2.3.8 Teachers Matter

Educators, managers and administrators spend a great deal of time defining, identifying and providing programmes for gifted learners. This presentation argues that time should also be spent on ensuring the educator is a good fit for the learners. The presenter is involved in a specialist education programme for gifted learners and has employed more than 30 teachers over the duration of the past decade. Who is the best teacher of gifted learners? Researchers often speculate whether teachers of the gifted need to be gifted themselves, in other words, whether they need to possess the same characteristics as their students (Croft, 2003; Vialle & Quigley, 2002) in order to be effective. Unpacking necessary knowledge and skills of effective teachers as well as desired characteristics from the perspective of someone who has employed and worked with teachers of gifted children for many years will provide invaluable insights to assist with employing and mentoring teachers to best assist our gifted learners. In some ways, the needs of gifted students are no different than their peers. They will require clear and careful instruction and evaluation just like any other student. But in many other ways, the needs of gifted learners are completely unique. It is essential that gifted education teachers understand both how their students are different and how they are the same.

Riley (2010) reminds us that it is important to remember teachers affect the lives of students and therefore to reflect on their influence not only on performance but also on hopes and aspirations; after all, teachers of the gifted perform an essential task: the education of many of tomorrow’s leaders, innovators and entrepreneurs.

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