SECTION A: ESSAY

Introduction

Some of the unique challenges that our gifted children experience in life. So often we just
want our kids to be incredibly smart. As though it’s some perfect solution to raising children.
Some of our children can get to be incredibly intelligent, really early. And you can often like
to be surprised when they come out with amazing vocabulary, and they understand concepts,
they can have a really big conversation with a grown-up, about climate change, or what’s the
problem with democracy and genuine there are still kids (Du Toit; Louw and Jacobs., 2016).
So someday, they will have just exactly the same meltdowns around their classmate or even
siblings they get jealous, they get frustrated, and they have problems self-regulating. Just
because they are really intelligent, doesn’t mean to say, they are not children. So one of the
other things that can really frustrate our gifted learners is that people expect that to be a fixed
thing all the time. So that means in our school environments, you may have a gifted child,
who excels beyond belief in a classroom (Du Toit; Louw and Jacobs., 2016). So they will
never get a certificate because sometimes teachers assume you would need to give a gifted
child a certificate to encourage them. Sometimes they struggle with messy writing,
sometimes they can still struggle to be in a class full of people who are a bit thick. So what
we actually know is that gifted children often get frustrated because they are not surrounded
by other gifted children. So sometimes they prefer to talk to grownups and that is not a fault
but it is something we need to factor into their lives that they can get incredibly frustrated,
sometimes very bossy and goodness, it’s like a little lawyer in your own class (Du Toit; Louw
and Jacobs., 2016). They can really manipulate you with great arguments which they are
capable of doing. However, there’s still a child, and they still need parents. Some of the most
common problem areas for intellectually gifted children may include Self-Esteem Issues,
Impatience, Friendship Issues and also Control Issues

Self-Esteem Issues

Being gifted in the academic world can make a child feel different from his or her peers and
also may even lead to the child being brutally bullied and that can lead for a child becoming
depressed. Which might lead for a learner not performing well and not enjoying being
around the school environment. The more intellectually gifted a child is, the greater the risk
of social difficulties and unhappiness (Horsthemke et al., 2016). As a teacher it very crutual
to keep an eye on a learner’s self-esteem and work with her parents and school counsellor if
he or she is really struggling. Other students can have a negative talk about the intellectually
gifted learner and frequent mood swings can be signs of self-esteem problems. This might
affect his/her academic performance since she feels like she’s different from her peers which
might lead to a very low social self-esteem.

How does being intellectually gifted affect self-image and self-esteem?

When it comes to intellectually gifted learner we as people we are expect to find in gifted
adolescents more positive and a good self-concept compare to average ability because we
believed experiences of success and being labelled as intellectually gifted will enhance one's
self-esteem (Horsthemke et al., 2016). Being intellectually gifted can have relationship
between stress and self-esteem is inextricably linked and that self-esteem can affect many
areas of life, including academic. As a result, the lower a college student's self-esteem falls,
the worse he or she performs academically.

Tips or recommendations

It very important to find a sport or hobby that they will enjoy doing it, it will help your
learner when it comes to building self-confidence and will make the learner feel like a regular
kid, and connect with her peers through play. For example, you can introduce them into
Soccer, skateboarding, and hip-hop dance are a few ideas.

Impatience

Some of the intellectually gifted learners can get frustrated and can be very impatient with
themselves and others (Horsthemke et al., 2016). This might have a negative impact in he’s
learning and performance as well. Your learner might get flustered when he doesn't
immediately understand a word in a book or a homework question, or he might be quick to
abandon extracurricular activities that he doesn't excel at right away (Du Toit; Louw and
Jacobs., 2016). Being impatience might have a negative effect to a learning as a whole
because learners might have a little or no interest in paying any attention in instruction of
school work since the level of impatient is so low which might affect her to perform badly
and wont be able to work with other people in the classroom. Also that might have a bad
impact not only at her but also at people around her as well which might lead to a very toxic
learning environment for everyone.

Boredom at school frequently leads to underachievement in intellectually gifted learner,

particularly during adolescence. intellectually gifted adolescents often become frustrated
knowing they could complete their work much faster at home, leaving more time to pursue
other interests (Horsthemke et al., 2016). In essence, school begins to feel like a waste of
time, and this may be true even for students enrolled in specialized gifted programs.

Increasing academic engagement in gifted adolescents is challenging, and the approach you
choose should be tailored to your child’s learning style and level of emotional maturity. Some
evidence suggests that accelerated learning can significantly reduce boredom (and help gifted
teens reach their full potential). However, because fast-tracking your child’s education may
expose him to older children, it’s crucial to ensure your child’s social skills are sufficiently
developed before you go this route (Du Toit; Louw and Jacobs., 2016). Otherwise, your child
could be especially vulnerable to bullying and peer pressure

Tips and recommendations

A teacher must encourage her learner to pause, close his eyes, and take some deep breaths
whenever he feels agitated. Remind her to be very kind in her thoughts about herself and
others during moments of frustration.

Control Issues

Many intellectually gifted learners like to feel in control. At an early age, your precocious
child may demonstrate extreme independence (Du Toit; Louw and Jacobs., 2016). This might
have a negative effect in the learning environment since the intellectually gifted learner we
want to control almost everything and her peers will not enjoy being around a person that is
too controlling, and no one will want to work with her and also sometime the intellectually
gifted learner will want to even take over the lesson which might be very frustrated to some
other educators since some might not know how to accommodate such learner. "I'll do it
myself!" As time goes on, a learner desire to be in control can lead to perceived bossiness
among her peers as well as a fear of taking risks especially as her gets older and learns more
about consequences (Horsthemke et al., 2016).
Tips and recommendations

Nudge the learner to try fun new and exciting things, such as scary rides at an amusement
park. Also, try to help her find a healthy outlet for his desire to lead, such as helping to tutor
or coach children younger than him.

