Who will be the Leaders?

You're looking at the future, the next generation of teachers, scientists, doctors, business leaders, and parents.  How well they master an increasingly complex world depends on how well they are being  prepared now.  Critical thinking, creative problem solving, an appreciation for diversity, good communication skills, and an appetite for life-long learning:  these are the fundamentals our children will need to secure gainful employment in a global economy, to participate fully in family and civic life, and to achieve their highest potential.

Gifted & Talented Students

Who are America's gifted and talented children?

          Children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

• A 2 1/2 year old, fascinated by how things work, is able to describe how a car engine works, accurately naming all the parts right down to the exhaust manifold.

• A kindergartener, in an affluent system that doesn't identify or acknowledge G&T students, reads at a 3rd grade level but is told by his teacher to restrict his selections to the K shelf in the library.

• A 4th grader, highly gifted in math but not challenged in her class, scores "proficient" on the 4th grade MCAS.  Two years later, stimulated by an on-line algebra course from Stanford University, she takes the 8th grade test and scores "advanced."

• An 8th grader, highly gifted in the language arts, craves stimulating discussions of literature.  He becomes an enthusiastic and well-accepted member of three monthly book clubs where other participants are between 15 to 50 years his senior.

• An 11th grader, a bright student and gifted artist with a right brain learning style, struggles to write out physics problems sequentially, but can come up with the correct answer in his head including his teacher.

Who will lead the Leaders?

               This  question is often asked by those who realize that even gifted children do need special educational programs and services.  But others sincerely feel that truly gifted children will remain gifted and fulfill their educational needs on their own.  Still others feel that if teachers are doing their jobs, gifted students should be able to get by without the special attention that atypical learners need.  The following are some ideas to consider:

• Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential.

• Each person has the right to learn, and be challenged, to learn at the most appropriate level where growth proceeds most effectively.

• Current socioeconomic status should not prevent children from receiving an appropriate education.

• Currently, only slightly over 50 percent of gifted students in the United States are reported to be receiving education appropriate to their needs.

• Traditional education currently does not sufficiently value bright minds.

• Providing for our finest minds allows both individual and societal needs to be met.

We need  integrated, highly functioning persons to carry out those tasks that will lead all of us to a satisfying, fulfilled future.

Lead the Leaders!

How Business & Industry can make a difference!

• Inspire students to reach for the highest levels of excellence
• Share your vision on global issues which pertain to our developing leaders.
• Promote research and development on the nature and education of gifted children.
• Motivate students to discover real world, practical applications of classroom studies.
• Serve as mentors / guides for student independent study.
• Provide career shadowing / internship experiences to motivated students.
• Assist in supporting statewide gatherings designed to showcase the talents and strengths of capable learners.

• Align with others in the business community to serve as public advocates for appropriate legislation for gifted students.                                                                                                           

There is no limit to human potential                           

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        It all started in first grade when my big brother started fooling around in school.  I decided to not be like my brother, but just the opposite.  I took a stand because I knew if I started to be a role model the other kids would follow, especially my younger sisters.  So for the next few days I started to act more mature than my brother and that brought my grades up.  I felt so good about myself, when I was helpful to others and acted more mature.  I started behaving more that way.  Then, I went on to help other kids for the rest of the year.  For my hard work I was elected as representative to the legislature of the City Magnet School.  When I grew up I still want to help people by building homes for the poor, and providing food and money for any bills they have to pay, especially health.  My dream for the future helps me get awesome grades in school.  When I get good grades I get one step further to achieving my dream.  But I know it's not brains that get me good grades, but it's the heart, the desire to learn more and more things, and do good.

                 All in all, I am the way I am because of the way my mom raised me and the adults she let have an influence on my life.  My mom, godfather, godmother, grandmother, my dad, and my uncle John, as well as my teacher and friends.                                                                                        

  David Brown, Grade 4, Lowell, Massachusetts                                       

                        Recipient of the NAGC Nicholas Green Distinguished Student Awards

Reach For The Stars                             

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From the beginning of my life I have always had a passion for reading, computers, and science, but most of all math.  This year I tried for first place in Math Olympiad at my school. Also this year I earned a silver medal in a district math competition.  When I was between first and second grade I placed first in our school district's Accelerated Reader summer competition that was open to students through the fifth grade.

                  This year I participated in three Science Olympiad events.  In "No Bones About It" I had to learn all the Latin names of the bones, identify them accurately, and learn about the Haversian Canal and its details.  Our Science Olympiad team placed second in our district overall.

                  I want to someday be a computer engineer.  My younger sister Cathy has cerebral palsy, and faces many challenges including poor hand-eye coordination.  My dream is to design a computer program that would have bright and clear colors simple objects and characters and not too much clutter.  I feel that would assist the vision impaired with their challenges, and help my sister be a kid like me.

                  In my free time I play the violin, which my sister and I enjoy.  I have been learning the violin for almost three years, and have performed in May recitals.  I have also played at my church and school.

                  I wish to continue my studies and be stronger at my subjects, and would also like to thank my mom, dad, and teachers.  I am only eight years old but my feelings tell me I have a lot to learn.  I am in a hurry, but I will have to take one year at a time.

Christine Hurd, Grade 3, Harrison Township, Michigan Recipient of the NAGC Nicholas Green Distinguished Student Awards

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