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About The Author  
Carol Fertig

Carol Fertig

I have been active in the education community for more than 40 years and involved in gifted education for more than 20 years. At various times, I have been a classroom teacher, gifted education teacher, consultant, writer, editor—you name it. I live in Colorado, but also spend a fair amount of time in Chicago. I have two grown boys: one in Colorado and one in California. In my spare time, I enjoy skiing, mountain biking, and golfing. I also like to read, go to plays, and watch foreign movies. Feel free to send me an e-mail.

I am also the author of Raising a Gifted Child: A Parenting Success Handbook. This book offers a large menu of strategies, resources, organizations, tips, and suggestions for parents to find optimal learning opportunities for their gifted kids, covering the gamut of talent areas, including academics, the arts, technology, creativity, music, and thinking skills.

Raising a Gifted Child

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A Different Way of Looking at Boredom of the Gifted

 
When someone is bored, they don’t like what they’re doing, but don’t know what else to do.
 
I can remember that when I was a young child, I often sat around the house saying, “I’m bored.”
 
With a little smile on his face, my father’s consistent reply was, “Carol, you’re always bored.”
 
There was nothing I felt like doing at the time. No one ever felt sorry for me, though, and no one ever tried to rescue me from my boredom. Each member of the family went about his or her business and did not consider it their responsibility to entertain me. There was plenty I could do if I chose to take on the task.
 
Today’s parents and teachers often feel that their kids must be engaged at all times. But by rescuing young people from their boredom every time it pokes its head above the surface, we may be denying them the chance to figure out their own boredom-relieving tactics.
 
Children need to understand that life isn’t always fun, that everyone gets bored occasionally—or dislikes the task at hand—and we all have to do things that we’d rather not.
 
In the article We Try Our Best to Avoid It, but Boredom Has Its Benefits. Today, It's a Lost Art Form, the author states: “As more and more people seem to recognize, the universal experience of being bored—unengaged, detached, afloat in some private torpor—may be far more precious, fruitful, and even profound than a surface apprehension might suggest.”
 
Perhaps it would be interesting to create a regular discussion group around the subject of boredom to help kids better understand it. Some possible activities follow:
  • Have students articulate their own feelings about boredom. What does it mean? Are they ever bored? If so, when? How do they handle it? Are there other ways they can handle boredom?
  • Find out how others have handled boredom. How do characters in the books they read address the subject? What about people who lived in other times?
  • Have students interview family and friends and ask them how they handle boring times. What are the similarities and differences?
  • Have students do the activities in the lesson plan, How Did Civil War Soldiers Battle Boredom? Students are asked to make a Venn diagram comparing things they do to combat boredom with the activities Civil War soldiers did to do the same.
  • Create a list of all the things one could do when bored in school or at home. Allow kids to be very creative with this.
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