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The definitive guide to giftedness in the UK Dear reader, July is quite an exciting month for us as the staff at Gifted Monthly will be attending our first Gifted and Talented Termly Standing Conference in London. We are hoping this will provide a good opportunity to gain the help and support of Gifted & Talented Coordinators countrywide. We will also be able to find out what is new in the government pipeline for gifted education—if anything. Now the summer holidays are under way, it is an ideal time for parents to spend time with their children, and to work through any problems that may have arisen during the term. The sorts of problems you may be able to deal with will probably be behavioural or emotional. With young gifted children especially, it can be hard reconciling an advanced intellect with a child’s body and emotions. This discrepancy is often a cause of stress on a child, which can manifest itself in various ways. The article this month covers some of the issues involved with this. If anyone has a comment to add to this or any of our articles, please write to us or email. Clearly, a parent’s view is more valuable than anything we can suggest in this newsletter. Lastly, many of you will soon be coming up for your last issue within your subscription. For those who subscribed with us in June or July last year, I will be in touch with details. I hope this month finds you all well and happy. Until the next time, Happy holidays. The Editor

28 Wallis Close London SW11 2BA Email:

July 2002 Issue 14

Inside this issue:
News. What’s going on in education Your letters and Gifted Q&A Useful organisations you may not have heard of This month’s courses and events Patch up problems this summer with our rough guide Mind-benders and quiz for the kids Contacts, websites and books 2







Special points of interest:
• Education news - the latest from the month’s papers • Organisations that every parent should know about • Events and courses during July • Contacts, websites and books for parents and kids

Praising gifted children may backfire
A study conducted at Columbia University, New York, suggests that complimenting children for their intelligence and academic performance may lead them to believe good test scores and high grades are more important than learning and mastering something new. The University conducted six studies of 412 11 year-olds in which they compared children praised for intelligence with those praised for effort and hard work. They looked at children under conditions of failure as well as success. They found that commending children for their intelligence after good performance might backfire by making them highly performance orientated, thereby extremely vulnerable to the effects of subsequent setbacks. Children who were commended for their effort concentrated on learning goals and strategies for achievement. The research found that children who were praised for their ability when they were successful learned to believe that intelligence is a fixed trait that cannot be developed or improved. They blamed poor performance on their own lack of intelligence. However, those children who were praised for their hard work when they performed poorly blamed their lack of achievement on poor effort and demonstrated a clear determination to learn strategies that would enhance their future performance. Head of the research, Dr Carol Dwek, said “Praising children’s intelligence, far from boosting their self-esteem, encourages them to embrace selfdefeating behaviours, such as worrying about failure and avoiding risks. However, when the children are taught the value of concentrating, strategising and working hard when dealing with academic challenges, this encourages them to sustain their motivation, performance and self-esteem.” The researchers advise that teaching programmes should emphasise meeting challenges, applying effort and searching for new learning strategies. When students succeed, attention and approval should be directed at their effort and hard work. Children should be praised for how they do their work rather than for the final product or their ability.

Teaching children to enjoy reading
A research project by Warwick University is helping children to learn to read by using techniques from the 1960s and 1970s. The underlying philosophy of the outdated techniques was the belief that children could only enjoy reading if there was more to decoding letters on the page than mechanical processes. Learning to read should be about understanding and deriving meaning, and in the 1970s they tried to do this through real books with stories, not reading scheme books with few characters, little context and no story. The Warwick team, led by Dr Jonathan Solity, found that 100 simple words account for 50 percent of written English. Teach children those and they can then read half of everything written. Added to this, by learning a simple set of 64 sound-to-letter correspondences (known as phonemes), children could read 90 percent of all the monosyllabic words in English. Under the reading strategy devised by the government, children need to learn 550 sound-to-letter correspondences to achieve this. Schools that have signed up to the project started off the back of the research have been impressed by the progress of their pupils.

