What?
RISK TAKING is when someone is pushing you to take a risk (external motivation)
Examples: “Wouldn’t you like to learn to ski so that you can join the rest of us on winter weekends?”
RISK MAKING is when you are pulling yourself to the risk (internal motivation)
Examples: “Gee, I’d really love to learn how to ski!”
Examples: “Wouldn’t you like to learn to ski so that you can join the rest of us on winter weekends?”
- One positive of risk-taking is having support from another person who might be vested in the student being successful at risk as well.
- One negative of risk-taking is that the risk is tied to someone else. The student taking the risk might feel obliged to the person pushing him/her to take the risk, and further, any failure the student experiences could be tied to that person as well.
RISK MAKING is when you are pulling yourself to the risk (internal motivation)
Examples: “Gee, I’d really love to learn how to ski!”
- One positive of risk-making is that the reward of the risk is tied to the student himself/herself. "You pat yourself on the back for having done so well."
- One negative of risk-making is how to deal with the self-disappointment if the risk does not work out.
LINK for more information.
Who?
"Remember the last time you ventured out in a totally new direction, unencumbered by anyone’s expectations but your own; an individual goal focused on learning or becoming something (or someone) new? Usually, whether you succeeded to your satisfaction or not, you probably gave yourself a pat on the back for even putting forth effort. Conversely, do you recall a time when someone else–a teacher, a parent, a spouse–prodded you to try something that you might not have attempted without their external urging? What happened when you succeeded…failed? Who was the first person you thought might be pleased…disappointed?"
Link for more information.
Gifted students tend to focus on what they can already do well rather than the areas in which they can grow. A standard of perfection is set upon them and/or accepted by them. These students need support to push outside of that comfort level to an uncomfortable space of risk-taking and risk-making.
Link for more information.
Gifted students tend to focus on what they can already do well rather than the areas in which they can grow. A standard of perfection is set upon them and/or accepted by them. These students need support to push outside of that comfort level to an uncomfortable space of risk-taking and risk-making.
When? Where?
Gifted students most likely do not want to take risks in physical, social, or emotional challenges, especially when the challenge is imposed (risk-taking) versus chosen (risk-making). These students are much more likely to take risks in academic challenges.
As a parent, you know your student…maybe even better than your child may think. It's within your parental gauge to offer risks to your child that you know he/she might be interested in.
For example, the best way to convince your son or daughter, though, is to offer them an out. Piano lessons? Fine…as long as the child can quit in six months if it’s just not enjoyable. Same for ice skating. Same with advanced math. No adult I know makes a long-term contract with the unknown…why should your child?
LINK for more information.
As a parent, you know your student…maybe even better than your child may think. It's within your parental gauge to offer risks to your child that you know he/she might be interested in.
For example, the best way to convince your son or daughter, though, is to offer them an out. Piano lessons? Fine…as long as the child can quit in six months if it’s just not enjoyable. Same for ice skating. Same with advanced math. No adult I know makes a long-term contract with the unknown…why should your child?
LINK for more information.
Why?
There could be many reasons why gifted students do not take and/or make risks. Success can seem to be the "status quo" for gifted children making possible failure when trying something new a huge issue. Here are some we see at play at our school and in our educational community.
RELUCTANT REASONS
- Students believe that compliance, safety, and correctness are to be more valued than risk taking, pursuing the unknown, and welcoming challenges.
- School has praised accomplishments rather than efforts.
- School has failed to allow them to see us take risks and deal with our failures when they occur.
- Schools have failed to model learning from our mistakes in positive ways.
- Schools do not allow for diversity in process and products; we have thought and production.
AVOIDANCE REASONS
- Students resist attempting any task at which they aren’t assured of immediate success.
3. Students limit extra-curricular activities to those that they consider safe.
4. Students become dependent learners and want to do things exactly as the teachers direct.
5. Students exhibit perfectionism and “elaborationism.”
LINK for more information.