Characterizing the Gifted

A list of characteristics is not an exact science that can be used to draw any finite conclusions about a person's ability or achievement; however, lists of characteristics can be useful when trying to draw conclusions and make generalizations about a pattern of behaviors. Used in conjunction with observation and documentation, lists of characteristics can become substantiated through evidence of their application by individuals over a period of time. It is through this period of observation and documentation that communication between parents, classroom teachers, and gifted education specialists is important, and the lists could serve as a basis for that communication. As individuals move in and out of classrooms, it is difficult to be sure that they all receive a proper education, especially when giftedness can manifest itself in a variety of forms. Likewise, the motivation and metacognitive awareness of the gifted individuals under consideration could be just as diverse as their interests. Instead of spending the first few weeks of school and each new unit trying to decide if a student is underachieving, overachieving, or just doing the best he can, parents can give early feedback about their child’s work habits, interests, and motivations. The lists of characteristics can be easily modified into a survey or checklist format which would be more accessible to parents and easy to fill out. The survey could just as easily be presented to the students and the results of the parent and student surveys can be compared. This information presented in the surveys and documentation of observed characteristics from the list could be a useful base for discussion during a parent-teacher conference so that parent expectations and teacher planning can appropriately match.
Students behave differently for different teachers because each teacher has different expectations and teaching styles. It would be appropriate for all teachers to familiarize themselves with the variety of lists characterizing gifted individuals. Presented with the lists, teachers become less likely to view unwanted behaviors as unconventional and more likely to see them as a sign that they need to modify instruction. Lists alone should never be used as a means of identification because at least a few of the characteristics can be used to identify any individual; however, they can be a clue to helping teachers modify instruction and create opportunities that will shed more light on a child’s abilities and achievement.