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It is the purpose of the article hereby to discuss the results of an interesting research in which 384 German elementary teachers have taken part reporting on their perspectives of [|highly gifted children.] Both experienced and inexperienced teachers were asked to provide information about their judgments of gifted children in their classes. The method of research included analyzing descriptions as a response to both open questions in which they wrote free descriptions and [|rating scales.]
 * Primary school teachers' criteria for the [|identification]of [|gifted] **** pupils **

Surprisingly, more than a third of the teachers said they have never taught a gifted child before. Therefore, the descriptions of these inexperienced teachers were quite fictitious and unrealistic. On the other hand, among the group of experienced teachers, those who have taught gifted children, the descriptions were more precise and professional.

Clearly, the most significant category of factors chosen to identify gifted children by the total group of teachers regardless of their experience with gifted children was the cognitive category. The experienced teachers, in their free descriptions, mentioned a higher amount of these factors including processing capacity such as good memory, good intellectual gasp, creativity and problem solving abilities. In addition, they mentioned verbal skills such as, excelling peers concerning elaboration of language use, articulateness and large vocabulary. Furthermore, factors like good results at school and good general knowledge were mentioned.

The second significant category of factors was the motivational category including thirst for knowledge, interest in extracurricular subject, boredom and independence. Here, the inexperienced teachers have chosen a larger amount of factors. With the social behavior in question, such as being an outsider or a loner, lack of discipline and general deficits in social behavior, experienced teachers mentioned more positive factors than the inexperienced.

Another important finding shows how strongly related the factors of motivation, intelligence and achievement are. This means that many teachers regard these factors as one unit. The researchers are pointing out this risk to be taken into consideration when preparing new teachers in elementary schools for their jobs as teachers. They claim that gifted children with performance problems should not be ignored.

Morover, there was a phenomenon of ignoring gifted children on the bases of motivational problems and gender. Gifted children who were underachievers were misjudged. Girls were also sometimes misjudged especially due to their tendency to more conformist behavior than boys. Girls, it is believed in general, complain less of boring and unchallenging tasks and choose to adjust or withdraw. Boys are noticed more easily because of their tendency to complain of easy and boring tasks.

Personally, the issue of motivation and its unity or lack of unity with good performance reminds me of many teacher staff debates we have at our school. Some teachers argue that unmotivated children and those of poor performance should be regarded in the same way. I honestly do not agree with them but I also think that high motivation is also some kind of gift. So, what are you diagnostic factors identifying a gifted child in your classroom? The researchers for instance claim that social behavior whether positive or negative is not a factor to be considered as a predictor of giftedness. Is it not? What about social and emotional intelligence? Does not it count nowadays?

Endepohls-Ulpe, M., Ruf, H. (2005). Primary School Teachers' Criteria for the Identification of Gifted Pupils. High Ability Studies, 16(2): 219-228. Final Summary ==== Most of the teachers related to the assessment of giftedness to be complex and controversial. It should not be restricted on cognitive abilities but rather combine several abilities. Summer wondered whether teachers should consider in their assessment of the child's giftedness if he or she is gifted in other fields such as music, dancing and sports and not be limited only on the traditional subjects learned at school. She and Islam also added that the function of the environment in which the child is brought up together with the social and emotional adaptation should not be ignored. ====

==== Polina responded to the social difficulties that gifted pupils suffer from in class that may result from his or her different style and pace. She also points out how highly sensitive these children can be which can be sometimes a burden on the educational system. Anna and I have also considered the giftedness as a great blessing when we remind ourselves of the great names of gifted people who contributed to the creative culture of humanity. ====