What Are the Characteristics of Effective Teachers of the Gifted?
Knowing the characteristics of the best teachers of gifted students would be helpful for a variety of reasons. Understanding these characteristics could help in the training of teachers, in hiring of teachers of the gifted, and in helping parents assess who might best serve their children. Although it would be helpful to understand the characteristics of the best teachers of gifted students, there does not appear to be a general consensus of what those characteristics are. There have, however, been a number of studies that attempt to synthesize this information. An interesting discussion question might be how the characteristics of a teacher of the gifted might differ from the characteristics of an exemplary teacher of any type of student.
Based on questionnaire data and needing more thorough research, effective teachers of the gifted have the following characteristics:
- high degree of intelligence, intellectual honesty;
- expertise in a specific intellectual or talent area (mathematics, writing, etc.);
- self-directed in own learning, with a love for new, advanced knowledge;
- equanimity, level-headedness, emotional stability;
- a genuine interest in, liking of gifted learners;
- recognition of the importance of intellectual development;
- strong belief in individual differences and individualization; and
- highly developed teaching skills and knowledge.
Student responses suggest effective teachers of the gifted need to
- be patient,
- have a sense of humor,
- move quickly through material,
- treat each student as an individual,
- avoid being a "sage on the stage" all the time, and
- consistently give "accurate" feedback.
- having insights into the cognitive, social, and emotional needs of gifted students;
- having skills in differentiating the curriculum for gifted students;
- employing strategies that encourage higher level thinking;
- encouraging students to be independent learners;
- providing student-centered learning opportunities;
- acting as a facilitator or "guide on the side";
- creating a non threatening learning environment;
- being well organized;
- possessing in-depth knowledge of subject matter;
- having broad interests, often literary and cultural;
- having above-average intelligence;
- being a lifelong learner;
- thinking creatively;
- possessing excellent communication skills;
- being willing to make mistakes;
- possessing a sense of humor; and
- being enthusiastic.
- intelligence,
- enthusiasm,
- achievement,
- drive,
- preference for teaching gifted children,
- self-confidence,
- businesslike teaching behaviors,
- promotion of student independence, and
- training in the needs and characteristics of gifted students.