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•Maya, 2nd grade. Reading. She feels that she mix up all the words. She look at pictures to better understand the story. She had to read all summer, but she finally was able to start reading by sound out letters. Expert says that for this students just reading or even openinga book can  be frustrating and discouraging.  She states that they need extra support otherwise the will think that they cannot do it. Also, that they need to understand how changes in letters can make different words.

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Psychomotor overexcitability is a heightened energy level and increased need for movement, often seen in highly gifted or intense individuals. It involves excessive physical activity, restlessness, rapid speech, impulsivity, and a strong drive for action. People with psychomotor overexcitability may struggle with sitting still, frequently fidget, or engage in nonstop talking. While it can resemble hyperactivity, it is driven by an internal intensity rather than a lack of control. Channeling this energy into physical activities, creative outlets, or structured routines can help manage its effects.

Benefits:

High Energy & Stamina

Strong Drive & Motivation

Quick Thinking & Fast Response

Enhanced Athleticism & Physical Skills

Passion for Engagement

Resilience & Productivity

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Executive function is a set of mental skills. It includes working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

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1. Myth:Gifted children tend to be more mature than other kids their age

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1. Myth:Gifted children tend to be more mature than other kids their age

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Truth: Many gifted children are more mature than other kids their age. That does not mean though they are ready to have mature conversations that children a few years older than them are having. Emotionally they are still the age on their birth certificate. They might be able to talk about quantum physics but still throw a fit when things do not go their way. No matter how smart they appear to be, it is important not to forget they are children.

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2.Myth: A gifted child will be talented in everything they put their mind to.

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2.Myth: A gifted child will be talented in everything they put their mind to.

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Truth: A person may be gifted in one domain and have typical or subpar skill in another area. For example, a brilliant writer might struggle to pass their science class.

Being gifted in one area doesn’t guarantee success in all subjects. Just like anyone else, gifted children have strengths and weaknesses. A student with exceptional writing skills may struggle with math, while a talented musician might find reading comprehension challenging. Giftedness is not the same as being universally talented—it often means excelling in a specific domain while having average or even below-average abilities in others.

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3.Myth: Gifted students don’t need help; they’ll do fine on their own.  

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3.Myth: Gifted students don’t need help; they’ll do fine on their own.  

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The truth is that the Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities, in other words, nurture their talents, otherwise they can feel frustrated or bored.

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This list was developed from a longer list of myths explored in a special edition of Gifted Child Quarterly (GCQ). How many of these myths have hindered you and your child in the pursuit of a challenging education for advanced students?

Myth: Gifted students don't need help; they'll do fine on their own.

Truth: Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school.

Myth: Gifted students make everyone else in the class smarter by providing a role model or a challenge.

Truth: In reality, average or below-average students do not look to the gifted students in the class as role models. They are more likely to model their behavior on those who have similar capabilities and are coping well in school. Seeing a student at a similar performance level succeed motivates students because it adds to their own sense of ability. Watching or relying on someone who is expected to succeed does little to increase a struggling student's sense of self-confidence. Similarly, gifted students benefit from classroom interactions with peers at similar performance level.

Myth: All Children are Gifted.

Truth: While all children are special and deserving, not all children have exceptional academic gifts that require additional or different support in school. Interestingly, most people readily accept that there are gifted children in performing arts or athletics whose talents are so far above those of others their age that they require additional or different training or coaching. It is important to understand that these same characteristics and differences apply to academically gifted students who need support and guidance to reach their full potential.

Myth: Acceleration placement options are socially harmful for gifted students.

Truth: Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as intellectual peers. Studies have shown that many students are happier with older students who share their interest than they are with children the same age. Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.

Myth: Gifted education programs are elitist.

Truth: Gifted education is not about status, it is about meeting student needs. Advanced learners are found in all cultures, ethnic backgrounds, and socioeconomic groups. However, not every school district offers services for gifted students, even though there are gifted students in every district. Because of a lack of state and federal financial support, only affluent districts in many states can afford to offer gifted education programs and services, which leaves many gifted students behind.

Myth: That student can't be gifted; he's receiving poor grades.

Truth: Underachievement describes a discrepancy between a student's performance and his actual ability. The roots of this problem differ, based on each child's experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential. See ERIC digests on underachievement in gifted boys; underachievement of minority students.

Myth: This child can't be gifted, he has a disability.

Truth: Some gifted students also have learning or other disabilities. These twice-exceptional students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear average. Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students' abilities and allow them to have challenging curricula in addition to receiving help for their learning disability.

