Gifted children may outperform their peers academically, but they also often feel a great deal of internal and external pressure to continually reach perfection. This course is brimming with tips and insight to empower you to support continued growth and a sense of security in your gifted child.
In this 1-hour course, you will learn:
- How our perceptions of ability shape thoughts and behaviors
- How to reinforce risk taking
- How to reflect, monitor, and model a growth mindset in yourself
- How to give more meaningful praise and feedback
Emily Mofield, Ed.D., is the lead consulting teacher for gifted education for Sumner County Schools in Tennessee. Prior to this position, she taught as a gifted education language arts middle school teacher for 10 years. Emily regularly presents professional development on effective differentiation for advanced learners and ways to practically address gifted students’ unique social-emotional needs. She is a National Board Certified Teacher in Language Arts and has been recognized as the Tennessee Association for Gifted Children Teacher of the Year. She has co-authored the Vanderbilt PTY Advanced ELA curriculum series (with Tamra Stambaugh through Prufrock Press) which have won numerous NAGC curriculum awards (2012, 2015, 2016). She is actively involved in the Curriculum Studies Network with NAGC and also has authored several manuscripts about perfectionism, overexcitabilities, and social-emotional needs of gifted students. Most recently, her research (with Megan Parker Peters) on mindsets, perfectionism, and underachievement was recognized with the prestigious international Hollingworth Award (NAGC, 2016).
Megan Parker Peters, Ph.D., is an Assistant Professor and the Director of Teacher Assessment at Lipscomb University. She is co-editor of the National Association for Gifted Children’s (NAGC) Teaching for High Potential publication and is on the board of the Tennessee Association for the Gifted. She serves as the Early Childhood Network Chair for the National Association for Gifted Children. Her current research interests include examining the impact of perfectionism on coping and underachievement, the relationships among socioemotional factors and giftedness, and the academic and external factors that predict student success. Most recently, her research (with Emily Mofield) on mindsets, perfectionism, and underachievement was recognized with the prestigious international Hollingworth Award (NAGC, 2016).