Conservatives could give parents the power to set up schools
Plans currently being discussed by the Conservative Party would allow parents, teachers or voluntary groups who are dissatisfied with state education to set up their own private schools. The Tories have been examining alternative education systems in Denmark, where the government pays most of the cost to the school while the parents make up the difference by paying fees. Damian Green, the party’s education spokesman, has also visited the Netherlands where parents have a constitutional right to open a school. Mr Green, who dropped plans floated last year to introduce vouchers for parents towards the cost of independent schools, said: “The most important thing is, do we have enough choice in the system? The people we are most interested in helping are the least likely to be able to afford to pay anything at all.” Denmark has a long tradition of private schools that receive substantial subsidies from the government. However the country’s education system is one of the most expensive in Europe, and Danish students were outclassed by British youngsters in all tests, ranking 16th of 31 countries while Britain ranked 7th.

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Gifted Monthly

If you would like to comment on this newsletter, our website, or would just like to share a general opinion with the other readers, then drop us a line at: The Editor, Gifted Monthly, 28 Wallis Close, London SW11 2BA. Alternatively you can email us at
Dear Gifted Monthly, I am interested in enrolling my son in the gifted academy, but I am not sure if there will be anything operating in our area—we live in Lincoln. Before I read your magazine I hardly knew anything about the academy or about the Excellence in Cities scheme. I think the government has failed by not reaching all the parents in catchment areas to keep us updated with new developments. Perhaps you could bring up this point at the conference in July. T Hopkins, Lincs Dear Gifted Monthly, I would like to say that while the idea of a gifted academy is sound, it is wrong to plough all that money into it, when it can only reach a small proportion of able children in this country. It would also be more useful to have classes or courses at other times as well as during the summer holidays. It is unfair to have our children give up their playtime to make way for lessons. More of the money should go into the classrooms at school. Mrs Hunter, by email

Gifted Monthly Q & A
Q. What is the best way to support/ develop my two-year-old’s possible ‘giftedness’ without being pushy or hindering his development in other areas? A. Give your child toys that require thinking. Allow him or her unhindered time to play. Discovery learning is occurring at this stage of development so answer any questions fully. He’ll let you know when you go into too much detail. Take him/her to interesting places like museums, the zoo or a nature centre. Give him/her access to a computer and software like drawing programmes and word processors. Bombproof a computer and then let your child have full access. Q. How do you broach the subject of possible giftedness with your child’s daycare or nursery without having labels put on your child and without being labelled as a pushy or overly-proud parent who is seeking special treatment? A. Don’t make an issue of things unless your child has behavioural problems. Then, reframe the problem in terms of how you do things at home and explain how that works well for you. Suggestions work better than directions—always act as though your children’s behaviour is completely normal and age-appropriate. The nursery staff usually follow by lead and will no doubt treat an able child as though he is older and more advanced. If they don’t, find a different nursery. Q. Our son is almost four and could read before his second birthday. Academically he zooms ahead, but socially he is way behind. He is not really shy, he just prefers to ignore most conversation. I get answers from him only about twenty percent of the time, unless it involves learning something. Even worse is his refusal to potty train. I’m hoping peer pressure at his pre-school will help. What can I do? A. With potty training, the myelin sheath on the nerves has the be completely formed before the child’s nervous system is mature enough to fully support independence on the toilet. There is nothing a parent can do about it, and some children do not reach that level of physical maturity until age 6. So far as social development goes, the child’s behaviour as described is perfectly normal and age appropriate. Being smart doesn’t give a child more life-experience. Why not let the child continue to learn in his own way and at his own speed instead of pushing him into school where he will be held back and prevented from learning at his rate and according to his interests. If you wait on formal schooling it is unlikely to take your child long to catch up when the time is right.

Issue 14

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Worth a mention ...
The Windsor Fellowship The Fellowship is an educational charity that provides development programmes for talented Black and Asian young people. Its two-year Junior Fellowship Programme aims to improve pupils' projected GCSE grades, encourage participation post-16, help pupils make informed career choices and develop pupils' personal skills and effectiveness. The programme is targeted at pupils in year 9, and involves 1-2 day training seminars. Currently 30 pupils undertake the programme in London and 30 in Birmingham, but there are plans to expand this to 60 places in London and to open up provision in other areas. Contact: Cardon Yarde, The Director of School Programmes, Windsor Fellowship, 47 Hackney Road, London E2 7NX Tel: 020 7613 0373