Myth: Our district has a gifted and talented program: We have AP courses.

Truth: While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. Coupled with the one-size-fits all approach of textbooks and extensive reading lists, the limitations of AP coursework mean that districts must offer additional curriculum options to be considered as having gifted and talented services.

Myth: A gifted education requires abundant resources

Truth: While, over time, developing an effective and comprehensive gifted education program may be costly and require talented, well-qualified professionals, an abundance of resources is not necessary to begin offering gifted education services. A belief that gifted students require something different from the regular curriculum, followed by hard-work and commitment from community and district personnel, are the most critical components in designing and implementing successful gifted education programs and services.

The above "myths and truths" come from National Association for Gifted Children. Please go to the NAGC website (www.nagc.org) for an in-depth discussion of each myth and truth.

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Common Gifted Education Myths and Truths

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This list was developed from a longer list of myths explored in a special edition of Gifted Child Quarterly (GCQ). How many of these myths have hindered you and your child in the pursuit of a challenging education for advanced students? Truth: Would you send a star athlete to train for the Olympics without a coach?

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4.	Myth: Acceleration placement options are socially harmful for gifted students. 

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4.	Myth: Acceleration placement options are socially harmful for gifted students. 

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The truth is that, actually, they are not. Gifted students need to be constantly challenged with complex activities that make them feel the rigor, most of the time they are willing to work hard but in a fun and meaningful way.

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This list was developed from a longer list of myths explored in a special edition of Gifted Child Quarterly (GCQ). How many of these myths have hindered you and your child in the pursuit of a challenging education for advanced students?

Myth: Gifted students don't need help; they'll do fine on their own.

Truth: Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school.

Myth: Gifted students make everyone else in the class smarter by providing a role model or a challenge.

Truth: In reality, average or below-average students do not look to the gifted students in the class as role models. They are more likely to model their behavior on those who have similar capabilities and are coping well in school. Seeing a student at a similar performance level succeed motivates students because it adds to their own sense of ability. Watching or relying on someone who is expected to succeed does little to increase a struggling student's sense of self-confidence. Similarly, gifted students benefit from classroom interactions with peers at similar performance level.

Myth: All Children are Gifted.

Truth: While all children are special and deserving, not all children have exceptional academic gifts that require additional or different support in school. Interestingly, most people readily accept that there are gifted children in performing arts or athletics whose talents are so far above those of others their age that they require additional or different training or coaching. It is important to understand that these same characteristics and differences apply to academically gifted students who need support and guidance to reach their full potential.

Myth: Acceleration placement options are socially harmful for gifted students.

Truth: Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as intellectual peers. Studies have shown that many students are happier with older students who share their interest than they are with children the same age. Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.

Myth: Gifted education programs are elitist.

Truth: Gifted education is not about status, it is about meeting student needs. Advanced learners are found in all cultures, ethnic backgrounds, and socioeconomic groups. However, not every school district offers services for gifted students, even though there are gifted students in every district. Because of a lack of state and federal financial support, only affluent districts in many states can afford to offer gifted education programs and services, which leaves many gifted students behind.

Myth: That student can't be gifted; he's receiving poor grades.

Truth: Underachievement describes a discrepancy between a student's performance and his actual ability. The roots of this problem differ, based on each child's experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential. See ERIC digests on underachievement in gifted boys; underachievement of minority students.

Myth: This child can't be gifted, he has a disability.

Truth: Some gifted students also have learning or other disabilities. These twice-exceptional students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear average. Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students' abilities and allow them to have challenging curricula in addition to receiving help for their learning disability.

Myth: Our district has a gifted and talented program: We have AP courses.

Truth: While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. Coupled with the one-size-fits all approach of textbooks and extensive reading lists, the limitations of AP coursework mean that districts must offer additional curriculum options to be considered as having gifted and talented services.

Myth: A gifted education requires abundant resources

Truth: While, over time, developing an effective and comprehensive gifted education program may be costly and require talented, well-qualified professionals, an abundance of resources is not necessary to begin offering gifted education services. A belief that gifted students require something different from the regular curriculum, followed by hard-work and commitment from community and district personnel, are the most critical components in designing and implementing successful gifted education programs and services.

The above "myths and truths" come from National Association for Gifted Children. Please go to the NAGC website (www.nagc.org) for an in-depth discussion of each myth and truth.

