This post is part of a series, When Giftedness Gets Annoying.
Let’s look at some case studies that represent some actual instances of gifted student behaviors. The ones we’ve chosen are student profiles where a gift, interest, or talent may present with multiple sides. How do you respond to the “rough seas” of giftedness and do a positive redirect? How do you harness the best side of the behavior and help students develop skills that lead to smoother sailing?
Redirecting J
J is the student who brings TMI (“too much information”) to every conversation and classroom discussion. At any moment he can share a treasure trove of information and stats, culled from intensive and regular viewing of the History and Discovery channels. He reads voraciously and will stop by your desk each morning to drop the latest factoid. In the midst of class conversation, group work, and other gatherings, he shares his latest information in what often feel like non sequitur moments.
Other students tend to ignore him, while some roll their eyes. Now you’re seeing kids whispering about him, though you’ve not overheard any insults.
J can dominate any conversation; in fact, he seems quite happy if he can speak for several minutes straight. But he’s not engaging effectively with other students, and you’re already wondering how to cut down his contributions so others can get the mic–while also feeling as if this approach can’t be the only intervention.
You keep thinking: this kid has so much ability–his mind is so capacious, his desire to learn so expansive, and his willingness to share so intense. Surely there’s a way to channel this in a positive manner, while helping him interact more effectively?
How would you harness J’s interest and skill and redirect him in a positive way?
Share with us below!
Hanna H says
As a previous 7th/8th grade ELA teacher there are always students who are stronger communicators and more willing to share compared to others. Sometimes a conversation with that student about sharing the floor and giving others a chance to speak can be effective. Other times, putting a number limit on the amount of times a student can verbally comment/ask questions on a particular topic can be helpful. Have them limit themselves and developing a signal between you and the student to know once they’ve reached their limit for that topic. The student can continue to write down their comments/questions and it could possibly turn into an independent study project for them. Maybe even speak with the student and challenge them to engage other, less talkative students in the conversation. Suggesting that they use sentence starters such as: “I totally agree, how do you feel about the topic?” The list goes on and on, what is important to note is that different strategies will be more and less effective for different students. It’s also important to remember that this is a good problem to have!
Lyn Fairchild Hawks says
Hanna, “good problem” is the best way to phrase it. These are good problems for giftedness–the smooth sailing or blessing of this ability/behavior that we can never forget. Wonderful suggestions here that empower the student to be part of the growth process and develop awareness of others while also feeding the interest and ability, and honoring it. Your idea about the student gathering questions and comments to share in another space can take on such an exciting range of project forms, too.
Sally says
Often gifted students are so “a-buzz” with ideas when intellectually stimulated, they don’t even realize they are dominating the class discussion. One way I’ve found for 7/8th graders to be aware of how often they talk in class, is to give them 3-5 small objects for their left pocket (paperclips, rubber bands, etc.) and have them move them one by one to their right pocket or put them on their desk each time they speak. Once they are out of the objects in their left pocket, it’s someone else’s turn to speak. I’ve found that it helps them self regulate their comments and helps them better determine the importance of each of their comments.
Lyn Fairchild Hawks says
And that buzzing is a great thing. It’s becoming aware of how much they’re buzzing that’s so crucial, and your kinesthetic reminder toward the goal of self-regulation is excellent. Forming new habits of being in the world while buzzing through it, perhaps a bit more softly…wonderful!
Selena Gallagher says
I understand the issue and I can see the sense in the suggestions above, but I would hate to put limits on a child’s ability to speak. Verbose students have a wonderful gift and they need support to help channel it. Sometimes gifted children dominate the class discussion because the teacher is the only one who can participate in the dialogue at their level, so it is imperative that students have the opportunity to interact with ability peers – especially other students who are equally verbose. Then they’ll *have* to learn to take turns! I would also advocate steering these students into extracurricular activities where their strength can be nurtured, but also regulated. Model United Nations and debate clubs are both wonderful outlets for verbose students. Not only do they get to practice their favourite thing – speaking – but they also learn how to do so within a time limit! Drama can also be a good option, so they can learn how to use their voice as a tool, but also practice the art of silence and waiting for their turn to speak, which is essential within the structure of a play. Giving them a notebook or just a doodle pad can also be useful in helping to curb those outbursts when they just can’t wait to share whatever idea has just occurred to them.
Lyn Fairchild Hawks says
Selena, these are such excellent ideas for enrichment activities, as well as the in-class option of doodling and notebooks. You are so right that students need to be heard and their skills channeled. So riffing off your idea of “channeling,” here are some other thoughts. Perhaps, an asynchronous bulletin board or discussion space that a student can record thoughts at while class discussion is going on might be good as well–to your point of not limiting students’ expression. And if they can multi-task well, they might be able to really balance being a responder as well as listener. Or why not a minutes taker (per the fishbowl discussion idea), really listening to peers’ comments. Because yes, verbose students need the space to express and also the skills to navigate a world where they must take turns. Some days, they get to hold forth; other days, they practice listening; other days, they respond while listening…I think all three skill sets and experiences are valuable to develop. I also have found that these students are excellent trainees to lead Socratic discussions and other types, so they can channel their verbal skills into asking questions and facilitating discussions. That’s a whole other set of words and skills to learn, as it’s one thing to “hold forth” and another thing to help others do the same! While they might not enjoy all the different skills equally, we do want our highly verbal students to develop a range of verbal skills.
Tara Ray says
Lyn…the whole time I was reading the other responses, I was thinking that maybe this student should be given the chance to lead the discussion entirely. Telling J that his job is to help draw reluctant speakers into the conversation and to get everyone, at some point, to share an idea. This may help J see how important and difficult it can be to keep a discussion balanced, and he may become more self-aware of his own tendencies to dominate. Organizing the discussion itself may also be just the challenge J needs. Lots of great ideas. Thanks to all those who contributed their suggestions!
Lyn Fairchild Hawks says
That’s neat we are on the same wavelength! And that challenges us as educators to really think through the skills we are imparting about discussion facilitation–what we’re modeling, what we want students to replicate. Yes!