The Headstart Programme This programme, run by the Royal Academy of Engineering, provides learning opportunities in engineering for gifted pupils in Year 12. Headstart provides a week of residential activity in the summer at 21 universities throughout the UK. An average of 800 students attend each year, and the course registration fee ranges from £90 to £150. Contact: David Ozhall, Weltech Centre, Ridgeway, Welwyn Garden City, Hertfordshire AL7 2AA Tel: 01707 871505

Latin, Greek and Classics Summer School Rowley Regis College holds a six-day Latin, Greek and Classics summer school with the aim of providing a taster of the languages and civilisation. The programme allows the children to sample Latin linguistic structures, narrative and culture. Rowley Regis summer school has been running since 1978 and combines Latin tuition (or Greek after GCSE) taught in groups of 12 or less with aspects of Classical Civilisation. Contact: Myles Walker, Rowley Regis College, Rowley Regis, West Midlands B65 9AH Tel: 0121 559 5951

Education Extra Education Extra is a voluntary agency for study support and a charity, founded in 1992 in the belief that after-school activities play a vital role in school improvement and raising achievement. Their aim is to put after-school activities within the reach of every child by stimulating, supporting and promoting these activities in schools. There is a membership fee for schools of £30. Contact: Richard Thompson, Learning Development Manager, Education Extra, 17 Old Ford Road, Bethnal Green London E2 9PI Tel: 020 8709 9900

The Brain Games Workshop The National Endowment for Science, Technology and the Arts (NESTA) is setting up 5 one-week 'Brain Games' workshops around the UK (definitely one in Bristol). The workshops teach children about the way their brain works, and also develops skills in game development and team-work. To find out if a workshop is running near you, contact: Cathy Bereznicki, Head of Special Projects, NESTA, Fishmongers' Chambers, 110 Upper Thames Street, London EC4R 3TW Tel: 020 7645 9548

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Gifted Monthly

Mathematics in Education and Industry (MEI) MEI run a distance learning project called 'Enabling Access to Further Mathematics', which is funded by the Gatsby Charitable Foundation. The aim of the project is to enable students in years 12 and 13 (and possibly year 11, if they have done GCSE maths early) to study for Further Mathematics A and AS level qualifications, even when these qualifications are not offered directly by their school or college. The project is currently in its pilot stage, but is already being used by a large number of students. There is no geographical restriction on places. Contact: Charlie Stripp, Project Co-ordinator Website:

Aspire.more able Aspire.more able is a company concerned with designing resources for delivering lessons to gifted and talented students. These resources cover both curriculum content and investigative skills. The resources facilitate a new way to provide motivating lessons for more able pupils. There is a mixture of enrichment and extension activities and pupils are challenged through problem solving, practical work and teamwork to synthesize new concepts and ideas. Parents might suggest to schools that they try these resources to accommodate gifted children in the classroom. Contact: Matthew Hackett Email:

Past Below Ground With the help and support of the University of Manchester Field Archaeology Centre, John Crossland has set up a service called 'Past Below Ground' to bring archaeology into the classroom through artefacts and the study of sites. There are a number of projects including practical studies and geophysical explorations of local sites; a two or three day residential study tour to Wallsend and South Shields looking at Hadrian's Wall; a study visit to Pompeii, comparing life in the Roman town with modern Italian life. If you have any reasonable suggestions for activities anywhere in the UK, or would like to find out about current activities, contact: John Crossland Email: Tel: 07950 795504

The Hanover Foundation The Hanover Foundation was established in 1992 to bring benefits to school children by using coaching techniques developed in the corporate world. Coaching programmes are about setting realistic goals and are based on an learning personal responsibility and on stimulating individual motivation. There are also individually tailored group workshop sessions supporting the gifted and talented children. The support the Foundation offers is key to overcoming insecurity. Work with able children addresses the effects of pressure (self-imposed and imposed by others); setting personal goals through an individual agenda; behavioural issues such as developing tolerance to the less able as well as development of mutual support groups. For more information contact: The Hanover Foundation, Suite 15, Great Portland House, 305 Great Portland Street, London W1W 5DA Tel: 020 7637 5050 Email:

