The challenge of working with high-achievers

As a tutor, I have come across many children who find school work easy. Despite having natural ability and being ahead of their peers, children who are perceived as highly intelligent often seem to have character traits that bind them together. I talk about “perception of intelligence” because it is the perception of being intelligent which can truly damage a child, not the fact that the child may have extraordinary mental abilities.

 

These are the four points that have stood out to me with the children I have worked with (there are actually much more):

 

  • Seeking perfection

Children are often told that they are intelligent by those around them. This adds to the internal pressure that they feel (as clever children often feel) that they need to be perfect. They thus identify themselves as “the clever one” in their peer-groups.

 

  • Inexperience in failure

Naturally, many of these children past most of their early years being able to accomplish most of the academic tasks set by their teachers. This means that they may lack the experience of real failure, which is important for well-rounded developmental.

 

  • Lack of mental resistance to failure

As a consequence of not failing in their young days and the need to seek perfection, some children take failure in their later years particularly hard.

 

  • Difficulty relating to others in their peer group

If others perceive a child to be intelligent, and the child, in turn, believes this idea, this can lead to isolation in social situations.

 

As an educator, my role is not merely to facilitate learning, but to understand the issues affecting a child.  At every point, I have to always be aware of the words I am using when working with children. If anyone has comments about the points I have mentioned or has experience dealing with these issues, please feel free to comment.  

 

Jonathan Strange

The Power of Practice.

 

We have all heard the saying ’practice makes perfect’.

Well, that saying is not exactly true- it needs some further insight and explanation.

Take for example, writing your name.

How do you know that what you have written is correct?

When you first learned to write, you had to be told that in English, we write from left to right. You had to be told what the letters were and you were taught to make the connections between those letters to make sounds and eventually create words.

Now imagine that you had only ever written your name once in your entire life. Would you remember how to do it so many years later? You would be able to write your name but would have to think about it. It would not be instinctive, automatic and natural.

The same is true of most things, whether it is mental agility or physical exercise. The brain is a muscle and needs to be exercised in the same way that you would exercise your body.

Practice Makes Perfect

by PookyH

Nothing is easy

Unless you know how,
What was not easy then,
Might seem quite easy now.
What is hard when you’re three
Isn’t hard when you’re four,
By the time that you’re five,
You will know even more.

It’s not practice, but deep practice that makes perfect. So what is deep practice?

Deep practice is effectively breaking down the components of practising anything, whether it is learning to play tennis or your times tables.

The first step is to break it down into small, manageable pieces.

The next step is to focus ONLY on those small pieces and repeat the practice of them.

The final step is to review what your mistakes were when practising and correcting those until the process ‘feels’ natural.

Rupa Harji

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