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process information faster than their
peers, identifying patterns and relationships almost instantly. They may
latch onto a particular interest with a
lot of energy, not always mindful of
what else is going on around them,”
Natale says. “If a GC’s passion to learn
is not encouraged or is misunderstood, they might react emotionally by
acting out or shutting down.”
As Natale and co-managing director Bobbi Zientek explain, because
GC’s think in a different manner than
their peers, relating to classmates is
not always easy. “It can be difficult
for GC’s to present ideas to peers who
may not understand as quickly as
they do,” Natale says. “And when
they feel they aren’t being understood, some may react strongly and
get upset. Their peers might not
understand a GC’s intensity and why
that child is getting excited over
something their classmates may consider unimportant. It can be difficult
for peers to relate to them because
of these differences and, as they
get older, it can cause more serious
social issues. GC’s need to learn
how to interact with all their peers,
like-minded or not.”
These issues can also affect relationships with teachers. “GC’s may
explore topics in depth and take a
discussion in many directions,”
Zientek says. “Public schools, to manage a diverse student body, may have
limited time with a pre-set curriculum,
so there may not be enough time to
explore specifics. A GC’s need for
greater intellectual stimulation can
lead to their being perceived as disruptive or disengaged. In reality, GC’s
can be very engaged and work to their
full potential with the appropriate level
of guidance.”
This is where a facility like TGCS
comes in. Through two enrichment
programs, The Saturday Workshop
and six-week Summer Super Stars
camp, both operating in Allendale, the
organization offers GC’s in grades
pre-K through eighth grade (with
special introductory courses for 3 year
olds) an opportunity to learn and
socialize with like-minded peers.
The Saturday Workshop offers
hands-on learning with instructors
who know how to work with GC’s.
“We create a dynamic environment to
allow each GC flexibility for growth,”
Natalie says. “There’s differentiated
instruction and a lot of one-on-one.”
“In TGCS programs, if a child
wishes to pursue a subject further during class time, instructors will initially
discuss it then encourage the child to
explore the topic in-depth at home,
returning to the topic at a later time,”
Zientek says. “It’s a different approach
and the children are inspired by that.
In teaching them the skills for >
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