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Common Gifted Education Myths and Truths

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This list was developed from a longer list of myths explored in a special edition of Gifted Child Quarterly (GCQ). How many of these myths have hindered you and your child in the pursuit of a challenging education for advanced students? Truth: Would you send a star athlete to train for the Olympics without a coach?

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The truth is all children have unique abilities, but some children have exceptional academic abilities.

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6.Myth: Gifted children will always do well in school.

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6.Myth: Gifted children will always do well in school.

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Truth: Gifted children have many different relationships with school. Some kids prioritize their grades and excel. Others lack motivation because the school material bores them, or they become distracted by more engaging pursuits. Still other students wish to do well, but their fears about failure sabotage them.

Gifted children don’t always thrive in school, as their success depends on various factors. Some are highly motivated and excel academically, while others become bored or disengaged if the material isn’t challenging enough. Some may struggle with perfectionism, fearing failure so much that it holds them back. Additionally, a gifted child might prioritize personal interests over schoolwork, focusing on what excites them rather than what is assigned. Their academic performance is influenced by their learning environment, motivation, and emotional well-being, not just their abilities.

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IQ shows a person's ability to learn, not what they already know

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For instance, a 10-year-old child might have a reading comprehension level equivalent to a high school student, able to analyze complex literature and engage in deep discussions about themes and symbolism. However, the same child may struggle with emotional regulation, finding it difficult to cope with frustration, follow social norms, or interact appropriately with peers of the same age. This scenario might wrongly be considered as a behavior issue in class if the student also displays a lack of self regulation skills.

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IQ Percentile Calculator:  calculate the percentage of the population that have a score equal to or higher than a given IQ test score

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IQ Percentile Calculator:  calculate the percentage of the population that have a score equal to or higher than a given IQ test score

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"IQ test scores are valuable due to their high or moderate correlation to morbidity, mortality, school performance, job performance, income, involvement in crime, and others"

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"There is research that tells us that malnourishment, maltreatment, neglect, etc. during childhood and adolescence can result in lower intelligence, however there is no known way to improve the general intelligence of a person, despite attempts to identify mental tasks, dietary regimes, lifestyle changes etc. that can result in improvement in mental abilities and therefore the IQ percentile one falls within."

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Students IQ determines what level of accommodation to be provided.

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Asynchronous gifted behavior means a gifted child develops unevenly—advanced in some areas but typical or behind in others. For example, they might read like a high schooler but struggle with social skills or emotions.

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Asynchonous development refers to gifted children whose mental processing and intellectual abilities are above the normal child.

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Tommy, 1st grade. He always felt that he was falling behind. He found math very hard, but when finally got the problem right, he was happy. Expert says that number concept is complicated. Figuring out these can be tricky. They need to extract meaning. Children can use board games, play counting money with others, add. Looking for opportunitites to praise every step of improvement is very important for them.

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Gifted children often experience emotions more deeply than their peers. Recognizing and supporting this emotional intensity can empower them to thrive both academically and personally.

Deep Empathy and Compassion

Many gifted children display a strong sense of fairness and an innate desire to help others.

Enhanced Perception

Their sensitivity allows for profound connections with people, nature, art, and everyday experiences.

Rich Inner Life

Intense internal dialogue and creative processing lead to unique problem-solving and creative expression.

Emotional Expression as Strength

When embraced positively, these traits can boost self-awareness and resilience.

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Merrill has struggled with reading her whole life. Her teachers often said that they would be able to help her, but couldn't. She got frustrated with reading because she could't access the texts she wanted to read and her friends made fun of her for reading, "baby books," that she could read.

Eventually, teachers taught her decoding strategies that worked. Her teachers also read aloud books that were above her reading level to model the process. These books were books that interested her. When it came time, she was able to find a book series that was on her level- both reading level and maturity level. This helped Merrill discover the joys of reading!

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Many gifted and talented children (and adults) are being mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. The most common mis-diagnoses are: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (OD), Obsessive Compulsive Disorder (OCD), and Mood Disorders such as Cyclothymic Disorder, Dysthymic Disorder, Depression, and Bi-Polar Disorder. These common mis-diagnoses stem from an ignorance among professionals about specific social and emotional characteristics of gifted children which are then mistakenly assumed by these professionals to be signs of pathology.

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SENG - Supporting Emotional Needs of the Gifted

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Here’s the reality behind seven common misconceptions.

Myth #1: Being gifted makes up for having a learning or thinking difference.

Myth #2: Students can’t be gifted and lack basic skills, so they’re just not trying hard enough.

