# data[].attributes.body
Give harder assignments; advanced assignments are meant to provide intellectual challenges that help students grow academically

Under-challenge students; it is as damaging to them as it is overlooking academic gaps in struggling students

Assume they know more than you; be their partner in learning and planning the next steps

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"Knowledge of individual student’s interests, strengths, and weaknesses are essential for the teacher to be able to offer meaningful choices and provide opportunities for students to be successful."

Student Centered Instruction should be incorporated in the classroom. Additionally, teachers should explore the interests of students to get a better understanding of their strengths.

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"...some of the negative results of being gifted that gifted students stated were negative stereotypes and jealousy of other students, hate of the gifted student’s abilities, social isolation, and high expectations."

Even though some GT students may be liked by peers, there are some cases where they are bullied. Some students aren't as social vulnerable, but others fall into bullying.

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"Students who are GT are advanced in all subject areas."

It is just as common for a gifted student to succeed in multiple areas as it is for a gifted student to excel in one particular area and not another.

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"GT students are GT for their entire life."

Gifted students may be talented during the early months of the school year but not during the later part of the year, and vice-versa. They are not a fixed group of students.

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"All GT students are easily identified."

Not all gifted students are actually identified. In fact, despite a growing student population in Texas, the GT population has remained static. Some learners also prefer to remain unidentified to avoid being labeled by peers as "too smart".

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At-Risk student types are often defensive and angry with adults as well as themselves. They may be depressed and withdrawn; the system has not met their needs for some time and as a result appear burned or spaced-out. Their interests are generally outside the perimeter of regular school curriculum

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This profile type is the end goal for all students. They work effectively in school systems and are respected by adults and peers. They respond to positive attention and support, and are independent and self-directed.

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Students identified in this profile type are often physically or emotionally challenged. There are generally not identified as gifted, and feel discouraged or rejected. School systems often focus on their weaknesses rather than strengths.

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GT students in this profile type want to be included in the non-gifted peer group. Their needs can be in conflict with expectations from teachers and parents. Examples include middle-school females hiding their gifted-ness and high school boys dealing with athletic or social pressures.

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These students are divergently gifted and can be challenging when their needs are not met. They often go unidentified and question authority. Their nonconformity stems from not yet having learned to use the system and are at risk as eventual drop outs.

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90% of GT students are identified as this specific type. They are convergent thinkers and are often liked by peers. They are unaware of deficiencies and are eager for approval.

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Betts, George. (2017). Profiles of Gifted, Talented, Creative Learners

Esquierdo, J. (2012). The "Invisible" Gifted and Talented Bilingual Students: A Current Report on Enrollment  in GT Programs.

Mann, R. (2006). Effective Teaching Strategies for Gifted/Learning Disabled Students with Spatial Strengths. Journal of Advanced Academics.

Ogurlu, U., & Saricam, H. (2018) Bullying, Forgiveness and Submissive Behaviors in Gifted Students. Journal of Child and Family Studies.

Tomlinson, Carol. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.

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Gifted and talented students are an exceptional classroom population that generally excel above average in certain areas.