Issue 14

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GIFT Courses (contact Julian Whybra on 01277 654228) 12-14 July - Residential course for years 5-6 at Wicken Bonhunt, Essex. Cost £137 4-9 Aug - Residential course for years 5-6 at Etchingham, Sussex. Cost £310 11-16 Aug - Residential course for years 7-8 at Bradwell-on-sea, Essex. Cost £311 11-16 Aug - Residential course for years 7-9 at Etchingham, Sussex. Cost £311 CHI Courses (contact Ann Frogatt on 020 8347 8927) 12 July - Day course for years 1-6 at University of Westminster, London NW1. Cost £42.50 20 July - Day course for years R-7 at University of Derby, Derby. Cost £45 Scitech, Wilmslow, Cheshire (contact Philip Rose on 0161 903 9133) 29 July-2 Aug - Residential course for years 1-7. Cost £165 5-9 Aug - Residential course for years 1-7. Cost £165 Bradwell Environmental and Outdoor Education Centre, Waterside, Essex (contact John Perrott on 01621 776256) 29 July-2 Aug - Residential course for years 9-12. Cost £160. 10-11 Aug - Residential course for years 6-9. Cost £50



21st July Chester Summer Music Festival's Family Funday in the Park - stalls, workshops, displays and environmental activities. At: Grosvenor Park, Chester During July Get Stuck in! - Children's summer activity programme. At: Chester History and Heritage, St Michael's Church, Bridge St Tel: 01244 402110

If you know of an event or day out happening in your area in the coming months, why not get in touch and let us know. If you are organising one yourself why not advertise it for free in Gifted Monthly?
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Daily, year-round Britain’s largest marine rescue centre - Visit the sanctuary to see the many seal pups that are washed up around the coast. At: Seal Sanctuary, Gweek, Helston, Cornwall Tel: 01326 221874

Daily, year-round Go Wild - Visit this centre for breeding, caring and rehabilitation of wild animals, in particular otters. At: Otter, Owl and Wildlife Park at the Chestnut Centre, Chapel-en-le-Frith, High Peak Tel: 01298 814099 Gifted Monthly

EVENTS – June/July cont’d
Isle of Wight
March-Oct & Nov-March Carisbrooke Castle - Discover the secrets of this castle which began as a Saxon camp. At: Carisbrooke Castle, Newport, Isle of Wight Tel: 01983 522107

Daily, July & August Diggerland - Grab the opportunity to drive giant JCB diggers and dump trucks, or go fishing for ducks. For future mechanics and engineers there is also the chance to find out how the machinery works. At: Diggerland, Strood Tel: 08700 344437 Daily, until 19th October The Hop Farm Country Park - visit for more than a day's worth of fun, with Discovery World offering lots of splashing and water-based games, a Wannabee Studio where kids can dress up, plus a huge indoor play barn, bouncy castles, paddling pools, pottery making and a military vehicle display. At: The Hop Farm Country Park, Kent Tel: 01622 872068 Open daily during summer Fun on the Water - Visit this reservoir near Lamberhurst for glorious scenery, waterside walks and a huge woodland playground complete with fort. Kids can also learn to sail, canoe or windsurf. At: Bewl Water Reservoir, Lamberhurst Tel: 01892 890661

Open daily Sea in the City - Visit Greenwich to learn about sea-faring history and to take part in the Hands On gallery. Climb the hill to the Greenwich Observatory. Admission free. At: National Maritime Museum and Royal Observatory, Greenwich, London Tel: 020 8858 4422

Daily during summer Wonderland Pleasure Park and Garden Centre - Large our door adventure play area, bouncy castles, trampolines, slides, crazy golf, roller coaster, indoor play centre. At: White Post Island, Farnsfield Tel: 01623 882773

West Midlands
29 July Fireworks Fantasia - a fantastic display of fireworks for all the family. At: Cannon Hill Park, Birmingham. Entry £5 3-28 July Anne Frank Exhibition - a display based on the real-life diaries of Polish Jew Anne Frank during the war. At: Birmingham Rep Theatre, Birmingham. Entry free.

