The Underachieving Gifted Child - Chapters 8 & 9

Chapter 8 - Self-Efficacy

It's so important to really get to know our students.  We MUST take the necessary time it truly takes to really get to know them.  This is the only way we will get to know where their confidence to learn really is!  Over the years, I've learned that increasing self-efficacy is important for EVERY student.  Knowing a student's source of efficacy will be vital to helping them grow.

Because self-efficacy beliefs are generally influenced by a student's past performance, their vicarious experience of observing models, verbal persuasion, and physiological clues, it is imperative that we know our students.  This is a lot to work through, but all of it comes back to the feedback that our kids are given.  

Feedback is a MUST!  It's not something that can be skipped.  The section on "Verbal Persuasion" stuck out to me.  "Students experience higher self-efficacy when someone they believe is trustworthy tells them they are capable."  Yet, research shows that although positive verbal persuasion can be important, it doesn't contribute as much as past experiences  or vicarious experiences.  Yet, "Although  positive verbal comments are not extremely effective, NEGATIVE ONES ARE DEADLY." Drop the mike!  We must watch what we say to our students, what tone we use, and our intent!  This is something that, I believe, must be worked on with teachers.  Sadly, I've see it all too often.  We CANNOT talk down to kids.  We CANNOT have a "bad day" and take it out on our kids.  We CANNOT make snide comments and think they don't understand.  We MUST make sure the feedback our kids are receiving is valuable, will lift them up, and increase their confidence!  To me, this is a non-negotiable.  When it comes to our gifted students, we must put in the extra effort to help them believe that they are capable of learning and growing.

For me, written feedback has been the toughest to give.  Taking the time to write feedback into student notebooks takes lots of time and effort.  Specific verbal feedback is something I don't struggle with as much, but it's just as important as written feedback.  I do believe that SPECIFIC feedback is vital.  So, taking the time during a work period or closing should be something that we do on a daily basis.  

I'm loving the idea of students being recorded for e-portfolios.  How easy and completely valuable!  What kid doesn't love watching themselves on video?!  

Chapter 9 - Goal Valuation

As I went through this chapter, I thought about my younger brother.  My brother is one of the most gifted, genius people I know.  He liked school in elementary because he had CARING teachers.  Middle school was easy for him.  He enjoyed school then because he was able to be involved in extracurricular activities, but he wasn't challenged academically.  He did great in high school too because of CARING teachers, but was again more focused on his extracurricular activities.  His interest and one of his gifts was always in architecture and building, so that's what he decided to get his degree in.  

He hated college.  His professors weren't willing to hear new ideas.  He felt like it was a waste of time, because what he was "learning" in his classes, he already knew how to do.  He also didn't like that they talked down to him.  Today, my brother is a successful builder who builds beautiful houses.  He has done all of this without a college degree.  As an adult, he does look back and wish he would've finished, but I can't help but wonder if he would've experienced some CONTROL, CHOICE, CHALLENGE, COMPLEXITY, & CARING professors, if he would have that degree hanging on his wall.

Making school meaningful for our gifted students is another non-negotiable.  We don't have a choice.