. Music teachers who use objective data for identifying musical giftedness, as well as music teachers who rely on subjective data, will be most successful if they measure achievement according to the individual profile of a student, rather than an aptitude score or portfolio of process/product accomplishments.
this is important to keep in mind for when I will be in a classroom
For students who have been identified as intellectually gifted, the possibility that their giftedness may be “taken” from them can cause significant frustration. Some students will do almost anything to mask their areas of difficulty.
I hadn’t considered how losing a gifted designation could impact a student’s motivation and self-esteem. It makes me think about balancing challenge with support.
It can be difficult to identify students who have learning differences and are intellectually gifted because strengths and deficits often mask each other. Silverman (2013) notes, “When IQ testing is abandoned, when children are only deemed gifted on the basis of demonstrated performance, when they are not qualified as disabled unless they are performing significantly below grade level, and when psychologists are left out of the process, most twice exceptional children are imperceptible” (p. 13). In addition, Merrill (2012) finds that “highly gifted is not the same as high achieving. Highly gifted is how a person is wired, not what a person produces” (p. 8). Through a combination of testing, teacher narratives, parental input, and student achievement, it is difficult yet possible to accurately identify students who are twice exceptional.
This makes me think about how easily these students could be overlooked. It emphasizes the need for careful observation and multiple sources of information.
There are several options for grouping students who are gifted. They include within-class grouping, gifted pull-out (once or twice a week), enrichment classes, resource room, and mentoring (Winner, 1996)
Grouping by achievement level or interest in music provides opportunities for collaboration and growth. It makes me think about how important intentional grouping is for engagement
When most teachers think of students who are gifted, students who are globally gifted come to mind. Students who are globally gifted are gifted in almost every area of intellectual pursuit. They will have relative strengths and areas of challenge, but also consistently demonstrate their inherent characteristics in all academic areas. These students are not necessarily gifted in the area of music, yet their skills from other intellectual pursuits often provide an excellent level of basic preparation for the academic skills required for success in the music classroom.
It makes me think about how teachers might overestimate abilities in certain areas. Recognizing both strengths and gaps is important for effective teaching.
“To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties” (p. 21). Students who are gifted are, by nature, asynchronous in their development. For example, a student may have a chronological age of 10 and the mental age of 15. This can cause great difficulty when processing information and overcoming emotional situations. Hallmarks of the emotional lives of students who are gifted include asynchronous development; perfectionism, which can lead to a lack of risk-taking; imposter syndrome; extreme frustration when work is incorrect or not perfect; and extremes in emotions and reactions to events and situations. These students may also have difficulty winding down for the day and/or sleeping at night.
The extreme frustration over mistakes shows how perfectionism can be paralyzing. Encouraging a growth mindset seems essential for these learners.
In the music classroom, the behavior of some gifted students can appear to be rude, attention-seeking (or defiant), and developmentally inappropriate. The asynchronous characteristics of students who are gifted can pose some challenges in the music classroom. Gifted students often ask detailed questions that may not seem pertinent to the lesson or activity. They may blurt out responses even when no question has been asked. Alternatively, their responses may be seemingly unrelated to the question asked.
It’s interesting how gifted students’ behaviors can be misinterpreted as defiance. This shows the importance of understanding asynchronous development in the music classroom.
Students who are highly gifted may find themselves waiting after assignments are completed for as much as 50% of their school day, and students who are profoundly gifted may “waste” 75% of their school day (Webb et al., 1994). Box 8.1 delineates the categories of giftedness as determined by IQ. These designations are often included in literature regarding students who are intellectually gifted.
This makes me reflect on how rigid school schedules can unintentionally hinder gifted students’ growth. More flexible approaches could better support their learning.
reativity testing is also sometimes used to identify students with strong divergent thinking skills. Other ancillary identification methods include student-derived products and performances, the top percentile of honor roll listings, individual pupil motivation for learning, and peer nomination
I like that creativity and divergent thinking are considered in identifying gifted students. It feels more holistic than relying on IQ tests alone.
School systems set their own benchmarks for IQ testing and services. Generally, the baseline IQ range for services is between 125 and 145. Some research has shown that students from diverse backgrounds and socioeconomic levels are disproportionately absent from gifted programs, particularly those programs that use group IQ testing as the primary assessment vehicle for acceptance (Webb et al., 1994; Winner, 1996).
I hadn’t realized how much socioeconomic factors affect access to gifted programs. This shows the importance of looking beyond just test scores.
Even as adults, forming relationships in a group setting requires risk. We must take chances not only to reach out and form a relationship, but also to foster and continue a relationship. This can be uncomfortable for all students, especially students with differences and disabilities. In our classrooms, a student may have tried to initiate and reinitiate contact and failed. Other students may have attempted to initiate conversation with a student who has a communication challenge and also failed. The combination of both behaviors can result in a “downgrade” of a student’s place within a group (see social identity theory earlier). In addition, these events may discourage a student from attempting to connect in the future.
I hadn’t fully thought about how much risk goes into forming relationships, especially for students with differences or communication challenges. It made me realize that when a student’s attempts to connect don’t go well, it can deeply affect their confidence and willingness to try again. As a future teacher, this helps me see how important it is to intentionally create opportunities for all students to build connections in a safe, supportive way so no one feels left out or discouraged.
Some classroom management issues can stem from anxiety. Many students with differences and disabilities are anxious during class because they are unsure about teacher expectations and what will be asked of them that day (Zeichner, 2003). It can be very helpful to have a written or pictorial schedule of activities or a rehearsal order for students to use as a guide. This alleviates anxiety regarding performance expectations. It also gives students an idea regarding the amount of time they will be asked to sit still, move about the classroom, pay close attention, or work in groups.
I really connect with this section because I’ve seen firsthand how much structure can help students feel calmer and more engaged. When students know what’s coming next, they’re less anxious and more willing to participate. I love the idea of using a visual or written schedule because it shows that the teacher cares about making the classroom predictable and welcoming for everyone. It reminds me how small adjustments like this can make a big difference in helping students feel secure and ready to learn.
tudents need regular praise for appropriate social and academic behaviors. Unfortunately, we can often find ourselves correcting behavior more often than praising great behavior.
I think this section is a great reminder that positive reinforcement is just as important as correction. Students thrive when their good choices are noticed and acknowledged. Focusing on praise helps build motivation and encourages students to repeat positive behaviors. It also creates a more supportive and uplifting classroom atmosphere where students feel valued for their efforts.
In these cases, create a special signal or gesture to let this student know that their behavior is not appropriate.
I think this part makes a really strong point about using subtle and respectful strategies to manage behavior. Creating a private signal helps maintain the student’s dignity while still addressing the issue in the moment. It also shows how teachers can be proactive and compassionate, focusing on communication rather than punishment. This kind of approach helps build trust and keeps the classroom environment positive and supportive for everyone
It is also important to point out that using the words “good behavior” and “bad behavior” can be problematic. If a student hears that they are exhibiting “bad” behavior often, the student can develop self-esteem issues. Even worse, the student can start to build an identity that is centered around “bad” behavior as a way of gaining the attention of the teacher. Just refer to behaviors as what they are: behaviors.
I really like this section because it shows how the language teachers use can deeply affect how students see themselves. Labeling behavior as good or bad can unintentionally make students believe those labels define who they are instead of what they do. It is an important reminder that our words matter and that describing behavior in clear and objective terms helps students focus on their actions rather than feeling personally judged.