GIFTED STUDENT OR TEACHER PLEASER?

TARGETS Identify some known characteristics of

a Teacher Pleaser Identify some known characteristics of a

Potentially Gifted Student Identify when students should be

referred for PEGASUS screening

GENERAL DEFINITIONS A Potentially

Gifted student is a student who is pleased with original work, right or wrong, and who is strongly opinionated regarding moral issues.

A Teacher Pleaser is one who has and/or does all the nice, pleasing, helpful, and considerate things in class as well as bails you out of uncomfortable situations when possible.

TEACHER PLEASERS Time Pleaser

On timeAssignments are on timeMay get upset with time/power tests If she is late she makes sure to follow all

necessary proceduresWill remind you of the time in classWill assist others in meeting time limitsOrganizes games so they can have the

most playing time availableGood follower to keep game going

Question/Answer PleasersAsks safe questionsResponds with safe answersAvoids controversyOne of the first to answer questionsOne of the first to ask questionsWill change an answer quickly to pleaseVolunteers quicklyWill practice material learned

Social PleaserPolite to allPapers are neat and orderlyAsks to help youMay be overly politeFollows all the proceduresUses yes, no, thank you, and pleaseWill organize gamesParticipates on the team chosen without

fussing Is a good followerMay act as a peacemaker

SUMMARY Generally have good writing skills Neatness is important to him/her Possess a large amount of factual

content Good thinkers Problems begin to occur when they are

asked to analyze, synthesize, and evaluate

Known to change answers if they perceive a different teacher desire or textbook response

POTENTIALLY GIFTED Academic

Possesses much knowledge and factual information

Catches on quicklyWorks independentlyConveys ideas effectivelyHas a good attention span if material is not

routineAnswers questions that are stimulatingMay show creative and inventive powerMay disagree with ‘teacher/textbook” answersHas a good memory

Takes charge but many not follow throughAnticipates outcomes Is logical most of the timePossesses more than one special talentReads at an advanced levelMay display spontaneous intellectual

outcomes or conclusionsResponses may be thought-provokingMay frequently respond in an elaborate

mannerResponses may show creativity Is aware of things other students are not

Behavior May not show neatness or order in work Adjusts to new situations easily May resent always helping others when finished

with his/her work Is good in physical activities Has a good attention span if material is not

routine Takes charge but may not follow through Anticipates outcomes Is logical most of the time Expresses him/herself in a more mature manner Is aware of things other students are not May show behavior unacceptable in your

classroom May show behavior elaborate for the situation Displays spontaneous behavior

SUMMARY May display attitudes of indifference

that are often perceived as arrogant, inconsistent, and/or not acceptable in the classroom.

May be disruptive to the order of the classroom because of the elaborate or provocative questions they ask.

Usually good at logical reasoning; their ability to sequence and reason may make you feel uncomfortable.

May also have some of the traits of Teacher Pleasers

OVEREXCITABILITIES Capacity for being active and energetic Sensual pleasure or displeasure

emanating from sight, smell, touch, taste, and hearing.

Marked need to seek understanding and truth

Heightened play of imagination with rich association of images and impressions

Heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression.

10 TRAITS AND BEHAVIORS THAT MAY PREVENT IDENTIFICATION

Students may get easily bored with routine classwork. Some may say so, often and loudly. Others may tune out and say nothing.

Students may work intently on one area or subject, neglecting homework and classwork in other areas of study.

Students may use their advanced vocabularies to “retaliate” against those who are not so verbally well-endowed.

Students may get so excited about a discussion or topic that interests them that they monopolize the conversation or begin “preaching” about it, even to the teacher.

Students may get excited about a particular topic but, once initial interest is satisfied, resist doing additional work that relates to the topic. Their follow-through is weak.

Students may dislike or resent having to work with others who are not of equally high abilities, and they may express this dissatisfaction through words or loud sighs.

Students may possess a vast knowledge of many topics, and they may correct adults (peers) they perceived as giving incorrect or incomplete information.

Students may use their advanced senses of humor and cunning to intimidate, manipulate, or humiliate others.

Students may be self-assured and passionate about particular political, social, or moral issues and state their views openly, distancing themselves from classmates who don’t share (or care about) these issues.

Students may prefer working independently and resent any adult who wants them to “toe the line” by following a specific procedure with which they disagree.

SCREENING PROCESS Fill out Teacher Nomination Form before talking

to parent about testing. Share Teacher Nomination Form with me. I will look at cum file. Decide together whether to ask parents for

permission to test. Have parents sign Permission to Test form and

fill out Parent Nomination Form. I will screen student and share results with you

and with parents. If parents request screening, give them the

Permission to Test and Parent Nomination forms.

Mittan, K. (1989).Teacher Pleaser or Potentially Gifted? Educational Impressions, Inc.

Delisle, J & Galbraith, J. (2002). When Gifted Kids Don’t Have All the Answers. Free Spirit Publishing.

Dabrowski, K. & Piechowski, M.M. (1977). Theory of Levels of Emotional

Development.Dabor Science.