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Lara Porte
19 June 2019
Abstract
This literature review analyzes the concept of gifted and talented students at the secondary level
of education feeling safe and valued through an article called, “It's Safe to Be Smart Strategies
environments that support their social and emotional development and that enhance their
intellect, creativity and passions. Thomas P. Hébert and his team reviews and discusses
theoretical literature that has influenced their belief in the importance of designing and
maintaining the most supportive classroom environments. The authors also present pedagogical
strategies to help teachers connect with students, build class community and team from day one
and to create a safe space where gifted students can thrive and are allowed the beautiful freedom
Because of this, these students want to feel like their teacher has their best interests and well-
being at heart. Teachers must work closely to meet their intellectual and degree of academic
emotional growth; thus teachers are also responsible for nurturing the social and emotional
development of young people” (Hébert, T. P. et al, 2014, p. 95). Like other adolescents, these
students may struggle to navigate the demands and challenges that come with being a teenager,
let alone being a teenager who performs at a higher level. Adolescence can be a difficult time in
their lives s it is, so it is important that teachers constantly support the emotional and social needs
of bright students as well all students alike. In a world where middle and high school can be
cutthroat and other adolescents are growing and finding themselves, students can encounter
disrespect and unkindness, which can cause a lot of turmoil in the lives of these young people.
The need for schools and educators to maintain a safe environment where all individuals
can come to learn and be celebrated increases over the years. When drama can overwhelm the
classroom, the lunch room and more, the classroom should be a place of community and
friendship. In fact, interestingly enough, “adolescents may yearn to be cared for as though they
are still children while simultaneously demanding to be treated as adults” (Hébert, T. P. et al,
2014, p. 95). This can be tough since “relationships with peers are often the highest priority in a
teenager's life” according to Thomas P. Hébert and his team, yet most importantly, students
search for a place to belong within the culture of their school” (Hébert, T. P. et al, 2014, p. 96).
Unlike other students, gifted students seem to be introverts sometimes and must work harder
than their outgoing peers to become comfortable and decide who they are as intelligent young
teenagers among their peers. They are also trying on multiple identities as they emerge in this
Literature Review – Domain E 4
developmental stage in this high school journey, all the while being held to high expectations and
being “perfect.”
With this in mind, teachers can make a huge difference for these students who are
navigating their intellect and their place in school and the world at large. Classrooms provide
psychologically safe places in which gifted young people can feel comfortable being themselves
and where “teenagers are encouraged to pose and reflect on complex questions, individual
differences are celebrated, ostracism does not occur, and young people know that it is safe to be
smart” (Hébert, T. P. et al, 2014, p. 96). Being part of such as classroom means "being a valued,
contributing member of a group dedicated to the shared purposes of helping and supporting all
members as they work together, learn and grow” (Hébert, T. P. et al, 2014, p. 96). The idea of
invitational education originated in the work of counselor educator William Purkey, which is "a
theory of practice based on trust, respect, a belief in cooperation, empathies understanding and
genuineness." The purpose is rooted in the four guiding principles: respect, trust, optimism, and
intentionality . . . to create learning environments where people choose to be and where they
want to learn (Hébert, T. P. et al, 2014, p. 96). In this type of classroom, teachers uphold this
philosophy by accepting and respecting “teenagers as they are, recognize their unlimited
potential, invite them to take responsibility for their lives and make appropriate decisions about
their learning” (Hébert, T. P. et al, 2014, p. 96). They also trust them as human beings waiting to
be discovered and realized by an audience besides the classroom alone. “Optimistic teachers
working with teenagers have a vision of what is possible for their students to achieve and to
become . . . [and] demonstrate integrity in their practice and remain dedicated to their reason for
becoming teachers: an authentic appreciation of others and a desire to help students grow”
There are many ways teachers can show how they are deeply committed to their students.
One strategy this article suggests is to have students partner up and gather information about
each other’s lives beyond the classroom. Each student writes a two-word poem describing their
new friend, with each line limited to only two words and students present and introduce their
new friend. Another strategy that is effective in today’s 21st century learning environment is to
allow students to define their classroom presence through the creation of an avatar. This can be
done using Bitmojis or even a program called Voki, where a text-to-speech feature allows the
avatar to introduce the student to the class and share with the group their hobbies, interests, and
life goals. Educators have shared on their class website along with their own creation and have
“found that creating such avatars opens the door to healthy discussions about self-image”
(Hébert, T. P. et al, 2014, p. 97). Additionally, word clouds, blogging and journaling are proven
to be helpful in creating a safe psychological space for all. Blogs and journals are private and
restricted and a place to share and voice their thoughts. They also offer the opportunity for trust-
building through student-teacher dialogue where teachers provide guidance and emotional
support through feedback to student questions, concerns and more. The key here is that a teacher
as a participant which is very important for this kind of class culture. Photography and photo
journaling with like-minded individuals who share the same passions in cooperative learning
structures are successful in cultivating creativity through influence and aesthetic. Activities like
this foster positive social interaction, engagement and accountability between gifted students and
their peers.
Gifted students often embody the qualities of moral maturity, sensitivity, and empathy
often characteristic of gifted students and teachers tie these characteristics into their learning
spaces, so that they know choices matter, effort and perseverance do make a difference, and
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adults value what young people do with their talents (Hébert, T. P. et al, 2014, p. 100). Teachers
might extend learning invitations to their students, beginning on the first days of school and
providing appropriate emotional support throughout the academic year and include strategies to
help teenagers to engage in self-reflection and manage stress. These instructional methods will
support teachers in achieving the emotional climate that they desire and that students are looking
for so that adolescents trust they are valued for their intelligence and respected as individuals by
both their teacher and classmates, and therefore feel comfortable being who they are.
Literature Review – Domain E 7
Reference
Hébert, T. P., Corcoran, J. A., Coté, J. M., Ene, M. C. Leighton, E. A., Holmes, A. M., and
Classroom Environment. Gifted Child Today. Volume 37 (No. 2), 95-101. Retrieved from
http://web.b.ebscohost.com.nuls.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=0&sid=8e6
7a3f5-76a0-4f0c-b8c3-611bc6967256%40sessionmgr102