Students who demonstrate precociousness in a single area (verbal, mathematical, etc.) are not always globally gifted. This sometimes leads to frustration on behalf of both teachers and students because the gifts a student displays in one area may not generalize to a holistically gifted student (Winner, 1996). It can be difficult for a student who is extraordinarily gifted in one academic area to understand that he or she is not necessarily as gifted in all areas.

Many gifted students experience intense perfectionism along with the imposter syndrome daily, and the possibility of failure can lead to some unusual and distracting emotional situations. Students who are gifted have often been told from a very young age that they are smart or geniuses. These laudatory comments can become a heavy mantle for gifted students as they may begin to define their self-worth through their successes and the number of intellectual feats they accomplish.

Students who are gifted possess some similar behavior traits. For example, they are very active, often questioning, and continue to question all day while demanding answers. This active questioning can exhaust teachers and parents. In addition, gifted students often prefer the company of older children and/or adults to children of the same chronological age.

Some gifted education experts call for the same level of individualized education and changes in the least restrictive environment (LRE) for students who test at three and four standard deviations above the norm as for those who test at three and four standard deviations below the norm (VanTassel-Baska, 1998).

Additionally, gifted students are sometimes identified through Standard Achievement Testing (academic), teacher nominations, and parent nominations

Renzulli (1977) noted that superior intellectual ability alone does not necessarily identify a student with extraordinary capabilities.

Terman determined that intelligence is fixed and will not change over time

They are inquisitive, questioning, and exceptionally interested, and have a distinct look about them as they learn new information.

Students who are not challenged with disabilities may have difficulty understanding how to engage or interact with students who are new or have challenges.

Taking data is important and can be powerful when presented to colleagues. Having specific information regarding your classroom environment, what is happening, and how it is affecting the class is very useful. When case study or grade-level teams are able to read specific information, it is much easier to begin planning interventions (Horner, Strain, & Carr, 2002).

There are times when even the most prepared music educator can face behaviors that are more difficult than expected.

Speak with parents/guardians to discuss their goals and the goals you have for their child.

Assess students frequently and in a variety of environments to ensure that their learning and response modes are honored.

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.

Effective classroom management begins long before the students enter the music room. A well-prepared environment is essential for optimal instruction and is particularly important when teaching music to students with differences and disabilities. This groundwork can be time-consuming and requires a thoughtful approach to the classroom setting; however, it is well worth the planning when the classroom becomes an inclusive and student-centered environment

His class last year was very welcoming of him and understood that he learns differently and helped him in ways that they could, whether it be directing him to the circle carpet or in line at the end of class.

incentives

He was upset because he was going to have the materials taken away from him, so I eased his mind by letting him borrow another piece of paper and a pencil to take home, which was the same size as the wooden dowel.