Daily, year-round Earth Centre - Millennium project, set in 350 acres close to Comisbrough Castle, it is split into 4 areas, Planet Earth, Water Works, a children’s theatre and a wilderness area. At: Earth Centre, Kilners Bridge, Doncaster Road, Denaby Main, DN12 4DY Tel: 01709 512000 Issue 14 Page 7

Holiday self-help
Many of the problems that occur with gifted children happen as they are growing up, and this u su a l l y m e a n s t h a t t h e i r intelligence is constantly disproportionate to their physical and emotional growth. Often it is the very strengths that characterize a child’s gift that cause the problems. This is especially the case at school because it makes it difficult to interact with teachers and other pupils in a normal way. That is why the school holidays are an ideal time to help your child out of destructive patterns and to allow them to balance maturity with intelligence. It can be confusing for a child that when at home certain behaviours are accepted or even praised, and at school they are the cause of difficulties. More confusing still is when a child’s motor skills don’t allow him/her to carry out the ideas racing around in his/her head. In young children this often causes misunderstanding with teachers who believe the gifted child to be slow because he/ she can’t write neatly or tie his/her shoelaces. In primary schools a child’s abilities are often judged on these things as basic requirements before academic abilities. This sort of thing leads to frustration for parents and children. Frustration is a big part of life for gifted children. Either they feel it with themselves or with those around them. Their ability to acquire and retain information quickly and easily will cause them annoyance in a classroom where the other children are slower to pick things up. Many able children are considered, and therefore treated as, strange because their naturally inquisitive natures can lead to Page 8 obsessive interests and cause them to ask embarrassing or probing questions. Teachers in mainstream schools tend to have little patience for the child who doesn’t conform to the conduct expected from the rest of the class. A child’s intrinsic motivation and energy can exasperate other adults and teachers, and translates to being strong-willed and disruptive in the classroom. It is natural for gifted children to resist routine practices, preferring instead to problem solve or carry out their you can help your child with is how to interact comfortably with peers. This is especially important as he/she will spend over half his/her childhood in school. One way of achieving this is to compartmentalise different groups with different uses. Your child should make adult friends to provide intellectual stimulation, but for playing children’s games they should be with children close their age. If you can introduce new groups of friends to your child’s life during the holiday, he/she will soon see the value in their differences. To ease the difficulty of playing harmoniously with other children, suggest to him/ her that he/she work our solutions to games that will be satisfying for all. He/she should enjoy the challenge. Problems in the classroom can perhaps b e co unteracted by encouraging your child to take some work with him/her to school. Tell him/her that if he/she finishes the set classwork quickly, the teacher will let him/her have time to work on his/ her own things. This might be writing a story, designing something or some mathematical problems, depending on the subject of the class in session. You can get him/her started on projects towards the end of the holiday, which he/she can carry over into school. Ensure that you speak with the teacher before term starts to inform him/her of this plan. He/she should be happy to comply with measures that allow him/her to help other children unhindered. With a bit of your own imaginative problem solving, you can almost always find a way to ease a difficulty, as long as it is not a deepseated emotional crisis that would need professional help. These methods may not always be successful, but if you and your child spend the holidays working together, then either way you will both reap the benefits. Gifted Monthly

work in their own way. Problems with peers go beyond the classroom, as gifted children often find it hard to mingle with peers in a normal way. Their instinct for organisation can lead to bossiness or a tendency to make up complicated rules for games, which puts other children off playing with them. All of these problems have the potential for remedy. It starts in the home – the place where a child should feel the happiest and most at ease. By spending quality time with your child you can find out a lot about them that may help. One of the most important skills

Fun Stuff
1.These twelve names of groups of creatures have been mixed up. Can you rearrange them? Siege Trip Husk Exaltation Melody Observance Watch Tribe Kennel Parliament Colony Cry of of of of of of of of of of of of Hermits Harpers Larks Cranes Nightingales Owls Rabbits Sheep Hares Goats Raches Hounds 2. There were 19 flautists in the Orchestra. One day a consignment of flutes arrived. The lead flautist took 1/19 of the consignment + 1/19 of a flute. The 2nd flautist took 1/18 of the remainder and 1/18 of a flute And so on Until there were only 2 flautists left. The penultimate flautist took 1/2 of the remainder and 1/2 of a flute. The last flutist felt a little aggrieved. A) B) Why did he feel aggrieved? How many flutes were in the consignment?

3. Two farm labourers were arguing about a water butt. One said it was less than half full and the other said it was more than half full. To settle the argument they asked the farmer to adjudicate. Although there were no other implements or vessels at hand with which to measure the water, the farmer was quickly able to determine who was correct. How did he do it?

