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First of all encouraging discussions to understand the needs of these students are important. Second, to be treated equally in the classroom to foster collaboration and increase trust.

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Talented children need an environment in which they will feel included and wanted, we offer them additional tasks and opportunities for independent research. It is more difficult for the elderly, when it is already starting to be stigmatized, here the teachers should be the ones who would create a positive classroom climate from the beginning and connect the children through various social games

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First of all, an educational environment should be created in which all children feel confident and valued. This is the only way that all children can feel a sense of belonging and acceptance from others. Teachers need to understand that all gifted children are first of all children and they just need to create opportunities for them to learn to interact and communicate without feeling exclusion and stress. They need to teach them to acquire social skills and enjoy all activities. Teachers can divide students into groups of diverse abilities to allow them to work together and give them a chance to explore interests and passions. Therefore, it is important for the teacher to continuously monitor the progress of gifted students in order to collect feedback and correct what is needed.

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Creating an inclusive and supportive environment for gifted students in their classrooms is crucial for their educational and emotional development.
We can provide them advanced materials, projects, or additional challenges to keep them engaged and motivated.Allow for both homogeneous  and heterogeneous (mixed-ability) groupings. Gifted students benefit from peer interactions with students of various abilities.Offer a variety of enrichment activities, clubs, or programs that allow gifted students to explore their interests in-depth.

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In the classroom there are multiple subjects in which, in some cases, different skills (hard and soft) need to be used. Our groups of students are very heterogeneous, so I think it is important from the beginning to normalize that not all are the same and that each one will receive an education adapted to their needs. From this baseline, work in heterogeneous groups can include and integrate all types of students, including gifted students, in such a way that they are an added value to the group and are not stigmatized like "freakies".

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Working in pairs and in groups allows students to come together to achieve their common goal. That is why the inclusion of these children in project activities is more than necessary. In those activities, their giftedness will come to the fore, but at the same time, the connection between the students and the acquisition of greater self-confidence will develop.

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team work brings children very close, even if their knowledge is not the same, their temperament is different, when they have a common goal, through collaboration they achieve very good results.

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Being a teacher every day we are used to work with children of so many different abilities and disabilities. Of course it is a challenge to approach every child individually, but it is our job. In the classroom there has to be acceptance of diversity through all the learning activities. As teachers we need to build the atmosphere where all the students need to try to achieve their maximum. To do this there has to be collaborative learning, working in teams, offering different activities for students with diverse interests.

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I start from the concept that we should give each student what he or she needs, and therefore we need to take care of both the student with difficulty and the one who doesn't feel at ease because bored by lessons that are too easy. Having said this, rigorous planning of activities should probably be carried out in order to organize small working groups, perhaps using cooperative learning. As regards stigma, this must be understood both in a positive and negative sense, it should certainly be avoided and all those behaviors that promote it should be put aside.

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I try to provide multiple means of engagement by using choice menus for working toward the goals, and having multiple means of presentation -providing options for engaging with texts, audiobooks, and extra material ready, whenever possible, especially when having a new lesson. I try to allow students to show what they know through a variety of formats, such as a poster presentation or a graphic organizer. The flexible options will differ across developmental ages an fill the gaps between the kids abilities and the time they need to accomplish the unit.Also , the gifted will take their portion of deepening their knowledge and skills, while researching the bonus material or synthesizing the already gained whole picture of the subject. Or maybe helping a not-so-gifted friend. And of course, by the curriculum, we have planned plus hours of work with the gifted ( as well as with the underachieving students ) depending on the class.

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Classroom culture depends on the teacher and every classroom should accept and embrace differences. I try to differentiate my teaching, to give extra help or support and to meet everybody's needs.

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We should look at students as if they all have equal opportunities and discover their talents with additional content. To let students express their needs, questions, wishes.

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I usually praise each student in a class when there is an opportunity given. My intuition works quite well and I give them as much as needed. So I praise a gifted one in a way that doesn’t say “He/She is extraordinary.”

I often have my students work in pairs or groups. Also I help them to accept diversity, working on projects that promote inclusion.

And whenever possible, I differentiate my teaching to meet different learning needs. But not often, since there is not enough time for every lesson!

