Essay about Identification

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Most people, unless they choose to be an outsider, want to be considered “cool.” Whether it’s to fit in with a peer group, or clique, or to impress someone in particular, like a member of the opposite sex, or a potential mate. Or possibly to gain something from an individual for financial or social gain (see “Scamming”).

Identity is what defines us as a person. Everyone one on earth has their own unique identity. To showcase my identity, I created a collage of images and descriptive words, called an identi-kit. This identi-kit shows what I feel like is my identity to myself and the others. My identi-kit identifies me as a mixed martial artist. The identi-kit has images of a deadly shark with mixed martial arts gloves on that say mixed martial arts on the front and fight shorts with the words competitor and warrior on them. It also has descriptive words like “killer instinct” and “fight” which describe my spirit. There are three assumptions that come to question when asking about one’s identity. The first is if you were born with this

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

It has been seen that gifted children have different coping mechanisms, as they are likely to face different problems than their peers. This usually means them being overlooked by staff as they are not seen to need the same assistance as other students. It is often found that gifted girls may learn to hide their abilities in order to blend in with other children whereas gifted boys are usually considered immature and are unable to socialise with children their own age. These children usually have different learning methods therefore teaching staff may find it hard to work with their needs. This may lead the child to feel bored in class when the work is not differentiated to their

A Gifted and talented (G/T) student” is “one who . . . exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field” (Aldine ISD Board Policy Manual, 2014). The Texas Education Agency (TEA) provides a state plan, which outlines the standards for Texas schools to be in compliance. It also offers the educational opportunities these students should receive. In fact, there are performance measures for five aspects of G/T programs including student assessment, service design, curriculum and instruction, professional development, and family and community involvement. The plan assists districts in delivering these comprehensive services to

Mala Morrow is a gifted student. She was identified as being gifted after she scored in the 98 percentile on the Test of Cognitive Skills (TCS). She maintained an A average while she was enrolled in elementary school, now as a middle schooler she has a cumulative grade point average (GPA) of 3.9. Mala’s ethnicity is Indian. She is actively learning, English, German, and she is fluent in two different Arabic dialects. These attributes clearly define that Mala is properly labeled as a gifted and talented student.

But the problem of this admission system is that it can’t recognize those kids who have real talent; the kids who are picked are those who have parents that can afford the prep test program. With this system, it’s possible that many students who have real talent might be missed. If this admission system can’t help us finding those talents, then there is no reason we maintain it. What we should do is exactly the opposite; we should abandon it and set up a new system which can really help us recognizing gifted

A fifth grader may come in at a “second-grade level” and graduate at a “fourth-grade level,” which is a tremendous achievement on the part of the educators; however, because standardized testing fails to account for such circumstances, the entire year would be seen as a failure from the perspective of the state (Berger). To put it crudely, “poor schools can’t win at standardized testing” because students in areas of poverty start school academically behind and are unable to catch up as there is the lack of resources and funding (Broussard). On the other extreme, gifted students are also hurt by attempts to standardize education, for instance, with the No Child Left Behind Act, an act that many say has “failed our adolescents” (Steinberg). Teachers say that the legislation has resulted in a “race to the middle” that means “talented students have their potential squandered” as schools “[don’t] foster growth” (Weller). In effect, standardization attempts to remove individuality from learning and ignores that students have different capacities for learning, that some students may need more help while others need to be challenged above their grade level - instead it averages it all out to a “standard” that harms both

Identity is a state of mind in which someone recognizes/identifies their character traits that leads to finding out who they are and what they do and not that of someone else. In other words it's basically who you are and what you define yourself as being. The theme of identity is often expressed in books/novels or basically any other piece of literature so that the reader can intrigue themselves and relate to the characters and their emotions. It's useful in helping readers understand that a person's state of mind is full of arduous thoughts about who they are and what they want to be. People can try to modify their identity as much as they want but that can never change. The theme of identity is a very strenuous topic to understand

My identity is something that that no one can take away from me. As I am still growing and learning, I can say that I have found many things that appeal to me. My interests will help define my personality and express myself in ways that I can’t express through words. I enjoy finding new things to do and doing my best in aiming towards my goals. I have many goals, but I know that I can only accomplish them through patience and perseverance.

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and

Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.

    “Molly, dinner time!” my mother yells in a sing-songy voice from the first floor. My father calls the waitress over, “Excuse me, Molly” he states, trying to get her attention. The doorbell rings, and I answer it, “Hi, I’m Molly” says the cheerful little girl scout standing at my doorstep. Names are universal identifers; they shed no light about one’s personality. They are labels, they fail to display our identity because identity is a unique part of what makes you, you.