4. Two men A and B played a round of golf. A said to B, let us play for a wager on each hole, we will play for half of the money in my wallet at each hole. I have £100 in my wallet, so for the first hole we will play for a stake of £50. If I win you will give me £50, and if I lose you will be given £50. On the second hole I will either have £150 in my wallet or £50, so we will play for £75 or £25. After the 12th hole it started to rain, so they stopped the game and went back to the club house. As A had won 6 holes and B only 4 holes with two holes being tied, A said I will buy the drinks. To his amazement, he had only £71.18 in his wallet. Why was this possible? It makes no difference in the order of winning the holes. Issue 14

5. All of these except one have one thing in common. Which is the odd one out?

A. 7 6 4 3 4 5 8 9 6 B. 1 2 5 6 1 2 4 5 6 C. 3 6 7 8 7 4 3 4 1 D. 4 5 6 5 7 8 3 2 5 E. 1 7 8 6 5 2 4 5 7 F. 2 7 9 6 5 1 2 3 8


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Gifted Community
Welcome back to the community. Unfortunately we have had some problems with the website in recent weeks due to some changes made by our web hosting company, but hopefully this will be rectified soon. Thanks to those of you who use the message board, it is a vital addition to the website and newsletter.

Message Board
Subject: Assessment I would like to request information regarding how I can get my son tested. His special needs teacher at school believes that he is mathematically gifted—he is five years old and I have experienced profound difficulties along with other parents. He has always been extremely quick at learning new skills, prefers the company of older children, is very articulate and has been since the age of two. The school have an educational psychologist who offers sessional input but it will be five months before they can assess him. The special needs teacher perceives that this may be to his detriment and that if we can arrange it before this term ends the school will have to respond to his needs more appropriately in year 1. Anon, by email Hi there—I assume your mathematically-gifted 5 year-old attends state school? I’m assuming this because of the involvement of the Educational Psychologist and this is just so typical of a state school who are able to provide everything to aid those children with learning difficulties (as they should) but nothing to provide the very able with the education that they also deserve. My own daughter was bored and frustrated in Reception in state school and became behavioural. She did not have to wait 5 months to be assessed by the local Educational Psychologist but I was warned as to which of the IQ tests the local EP might use. ‘Warned’ is quite a strong word but there is one particular IQ test (I think it’s the British Abilities or something) that gives a more generalised IQ score. I side-stepped all of this by contacting the National Association for Gifted Children and they gave me the contact details for the absolutely marvellous Dr Peter Congdon who is a private Consultant Educational Psychologist. His fees are very reasonable and he tested Amara using the Wechsler Pre-Primary and Primary Scale of Intelligence. The maximum IQ on this test is 160— Amara’s score was 158. We moved her in the middle Page 10 of her reception year—at a high cost and struggle, but worth it—to a private school where she is a different child and in a class of 9. I do hope things are sorted out soon for your son. Jayne Harsley Subject: School Policy My son started kindergarten last August and was bullied from pre-school and into kindergarten by boys of his own peers and children who were older. The first incident happened with kids pushing him out of line when they were supposed to be lined up and of course he was the only one sent to the end of the line. During the first week of school he took the bus home and was punched in the face by a kid in grade 1 or 2 because he didn’t want him sitting next to him. He’s been picked on half the year and I complained to his principle and teacher as I didn’t think they were doing enough to protect my son. Due to these incidents and his teacher constantly picking on him because he wanted to play with the girls instead of the boys in his class (he said the boys were mean) I was getting calls every other day. Now my son in January started bullying those who picked on him and those who just made him mad. Since my son was the smartest child in kindergarten I felt he needed to be challenged with harder school work during school time. His teacher at the time told me he was too smart for kindergarten but his listening skills and following rules would hold him back. My son’s teacher said he was at a level 10 at 96% for reading, but she had to stop testing him because she needed to finish with the other children. My son tells time, he can add and subtract and he’s teaching himself multiplication. He remembers everything. I’m not sure what to do. My son isn’t bullying anybody in the neighbourhood so I don’t know how to actually rectify it. I know I can’t keep missing work due to this. If anyone has a solution, please advise. Tonya Scarber