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I think that developing classroom atmosphere is very important. Each child should feel equally valued. Only then will each one of them find their way of expression, open up and cooperate. Also, we should try to incorporate topics of personal interest into our curriculum. It could perhaps be a segment of lesson. Time just for the 'speaker'.

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Every student is special and they have their needs. We have to provide them safe environment to express freely, to learn and develop specific abilities.

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Considering a large and heterogeneous class, probably one of the ways to support and make the work of this large group comfortable is to divide them into smaller groups and try to involve them in a cooperative learning session. Here each group will have the opportunity to work on a chosen task, in order to make a contribution to the overall project. By working with their peers, each of them might experience some strengthening of their self-confidence. As a result, they can feel empowered because their specific skills and abilities are recognised.

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All students in the class should be approached individually at some point, so that they feel accepted and appreciated. A group of gifted students ought to be assigned with some specific tasks according to their needs and interests, so that they can develop their talents. When there are more gifted students in the class, they do not feel isolated. If there is only one or two, it all depends on the class atmosphere and we teachers should be aware of it and provide them with all the necessary support, both emotionally and educationally.

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Create a classroom environment where students can express themselves freely, where positive curiosity is fostered and where differences are celebrated.

No prejudice

No useless comments

Appreciation

Trust

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Often we work with pupils that have different interestests and level of understand in the ame class. However, we should allow all of them to express their opinion and not allow some of them to confront others that show more interest or have different ideas. Specially for gifted pupils I think it is highly important to let them express and develop their way of thinking. They usually have a totally different approach to a subject than the majority of the class. If we excourage them to epxress themselves and accept them as they are this will imporve their self-esteem and sociability.

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I try to give my students different activities to participate in. I think that we as teachers always need to encourage all of our students to reach their potential.

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They must be free to express themselves, their thoughts!

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It is really hard to foster the needs of every student when you have a big class that is very heterogeneous. The key would be to give different tasks to every student but I wonder how much time would take to prepare for every class. And also how to follow every student's pace? The key would be to mix online activities with classes as when doing some tasks online gifted students can work faster and maybe get more practice. One method would be to pair a gifted student and non gifted and have them work together, although this could pose some drawbacks for both them and this activity should be carefully planned.

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Gifted students are aware of the fact that they are different and sometimes while attempting to fit in, they either hide their talent and intelligence or purposefully even underperform in school. It is important for the educator to make others understand that they have a gifted colleague and that they should all support them. Open conversations are very useful. At the same time, the teacher should plan their class activities in such a way that they would encourage the development of gifted students based on their specific potential.

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We always pay attention to students with disability or with difficulties in general (in Italy we have so many laws about students with special needs). Sometimes, however, we forget that also gifted students are students with special needs and that they deserve the same attention speaking about accomodation, inclusion, caring and supporting.
So yes, teachers should pay more attention in:

accomodating lessons for gifted student;

offering to gifted students opportunities to relate to others in a correct and constructive way;

supporting gifted students when they feel tired or not really happy;

planning activities with insights and exercises, based on their potential and interests;

enhance the abilities of gifted students without diminishing others.

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I don't know if it is necessary that the education of gifted children is different and specific from that of the rest. By one effort in this way the other children are neglected, and when the group or class is large, it is not possible to carry it out. I personally believe that after a lesson, there should always be an encouraging assessment and the children who have worked faithfully and diligently should be distinguished. Additional work with gifted children could take place outside the kindergarten or school, in places such as language schools, mental arithmetic, piano or drawing lessons.

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It is common to work with groups where students have different needs and it is true that sometimes we may forget that gifted students have also other needs (social for example) and I believe that meeting those needs could be one of the most important issues for them to succeed.

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I found the test scenario hugely helpful, where the student had five potential answers. As Adam Coffey recommends, understanding of both the student and the school social milieu are essential to help that student. In general, I think fostering a classroom environment that values and celebrate curiosity and academic endeavour has a beneficial effect on all students, not just gifted students. Making it so that academic curiosity is a positive rather than an embarrassment is key to encouraging gifted students in feeling comfortable in showing their abilities.

