1. The Qualities of Teachers Needed by Gifted Students
Do teachers have to be gifted themselves in order to teach gifted students? Rest
assured that you don't have to have a superior IQ to teach giftedstudents. The
truth is that many teachers whopursue training in gifted education have
somepersonal connection to gifted students. They mayhave children who have
been identified as gifted,or perhaps they went through gifted
programsthemselves. In the interest of being able to handleany issue in their class,
many teachers seektraining in gifted education. Of course, it surehelps to be a
wonderful teacher who welcomesthe challenge of facilitating academic
progressfor all students.
Teachers who are successful with gifted kidsoften possess certain qualities that
gifted childrenrespond to positively. They tend to:
Respect students' strengths and weaknesses and have the ability to
encourage students to accept both without embarrassment.
Be enthusiastic about teaching and the joy oflifelong learning.
Have confidence and competency in teachingtheir content area(s).
Have flexible teaching styles and be comfortablewith situations in which
studentsare flexibly grouped for learning and somestudents are doing
different activities thanothers.
Possess strong skills in listening, leading discussionsand using inquiry-based
instruction.
Be knowledgeable about the unique characteristicsand needs of gifted
students and willing to accommodate them.
Be willing and able to create and nurture alearning environment where it's
safe to takerisks and make mistakes.
Know how to praise effort more than products.
Be eager and willing to expose students to newideas and provide
opportunities for exploringthose ideas.

2. Have a free-flowing sense ofhumor and a levelof comfort with their personal
strengths andweaknesses.
Be comfortable connecting the curriculum tostudents' learning profiles,
interests, and questionsand are good at empowering students tofollow their
passions.
Be well organized-though not necessarilyneat!
Source: Teaching Gifted Kids in Today’s Classroom, by Susan Winebrenner