Myth #3: 2e students aren’t eligible for IEPs or 504 plans.

Myth #4: Giftedness and challenges can’t be addressed at the same time.

Myth #5: Addressing weaknesses should be the top priority when helping 2e students.

Myth #6: 2e students need accommodations, so they can’t be in AP classes.

Myth #7: 2e students should be more mature than other kids their age.

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Find high-quality images, photos, and animated GIFS with Bing Images

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Julia, 2nd grade. She had challenge paying attention in class. She is often day dreaming and often felt embarrassed when called on. Expert says that teachers should manage the distraction. This can be done by giving students more hands - on activities for active participation. Also, teachers should use strategies to help kids stay focus such as frequent breaks and fidget toys.

Have frequent breaks between lessons.

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7 Simple Ways To Sneak Mindfulness Into Your Teaching Day

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7 Simple Ways To Sneak Mindfulness Into Your Teaching Day

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Ways for us, as teachers, to incorporate mindfulness into our everyday

1. Take a moment to breathe.

-Deep breathing can help everyone

2. Listen carefully.

-Take a moment to fully hear your surroundings, especially when it is quiet

3. Ground yourself.

-Go outside. Eat lunch at a outdoor picnic table or take a walk around the building.

4. Use your sense of smell.

-Use an oil diffuser or a wax melter in your classroom

5. Try a change of scenery.

-Go to a different area of the building or go outside

6. Walk mindfully.

-Take your time while walking through the building; don't just rush to your next spot

7. Make an authentic connection.

-Actually have a non-academic conversation with a student or a colleague

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The ultimate goal of mindfulness is to teach our students how to be aware of their emotions as well as to learn how to better control them. Understanding that by teaching mindfulness, teaches students how to self-reflect when it comes to their behavior and make sound decisions. When obstacles like discipline problems arise in the school /classroom setting, being mindful provides an opportunity to turn this obstacle into a teachable moment.

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The article highlights how mindfulness in the classroom helps students regulate emotions, improve focus, and manage stress by fostering awareness of their thoughts and feelings at the present time.

Teachers use mindfulness techniques, such as breathing exercises and posture awareness, to support transitions, reduce behavioral issues, and create a calmer learning environment.

Schools implementing mindfulness programs have seen benefits like improved student behavior, increased teacher retention, and enhanced emotional resilience in children.

Before learning about Mindfulness, the students in special ed classes had the reputation of being unmanageable and out of control.

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Mindfulness in the Classroom - Child Mind Institute

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Learn how mindfulness in the classroom can help kids regulate their behavior. Child Mind Institute shares mindfulness techniques to improve focus.

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#11 Integrating Mindfulness in Your Classroom Curriculum

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#11 Integrating Mindfulness in Your Classroom Curriculum

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Mindfulness can relieve stress and anxiety for both teacher and students. There are 4 key ways to incorporate mindfulness in your curriculum:

1. Do Mindfulness Breathing

To practice mindful breathing, place

your right hand on your belly and your

left hand on your chest, feeling the

gentle rise and fall of your breathe.

Count to three as you inhale and

exhale.

2. Mindfulness Through Sensory Experiences - Like listening to relaxing music , calm sounds, play I Spy or create mind jars.

3. Mindfulness Through Guided Imagery For example, when introducing a new topic like animals, let kids close their eyes and slowly talk them through a pretend journey. Then, they can draw what they imagined or discuss their ideas.

4. Mindfulness Through Movement

Introduce movement in your classroom like Yoga.

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Integrating Mindfulness in Your Classroom Curriculum

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Integrating Mindfulness in Your Classroom Curriculum

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2. Mindfulness Through Sensory Experiences

Sensory experiences also help children focus and relax. Try listening to relaxing music or other calming sounds in the classroom. You might also take the children outside to hear the sounds of nature. They could play I Spy or create mind jars. This activity involves putting items with strong, familiar smells (like cinnamon, flowers, cheese, or popcorn) in jars and having the children guess the items by using their sense of smell. To focus them on their sense of touch, ask your children to close their eyes, give each one a cotton ball or sponge, and have them guess what they're holding. Sensory tables covered with containers of water, sand, ice, or thematic props are great. Encourage imaginative play with Play-doh, clay, shaving cream, or Slime.

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Integrating Mindfulness in Your Classroom Curriculum using sensory

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Brain Jump With Ned the Neuron

https://youtu.be/g7FdMi03CzI

Our brain are made up of neurons. These neurons are neuroplasticity, they can take on challenges and let your brain grow. Challenges let your brain grow stronger and practices turn challenges into strength.