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It is very important to create an environment where all the students feel confidence and valued. This is the only way for the students to feel the sense of belonging and the acceptance from their peers. The teachers have to understand that all the gifted children are firstly children and they just have to create for them opportunities to learn to interact and to communicate without feeling stress. Also they must teach them to aquire social skills and to enjoy all the activities, even the Nonacademics. Teachers can divide students into groups with diverse abilities in order to allow them to work together ang give them the chance to explore interests and passions. Finally teacher can foster the gifted students to mentor or to be mentored by their peers because this creates positive relationships between them and a free space to express their feelings, fears and concerns. So it is significant for the teacher to monitor the progress of the gifted students continuously in order to collect feedback and make adjustments as needed.

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It is important to foster respect for diversity in schools in general.
Especially for gifted children, as mentioned in the presentation, we should not forget that they are first of all children, who need to play, interact with peers, etc. Public praise for their achievements should not be too frequent. Nor should the teacher present them as an example to other children, so that a feeling of jealousy is not cultivated towards them. After all, gifted children know that they are capable at certain domains and they can succed. Subtle variation in the difficulty of the task assigned can be an incentive. In cases where the teacher realizes that the gifted child is using strategies that are not so functional in order to maintain the acceptance of peers, etc., we could recommend that the family seek counselling.

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For the well-being of all students, whether gifted, of different races or colors, different origins and religions, with physical difficulties or disabilities,... we must always, as educators, promote a classroom environment where differences are celebrated rather than stigmatized. We should never highlight what makes them different, just congratulate all students for what they manage to achieve (whether a lot or a little, depending on their abilities), and promote an environment of mutual help between peers.
The important thing is to try to provide a truly inclusive classroom, without emphasizing everyone's differences.

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I think that emphasizing that one student's achievements continuously in the class can actually be harmful. It is important to praise them of course, however, other students should be appreciated as well, even for small things they do. Also, I think it's helpful to ask gifted students to work in teams with their classmates, and to appreciate the success of the whole team - perhaps that might help to create a bond among students.

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I loved the Gifted Children's Bill of Rights...I think is crucial to let them learn something new it's day...Don't put them limitations, encourage them to do whatever they like and make them feel that it is ok to make mistakes...

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It is crucial that they are treated equally to the other students. One should not always highlight their giftedness or their role in class, but still cater or their needs. This applies to all kind of students

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In my class, I try to create a collaborative atmosphere. I create different groups and the gifted students take part in those groups offering their help to the other students. The groups work at different rythms and they know that what matters it to complete the task and to learn at the same time.

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The key to success is fostering a sense of belonging and acceptance for all students, including gifted ones.

1. Raise Awareness:
Educate both students and teachers about the concept of the "stigma of giftedness." Help them understand that gifted students may experience feelings of isolation, pressure, or being different from their peers.

2. Normalize Giftedness:
Emphasize that giftedness is just one aspect of a student's identity and not something to be ashamed of or hide. Encourage students to embrace their talents and interests.

3. Peer Education:
Promote empathy and understanding among students by organizing discussions or presentations where gifted students can share their experiences, challenges, and achievements. This can reduce stereotypes and misconceptions.

4. Flexible Grouping:
Use flexible grouping strategies that allow gifted students to work with peers who have diverse abilities. This can help reduce the perception of being "separate" from others.

5. Differentiated Instruction:
Provide opportunities for differentiated instruction to meet the unique learning needs of gifted students. Allow them to explore their interests and passions through advanced projects or accelerated coursework.

6. Mentorship Programs:
Establish mentorship programs where gifted students can mentor or be mentored by their peers. This fosters positive relationships and helps reduce feelings of isolation.

7. Supportive Teachers:
Train teachers to recognize and address the social and emotional needs of gifted students. Encourage teachers to offer emotional support and provide resources for coping with perfectionism or anxiety.

8. Open Dialogue:
Create an open and nonjudgmental space for gifted students to express their feelings, fears, and concerns. Regularly check in with them to see how they are coping with the academic and social pressures.

9. Inclusive Extracurricular Activities:
Ensure that extracurricular activities and clubs are inclusive and open to all students, including gifted individuals. This provides opportunities for socialization and shared interests.

10. Anti-Bullying Initiatives:
Implement anti-bullying programs to prevent any form of discrimination or teasing related to giftedness. Encourage a culture of respect and kindness.