Friendship Issues

This has to be a very difficult aspects and also of the potentially of intellectually gifted is
having to go thru so much trouble on making or keeping friends. Intellectually gifted learner
most of the time they appear to be socially mature and well-adjusted, this might lead to feel
lonely or sad about problems with peers (Du Toit; Louw and Jacobs., 2016). A learner may
feel that she has little in common with her classmates or might have trouble initiating play or
joining groups. This have a very negative effect on the learning part, when an educator is
trying to teach the class the intellectually gifted learner wont fell comfortable around people
she thinks they are not on the same level as she is, also in group activities or presentation she
wont even fell like she belongs on that group which might have a negative impact to her and
also learners around her and no one will want to around her as well because of her intellectual
depth and emotional sensitivity (Horsthemke et al., 2016).

Tips and recommendations

Help your learner by arranging play dates with other learners with similar interests and levels
of intellect. A teacher should help in identifying other gifted learners in at school (not only in
her classroom). Explore opportunities like maths clubs and writing workshops where a
learner might meet bright peers.

Conclusion

So always keep in mind that that can be actually a curse as well as gift. Because they can still
make poor choices around how much effort they put into things. So some of our beautiful
gifted children, aren’t really good socially, emotionally or sometimes they can’t run very fast.
So we need to be really careful when we’re assuming a child is gifted. That it’s not app areas
of their life. That once again they can challenge, be challenged by being in situations, in
classrooms and in our homes, exactly the same as every other child. So remember, they are
a bit different but heck, every single child is a unique miracle. So please be mindful, that you
are aware that it’s not an easy ride, if you are a gifted child. And to all those beautiful gifted
children out there, hang in there because we need you. We need you to be the ones who can
use good arguments to help matured grownups, think more sensibly.

SECTION B: INDIVIDUAL SUPPORT PLAN

This will introduce several different teaching strategies for intellectually gifted learners,
Group intellectually gifted learners together to often they are used as per tutors to help low
level students. Teachers should allow this student to set their own goals. This will make them
invest more in their goals, interest service. Find out what they like and create lessons and
activities base on their interest (Du Toit; Louw and Jacobs., 2016). Intellectually gifted
learners usually finish their assignment before the rest of the class. Teacher needs to have
assignment that is ready for them when finish, otherwise they might act up. inquiry based
approach is a model that will stimulate students mind, it a form of acting learning when
students are given intreque questions something over looked that simple makes learning fun.
Education frame work for teaching gifted students centre around argument fun activities (Du
Toit; Louw and Jacobs., 2016).

20% of students’ time work on their own interest and projects when they can innovate (Du
Toit; Louw and Jacobs., 2016). Teacher should offer a choice of assignment, in this way
intellectually gifted learners feels empowered as well as feeling like they have a voice (Du
Toit; Louw and Jacobs., 2016). Project based learning model benefit high perfuming and
gifted students, try to offering this students leadership role in a project. Freedom to move
above is an accommodation often made for this students. Being stuck at their desk is
something that most students hate. Cooperate kinaesthetic activities. Many intellectually
gifted learners are excellent readers and enjoy reading. As a teacher provide them with many
different reading materials. These learners are often very good with technology, so encourage
them to use them in their academic’s ass it to the lesson. Avoid rote learning and reputation
which is memorization and repetition strategy (Du Toit; Louw and Jacobs., 2016). This
student deserves, what most of this students’ needs is a challenging assessment, test act.
Because this student are at a higher level than other students, teachers need to differentiate
curriculum and instructions is the best interest in this students. Don’t single them out and
make them a target by saying how great student they are often being bullied.
How do you support learner who are gifted and talented?

 Encourage them to do things they're bad at.

 Give them the tools they need to succeed.
 Get help if you need it.
 Don't assume they'll always be gifted.
 Provide intellectual challenges
 Avoid comparisons where possible
 Be open-minded about their choice of friends

Teaching intellectually gifted learners [Classroom/School Strategies]

 Treat students as individuals (Killen, 2015).

 Learn how gifted students think (Killen, 2015).
 Created tiered assignments for students (Killen, 2015).
 Include a variety of levels in your classroom library (Killen, 2015).
 Let students explore their passions (Killen, 2015).
 Infuse enrichment into activities (Killen, 2015).
 Build in time for flexible learning groups (Killen, 2015).
 Encourage self-directed learning with your students (Killen, 2015).

Health, wellness and personal care

 Learn about the learner disorder

 Try talking about your feelings to a friend, family member, health professional
counsellor.
 Use calming breathing exercises.
 Exercise activities such as running, walking, swimming and yoga can help you relax.
 Keep physically active.
 Avoid alcohol and recreational drugs.
 Use stress management and relaxation techniques.
 Make sleep a priority.
 Eat healthy foods.
References

Horsthemke, K., Siyakwazi, P., Walton, E. and Wolhuter, C. 2016. Education Studies. 2nd
ed. Cape Town: Oxford University Press Southern Africa.

De Witt, M. 2016. The Young Child in Context: A Psycho-Social Perspective. 2e. Pretoria:
Van Schaik.

Killen, R. 2015, 2015 Teaching Strategies for Quality Teaching and Learning. 2nd ed.
Claremont South Africa: Juta.

Education of Basic Education.2011. Curriculum Assessment Policy sStatement(CAPS).

Grade 10/11 business studies.