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Brain Jump with Ned the Neuron: Challenges Grow Your Brain

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Praising Young Children for Being Smart Promotes Cheating

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Praising Young Children for Being Smart Promotes Cheating

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Basically, preschool students were divided into three groups: one was told they were smart, one was told they work hard, and one wasn't told either. The researchers told the students that they were going to leave the room and when they got back, they would play a guessing game. They then told the students not to cheat before they left the room. When reviewing the footage, the students who were told they were smart, looked at the material that might help them in the guessing game.

If you tell a child they are smart, they want to uphold their reputation. If you tell a child they are hardworking, they want to uphold their reputation.

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Praising children for being smart increases cheating

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A pair of studies from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, along with researchers in China and the U.S. have found that children who are told that they are smart or that they are high-achieving academic students are more likely to cheat.

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Essential Elements of a Flexible Mindset

There are three key components to the flexible mindsets approach that feed each other and propel students along the path of directing their own learning journey.

Metacognition: Having flexible growth mindset to become aware of our ability to reflect upon our own thinking and learning, or metacognition

Positive thinking: having a positive mindset helps us to understand that we are lifelong learners, that is getting smarter. Understanding that there is value in making mistakes and not knowing. The flexible mindsets framework differs from growth mindsets by being explicit about fusing our encouragement to keep trying with direct instruction and feedback about adaptive strategy use.

Executive function strategies: In our model, executive function (EF) is a set of interrelated processes such as planning, working memory, self-monitoring, and thinking flexibly. We need EF processes to understand what we need to do, figure out how to get there, and make it happen. Simply put, it’s how we get stuff done.

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Enhance the importance of encouraging the ability to learn. This helps the students overcome their challenges and achieve their goals. It values the art of perseverance and enables them to see that their efforts can be paid off.

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"The power of yet" with Gromo & friends - Growth mindset for students

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Allow time for physical or verbal activity, before, during and after daily and school activities.

Provide breaks to help expel physical energy.

Encourage movements such as flexible seating or the ability to stand.

Provide opportunity for creativity: puzzles and games.

Provide opportunity for enrichment: take field trips

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Maya - 2nd Grade Student

Maya is a 2nd Garde student that is at frustration level in regard to Reading. When attempting to read, she often finds herself mixing up words and sounds which leaves her in a state of confusion. Because she cannot differentiate the two, she tries to use illustration to aid in understanding the unfamiliar words. Feeling defeated due to her inability to reading, Maya felt that all of her peer were excelling, and she was being left behind. Experts express that reading can be quite an obstacle for some children. She also expressed an alarming concern that if we don't provide our children with the necessary support and foundational skills to become fluent readers, in the near future our children might become deflated and demotivated when it comes to reading. In order for us to turn this obstacle into and opportunity, it is imperative that we model good reading habits. First by setting goals that they can obtain, providing children with books that they can decode as well as sharing a challenging text alongside them helps foster their reading skills.

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Reading Challenges- Maya, 2nd Grade - YouTube

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Working memory is one of the brain’s executive functions. It’s a skill that allows us to work with information without losing track of what we’re doing. Working memory isn’t just for short-term use. It also helps the brain organize new information for long-term storage. When people have trouble with working memory, the brain may store information in a jumbled way. Or it may not store it for the long term at all.

Sometimes, what may look like trouble with working memory is actually an attention issue: The information was never put into the brain’s storage system in the first place. Learn more about the differences between attention and working memory.

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Why is it important to target executive functioning skills?

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Why is it important to target executive functioning skills?

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Executive functioning skills are in everything that we do. We use them when we plan out a long-term project, when we organize our materials, and when we use self-control to not call out when someone else is speaking. These skills are the foundation for success in and outside of school.

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Providing the support that children need to build these skills by spending time teaching executive functioning skills.

Teach skills explicitly

Problem-solve through scenarios

Embed skills in the curriculum. For example, teach students how to plan when a project is assigned.

color coordinating their books, notebooks, and folders.  Visually give your kiddo a chance to figure things out for himself.(autonomous).

Use a multisensory approach when assigning tasks.

Encourage flexible thinking.

Use simple worksheets to practice following directions.

Use puzzles

Play games. Games provide an opportunity to exercise memory, order, and following rules in a low stress and fun way.

participating in sports, doing chores, playing strategy games and playing a musical instrument.