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It is a myth that gifted children always
do well in school... In fact, the more gifted the child, the more likely you will find the child to be struggling in the traditional
school setting. They struggle with the academic structure of sequential and auditory learning as well as the social, moral
and intellectual differences between themselves and their peers. In order for the student to do well he or she must be able
to sit passively, receive the information and be able to recite it back or fill in the correct answers on a written test.
The truth is: gifted children often experience frustration, bullying and underachievement in school.
Without a supportive environment gifted children become more
susceptable to social and emotional disturbances such as: (a) perfectionism, (b) supersensitivy, (c) social isolation, and
(d) sensory overexcitability (Delisle, 1986; Dixon & Scheckel, 1996; Fleith, 1998; Hayes & Sloat, 1989). Driven by
a self-oriented or socially prescribed perfectionism, the individual establishes high and rigid standards. To do the best
is no longer enough and the individual feels frustrated no matter how well he/she performs (Lajoie & Shore, 1981). Excessive
concern about errors, in addition to high parental and societal expectations, can result in depression and absence of self-worth.
Many gifted youngsters believe they are loved for their grades, honors, and special abilities. As a result, they do not allow
themselves to fail or make a mistake.
The gifted child learns and sees the world differently, feels more deeply, understands
comprehensively. These are differences, not defects. These characteristics are natural to the gifted child and cannot to be
changed to try to force success within the traditional school environment. Instead, the environment must be changed to accommodate
the special learning needs of the gifted child. It is this special learning environment that Baywood Learning Center strives
to create for gifted children.
Chronological age
is one of the least relevant factors in grouping gifted children. Studies have shown that gifted children do better when placed
with children who share interests regardless of age. At Baywood Learning Center different age groups are taught together,
each student working at their own pace. Classes are small, allowing teachers to develop a deeper connection with and a more
personalized program for each student.
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| Photo Copyright 2007 BLC |
"The truly creative mind
in any field is no more than this:
A human creature born abnormally,
inhumanly sensitive.
To him... a touch is a blow,
a sound is a noise,
a misfortune is a tragedy,
a joy is
an ecstasy,
a friend is a lover,
a lover is a god,
and failure is death.
Add to this cruelly delicate
organism the overpowering necessity to create, create, create - - - so that without the creating of music or poetry or books
or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some
strange, unknown, inward urgency he is not really alive unless he is creating." -Pearl S. Buck
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