Motivation & Discipline

Chapters 4 & 5

Guiding the Gifted Child by Webb, Meckstroth and Tolan

Motivation

• Start where the child is; transfer motivations
• Successive successes; anticipatory praise
• Recognize the child’s needs; goal-setting
• Encouragement, not criticism (avoid sarcasm/ridicule)
• Importance of personal relationships
• Special time/special place
• Frequency of praise is more important than amount or duration

Discipline

• Discipline and limits are needed for all children
• We set limits because we care
• Discipline is different than punishment
• Avoid “no-win” struggles, nagging, “referential” speaking
• Encourage choices to develop self-esteem
• Ensure that choices are within limits
• Seek self-discipline
• Catch the child doing something right in self-discipline
• Frequency of consequences is more important than severity
• Use natural consequences where possible
• Limits that are set must be enforceable
• Avoid harsh, inconsistent punishment

Handouts

1. Motivation & Gifted Students by Dr. Pam Clinkenbeard

2. How Not to Talk to Your Kids: The Inverse Power of Praise by Po Brosnon

3. Positive Discipline by www.Positivediscipline.com &

 Developing Capable People by www.capabilitiesInc.com 

4. Meeting the Needs of Gifted Underachievers- Individually! by Joan Smutny

5. Why Bright Kids Get Poor Grades and What You Can Do About It by Dr Sylvia Rimm

 Underachievement Quiz

5. Solving the Mysterious Underachievement Problem by Dr. Sylvia Rimm

6. 2e: Twice Exceptional Resources by Teri Lane

Twice Exceptional Resources (pdf file)

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