11. Parental Involvement:
Involve parents in the process by sharing information about the stigma of giftedness and ways they can support their children at home. Encourage parents to communicate with teachers about their child's unique needs.

12. Professional Development:
Provide professional development opportunities for educators to learn about giftedness, the stigma associated with it, and effective strategies for creating an inclusive classroom.

13. Celebrate Diversity:
Promote a culture of diversity and inclusion that celebrates the unique strengths and talents of all students, not just gifted ones.

14. Monitor Progress:
Continuously assess the effectiveness of your efforts in creating an inclusive environment for gifted students. Collect feedback from both students and teachers and make adjustments as needed.

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As teachers we should give our students a variety of activities in order to cultivate every student's talent (music, poetry, maths, digital skills etc). Everyone should feel important part of the classroom and that he/she has something "good" to show to others !
Also communication of teachers with parents is important.
Mental health educational projects in collaboration with experts (phycologists, social workers etc) are very usefull.

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Gifted students should fit in through specific strategies, such as having challenges that meet their skills and the teacher should not prioritize their abilities. As schools are inclusive we need first to check what are the students' needs and head towards collaboration and cooperative skills.

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First, I think teachers shouldnot regularly highlight their talents in front of the class.
they respect the same rules as any other student,  they are at school to learn and not to teach.try to share the activities with their peers as a normal students

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I have some gifted students who are sometimes envied by peers. In order to be fair, I sometimes give them more tasks than I give to others. To support and value others, I try not to praise them much. I dont value their work at the same level. I put little challenges that can be achieved easily to get their motivation and more challenges for the gifted ones. So they all like what they do.

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Gifted students as well as less gifted students benefit from respect and acknowledgement of their skills in my class. We tend to emphasize their strengths and involve them in activities that offer them the opportunity to fully express their real potential.

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All the students need our attention but sometimes it is difficult to do a lot of things at the same time with too many students in the class and no extra help.

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We must treat gifted children like other children. Not to oppress them with our expectations, and to emphasize the strong point of each student, so that they see that we are all very good in something. To cultivate respect and acceptance among our students.

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Diffrentiation of metods and task for all students seems to be good idea. Teaching students to work in groups during different projects, developing their cooperational skills, respect for each other. Give them opportunity to be successful integrates group.

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Giving encouraging individual feedback in the classroom. Give the opportunities and projects which are open and which can be done to different skills extents (such a poetry contest, an oral presentation about a topic, making a comic book on a social issue or historical event…). I think if we avoid closed assignments they might have a better chance to show their skills without feeling isolates

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I support the abilities and strenghths of each. They feel they are an important part of this class. It becomes an inclusive environment for every student.

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To support gifted students, I foster acceptance, offer individualized support, promote open dialogue, and organize peer education. I implement social-emotional learning, anti-bullying initiatives, flexible learning environments, and inclusive curricula. These strategies create an inclusive and nurturing environment for gifted students to thrive.

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I try to help every students to feel special in the class, perhaps one is good in football, another one in maths, another in helping others... Not only intellectual things, so I try not to amrk or highlight only one student.

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Inside my classroom I try to treat all of my students as equals. I praise all the time the non-gifted students and the gifted ones. I think it's really important that all students feel good and willing to learn.

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They must be free to create what they feel, to express their thoughts, being creative with the tradional way or using also web tools 02.

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First, I think teachers should try to avoid praising gifted students too much, nor should they regularly highlight their talents in front of the class. Putting them under the spotlight is one of the first things that turns them into jerks in their classmates' eyes.
I agree when Mr Coffey states children or youngsters have the right to be ordinary individuals. In practical terms, they should be made to obey the same rules as any other student, making it clear that they are at school to learn and not to teach. With that in mind, teachers should then resort to their students' gifts as a means to help the whole class achieve higher results through cooperative learning and peer tutoring.
Gifted students should always be a guide for their classmates. I know it's not easy to achieve but we need to do our best to include each and every student in our lessons. It's not just a matter of didactic strategies but interpersonal dialogue is also fundamental in order to regulate this process.

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We could use differantiated activities in terms of the outcome expected, that is allow students to address a project their own way, produce whatever they feel like producing, for example a text, aposter, a video, a story, a song, in digital form or not, provided you have already explained that all products will be equally valued.