Gifted Monthly

Nursery and Pre-school Information Line PO Box 5 Brecon LD3 87X Tel: 01874 638007 Dyspraxia Trust PO Box 30 Hitchin Hertfordshire SG5 1UU Tel: 01462 454986 Medical and educational advice Kidscape 152 Buckingham Palace Road London SW1W 9RT Tel: 020 7730 3300 Information for parents and professionals to help teach children how to avoid bullying or abuse Gingerbread 49 Wellington Street London WC2E 7BN Tel: 020 7240 0953 Advice and support for one-parent families

National Children’s Bureau CReSTeD Gifted Development Centre Center for Evaluation of Gifted Children The Gifted Child Society School Psychology Resources Online

‘The Psychology of High Abilities’ By Michael J A Howe, 1999 Palgrave Macmillan ISBN: 0 3337 5097 7 £15.99 ‘Puzzles and Games for Critical and Creative Thinking (Gifted & Talented Workbooks)’ By June Bailey, Paul Manchester, 1994 Lowell House ISBN: 1 5656 5129 4 £3.35 ‘Supporting the Child of Exceptional Ability at Home and School’ By Susan Leyden, 2002 David Fulton Publishers ISBN: 1 8534 6878 9 £16.00 ‘When Gifted Kids Don’t Have all the Answers: How to Meet Their Social and Emotional Needs’ By James R Delisle, et al, 2002 Free Spirit Publishing ISBN: 1 5754 2107 0 £16.99

‘Creative Home Schooling for Gifted Children: A Resource Guide’ By Lisa Rivero, 2002 Great Potential Press ISBN: 0 9107 0748 0 £17.57 ‘Gifted and Talented: Brain Games for Ages 6-8’ By Vicky Shiotsu, 2000 Lowell House Juvenile ISBN: 0 7373 0346 8 £3.95 ‘Smart Kids with School Problems: Things to Know and Ways to Help’ By Priscilla L Vail, 1989 New American Library ISBN: 00 4522 6242 9 £9.43
Please note that all prices are approximate. If you have recently bought a new reference book or have a useful one at home, why not write us a review and we will publish it. If you have any books on giftedness that you no longer use, you can sell them through gifted monthly.

Issue 14

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Answers from page 9
1. OBSERVATION of HERMITS MELODY of HARPERS EXALTATION of LARKS SIEGE of CRANES WATCH of NIGHTINGALES PARLIAMENT of OWLS COLONY of RABBITS TRIP of SHEEP HUSK of HARES TRIBE of GOATS KENNEL of RACHES CRY of HOUNDS A. The lead flautist took 1/19 x 37 = 1 18/19 plus 1/19 = 2 and so on B. 37 He tilted the water butt until the water came up to the top of edge without any running over. As the level of the water did not reach the equal and opposite corner of the barrel the butt was not half-full. If it had reached this corner, it would have been exactly half full. But if the corner had been submerged it would have been more than half full. £100 1st hole 2nd hole 3rd hole 4th hole 5th hole 6th hole 7th hole 8th hole 9th hole 10th hole 11th hole 12th hole Won by A A Tie B B B A A Tie A A B Money in wallet 150.00 225.00 225.00 112.50 56.25 28.12 42.18 63.27 63.27 94.90 142.35 71.18





E. All the others contain three consecutive digits.

Gifted and Talented Termly Standing Conference
The July 2002 conference will be held at The Ambassadors Hotel in Bloomsbury on the 12th July. It will be a chance for G&T Co-ordinators, SENCOs, teachers, parents and professionals to get together and share ideas and seminars about how best to help gifted children. I will pick up as much information as possible while there from all the different contributors and delegates. There will be a full report on the day’s events in the August issue. Hopefully it will be a useful and practical day. If anyone has any questions about the conference or would like to share an opinion, please post it on the message board on our website.…...

