leader for me next day.Two children? Yeah. one 13,one 11; one boy,one girl. I didn't teach children like them before so it is totally a new challenge for me. Hence I made much of it as well as prepared it seriously and adequately as much as I can.

Fortunately, I took a training about Children's lesson and I guess I know the basic process. So first, I browsed the note taken before at once; Second, I forwardly consulted and learned from teachers with profuse experience. The last but not least is ready for taking a class. That's to say, what I need to use in class must be prepared carefully 'cause which is so different from adult's lessons.

On coming back home, I rushed into my room and began to do for the class. The point for teaching children is to make you liked by them. For this I needed to find many pictures and tools to make it more interesting. What's more, games are indispensable as well. Finally, everything was finished but waiting. I breathed for spending so much time on it. And wished me good luck.


Time: 16:00 June 15.
Spot: North school area.
Character: 2 students & me

It's 4pm sharp. They were not coming. On the minute hand passed 5 ,they arrived. I need to say they were impressed. Girl is in fashion and boy is cool though they are just teens.
Although I hate people getting late, I still felt happy to see them.

Class began. First of all, I learned of sth basic about them such as names,nationalities and hobbies and so on. And we said hello to each other. Then I introduced Chinese Pinyin system to them as I did for others. But the difference was they pronounced them more clearly and loudly especially that girl. Children like playing so we took different games during the class after we learned some new Sheng mu(Finals) or Yun mu(Initials). Before the class, I thought of several games. To my delight, I used thme all in class. For example, after we learned "a o e i u ü" we just took a competition. I let the children pat pinyin letters' cards as soon as possible after I said "begin". Then after several times, I made changes. In a word, it's a lot of laugh and happiness full of our class.

One hour passed in a minute. I didn't know how good or bad my class was before I heard "fun" evaluated from these two children. I know I made it.

Before some people said teacher will get more when they are in class.That's so true.In deed,I have a lot to learn such as how to make the class more active and more interesting etc.

Come on!

gifted children can be success?

A gifted children is inborn, or developed in the growing period, is always the topic which the academic circle argued frequently. Probably about 90% people thought: The gifted child is may undergo the special education to carry on the raise, but also has the expert who some persevere oneself idea to think throughout: The child is inborn. Will certainly also have some experts saying: The child should be these two viewpoint union。But all of them believe that gifted children have supernormal intelligence.
Some experts do a research, mass data collected have studied affect a person life experience the factor. Afterward they discovered that many data are also unable to prove actually in person's growth process to receive which factor influence, because the variable is too many really. Inspects human who these make the great contribution truly, like Einstein, Lu Sun and so on, the early time has not displayed anything to be superior, but they become famous is very actually late. The intelligence is one which of variables affect the people development, with success not inevitably relations.

problems with gifted children

While it is true that gifted children have the similar basic needs as other common children, and progress through the same developmental stages as other children, (at a younger age), and can be confronted with same problems, (such as family poverty, substance abuse, or alcoholism) much research indicate that there are needs and problems that appear more often among gifted children. In addition, there are three important factors that interact to influence a gifted children’s well-being: type of giftedness, educational fit and personal characteristics.