Final Project for Kyla Kiburis

1. The Gifted Child
By Kyla Kiburis
Final Project
Intro to Teaching the Gifted

2. The Gifted Child
 I was not born gifted like
many people think. I have
developed talents that
have exceeded average
students my age.
 Please challenge the
gifted myths and provide
me with the emotional
support and creative
learning environments
where I can thrive and
reach my full potential.

3. My Feet
 While everyone takes
small steps through
their development, I
take giant leaps. I
reach the finish line
early and can’t wait to
run the next race.

4. My Legs
 My learning is a hike and I am a passionate
ranger. I often take the complex path and can
many times find a better way. I am always
curious and I ask endless questions that lead me
in new directions.

5. My Digestive System
 I thrive on challenging
curriculum just as my
body craves healthy
food. I digest
information quickly
and dislike repetition.

6. My Elbow
 Just as a joint in my
elbow needs
cooperation from the
muscular and skeletal
systems; to reach my
full potential, I need
time to have
cooperative learning
opportunities with
other gifted students.

7. My Arm
 My arms are my defense
ready to protect me. Like
my arms, I often resist
doing the work that is
assigned. Sometimes I
choose to complete my
work in a carefree sloppy
way. I rebel against the
routine and predictability.
I resist taking directives.

8. My Hands
 I am super sensitive. I can receive even a touch
of criticism and become very upset. I need my
parents and my teachers to handle me with care.

9. My Mouth
 My mouth is a leaky levee;
amazing words spilling
out. Sometimes I can’t be
stopped and I dominate
discussions.
 Jokes slip through and I
am the class comedian,
but it is just my
sophisticated sense of
humor with a taste of my
immaturity leaking out.
Remember, I am just
trying to fit in.

10. My Ear
 My ears are my radar
searching for abstract
and obscure ideas. I
overflow with my
ideas. I have so many
ideas that many of
them never get
developed. I am an
idea generator.

11. My Eyes
 My eyes are spotlights
searching out unusual and
diverse relationships. I
have a hard time moving
my spotlight until I am
done searching. Many
times my teacher thinks I
am off topic but really I am
just needing a few minutes
more for my detailed hunt
for knowledge.

12. My Muscles
 My thought process is my muscle, flexible and
ready to be worked. Although it looks like I am
disrespectful when I want to do it a different way I
am really trying to work my muscles.

13. My Heart
 My heart is bursting with emotion and passion.
Please let me pursue my passions. Remember
that I don’t have to be “perfectly well rounded”.
Don’t forget that I worry about disappointing you.
I feel like I have to be perfect in your eyes.

14. My Brain
 My brain is a full
length movie and I
can’t stop watching.
My daydreams take
over my body. When
school is not
challenging I escape
to my movie in
surround sound.

15. My Nerves
 I infer and connect
concepts just as my
nerve cells instantly
transmit feeling and
actions. I often make
mental leaps that my
peers can’t.

16. The Gifted Child
 Support me by being
respectful of my unusual
questions and listen to my
ideas. Show me you value
me. Don’t discourage my
curiosity because you think it
is silly.
 I need a special educational
program. Don’t think that I will
just pick up what I need in the
regular classroom. Don’t only
focus on No Child Left Behind,
or I will be lost.

17. Resources Used:
 Growing Up Gifted by Barbara Clark
 Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner
 High Achiever, Gifted Learner, Creative Thinker by Bertie Kingore, Ph.D.
 Fostering Academic Creativity in Gifted Students by Paul E. Torrance and
Kathy Goff
 Competing with Myths about Social and Emotional Development of Gifted
Students by Tracy L. Cross found at www.sengifted.org
 99 Important Topics about the Social and Emotional Needs of the Gifted an
interview with Carol McGaughey found at www.sengifted.org
 www.hoagiesgifted.org
 www.gifted.uconn.edu
 www.dirhody.com - Article by Stephanie Tolan