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...because most accurate tests are done during childhood. It also said the average was 100, and I made a 98. I am not sure of that meant I had missed one, in that case it was referring to me as below average by missing two, or scoring the 98. I know there were two number relation problems I had no idea how to answer but I guessed instead of choosing the “I do not know” button. Overall, I say no, I do not feel they were accurate. Was the test biased in any way? How about in many ways! I was fine with entering the information prior to testing, but afterward, it was irrelevant in my opinion. Why should where I live, what my marital status is, or what color my hair is, have any bearing on my test results. I personally do not think this was appropriate. I did not respond to several of the questions listed after the test. I can understand asking what level of education; otherwise I feel it was inappropriate. After reading the e-mail and revealing the results, I had to laugh. I have had my IQ tested 3 times in my life and I know I am certainly not below average. I found that almost offensive, but slightly humorous as well. So yes, I do feel it is biased. How do you feel about these types of scores being used to compare you with another person? Please explain. I think it would depend on why the comparison was being done and how relative it was to the circumstances. For example, if you were to be interviewing for a math teacher position, I think math results from a test would be a......

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Intellectual Quiz (Iq) Tests

...Intellectual Quiz (IQ) tests. IQ tests help to determine if a person has the aptitude to learn. According to Gall, Borg, and Borg (1996), “intelligence tests provide an estimate of an individual’s general intellectual level by sampling performance on a variety of intellectual tasks. These tests often include items on such tasks as vocabulary choice, mathematical problem-solving, reading comprehension, and short-term memory of digits.” IQ tests can affect whether an individual is accepted into college or even hired for a new job, so it is crucial that the IQ test is done properly. In addition, IQ tests are used to show a person’s weak areas in learning and help them to improve those weaknesses. In this paper there will be discussion about the diversity of IQ test within different socioeconomic groups, as well as the weakness associated with the tests. There are also some weaknesses to IQ testing which include being able to properly design a test to accurately determine intelligence across a broad range of society. Since IQ testing is used on a variety people from different backgrounds, there is no guarantee that it will be 100% accurate. A big weakness in IQ testing is the many different tests which are available that can result in a huge disparity in testing scores. In order to achieve optimum results recipients must be well fed, rested, and focused. Culture plays a major role in the success or failure of an IQ test. In other words, if the recipient of the test is not......

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...this theory, for example, is if a person was to score incredibly high on a GMA test, yet perform poorly during a job interview it would be likely they wouldn’t get the job. If this particular individual had a higher emotional intelligence, it may have increased their chance of achieving a more positive outcome in the interview process (Goleman, 1998). Theorists Mayer and Salovey (1997) define emotional intelligence (EI) as set of abilities that includes the skills to perceive emotions in ones self and in others, use emotions to assist performance, recognize emotions and emotional information, and manage emotions in ones self and in others. Several organizations have incorporated emotional intelligence into their employee development programs (“Fast Company”, 2000). The appeal of EI may reflect the idea that success is not solely determined by cognitive abilities, but also by skills pertaining to emotions. Organisational leadership is purportedly higher within individuals who portray high EI abilities (Rosete & Ciarrochi, 2005) while Kirch, Tucker and Kirch (2001) proposed that accounting firms’ single emphasis on cognitive aptitudes while recruiting would highly likely result in dissatisfaction in the workforce. A popular method of testing emotional intelligence is the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT) (Cherniss, 2010; Cote & Miners, 2006). The MSCEIT is an ability test designed to measure EI by assessing authentic performance in testing......

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...are, most individuals consider these subjects exceptional athletes without the highest intelligence quotient (IQ). With an increased focused being built around concussions in football it is important that we determine the mechanisms behind concussions and how they affect intelligence quotient from high school to the professional level. An increased number of law suits are continually being filed against the National Football League (NFL) and more concussion based research is being driven towards retired players; however, a greater focus needs to spent on how concussions affect these players from a younger age. Specific Aim 1: To test the hypothesis that multiple concussive episodes, commonly associated to football, results in a decreased intelligence quotient. Rationale 1: Studies indicate that one of the most significant effects of concussions and head trauma include memory loss; however, less focus has been placed on more measurable determinants of actual intelligence. In this specific aim, IQ test will be administered to every athlete at the high school level prior to starting a football program. Focus will be placed on highly recruited high school programs such as St. Thomas Aquinas, which currently has the most professional football players in the NFL. After every concussion and post recovery from the trauma, students will be administered an IQ test to chart their intelligence quotient over time. Specific Aim 2: To obtain data through recent brain......

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Iq Responses

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Iq Tests

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