EDG 550B Module 7 Discussion Board Post

Based on your reading and professional experiences what are 5 ways to provide leadership
training to guide the development of character, leadership, personal identity, or affective
learning in highly capable students? Please explain these five ideas in detail and suggest
what affective skill(s) could be addressed.
1. Teach students about leadership.

Rimm et al. (2018) emphasize that leadership can be taught and describe several strategies

for leadership training, all of which include “teaching students about leadership styles and traits”

(p. 220). Discussion about leadership styles can take place in any classroom, though there are

some classes specifically geared toward developing leadership skills, such as leadership and

student government. In a high school math class, leadership style discussions can begin with

students listing characteristics of group members they prefer to work with. The characteristics

are likely to include qualities of leadership, such as good communicator, problem solver, and

charismatic. The teacher can record the characteristics and qualities students suggest to serve as

a visual reminder of how to be a leader in a group setting. This discussion can help set up

effective group work and encourage students to engage in the qualities of a good group member

and leader. Students can recognize their classmates when they demonstrate leadership qualities

as defined and discussed by the whole class.

2. Give students leaderships responsibilities in the classroom and school.

The classroom and school should be safe places for students to practice leadership skills.

Students can be responsible for managing materials, reading announcements, or moderating a

class discussion. Students taking part in student government have responsibilities throughout the

school, including being a role model for their classmates. Rimm et al. (2018) recommended that

leadership training includ “putting students into leadership roles” (p. 220) and that “the G/T
teacher should allow gifted students to assume progressively more leadership responsibilities” (p.

221). In a high school math classroom, students can take leadership responsibilities during group

work time to ensure every member is participating and settling group disputes. Students could

also be responsible for finding a question for class circle time and then leading the class share

out time.

3. Bibliotherapy

Another strategy for developing leadership skills in highly capable students is through the

use of literature. Rimm et al. (2018) argues that “Literature is a rich source of learning about

personal problems and conflicts centering on moral issues and values” (p. 226). As students

reach stories involving conflict and moral and ethical dilemmas they can discuss the outcomes

with a reading group, counselor, or teacher. These stories and discussions allow students

examine their values and morals and decide how they might have responded to a similar

situation. Along with fictional stories, nonfiction accounts of successful people who have

overcome hurdles can support students in seeing themselves as leaders and making positive

contributions to society. In fact, “biographies of successful adults who struggled with ups and

downs during their careers inspired achievement” (Siegle, 2014, as cited in Rimm et al., 2018, p.

364). To incorporate this into a math classroom, students could read biographies of influential

mathematicians and identify circumstances in their lives that are similar or reasons that the

mathematician was successful. This research could also prompt further investigation into the

math itself and how it is being used. Fictional stories could also be implemented in a math

classroom as a weekly class routine and discussion. Additionally, math teachers can keep

relevant and interesting books available in their classrooms for students to check out and/or read

after completing assignments.

4. Encourage students to take healthy risks.

Perfectionism is a challenge for many people and can be even more difficult for highly

capable students who may feel stressed to meet exceedingly high expectations. This pressure for

success can prevent students from taking on challenges in new areas for fear of failure.

However, Rimm et al. (2018) argues that this is a dangerous mindset, writing, “If students are

unable to take risks, they severely compromise their potential for high achievement or strong

leadership” (p. 352). Taking a healthy risk is important for student success. Teachers can

develop an appropriate level of risk taking in students by teaching them about the benefits of

taking risks and the types of risk taking as outlined by Niehart (1999a): intellectual, social,

emotional, physical, and spiritual. After learning about the types of risk-taking, students can

self-assessment their current risk taking willingness and set goals for the future. In a high school

math classroom, one way to encourage students to take risks is by volunteering to answer a

question they may not know the answer to or to ask a question when they don’t understand.

These can be steps toward more willingness to be vulnerable and try new opportunities, such as

an advanced class, meeting new friends, or joining a school club.

5. Facilitate discussions about equality, fairness, and belonging.

High ability and average ability students benefit from discussions about fairness, equality,

and belonging. All students want to find their place in the social workings of the school and see

themselves as valued members of the community. As students come to understand that

differences can be positive attributes, they can use these qualities to become inclusive leaders.

Rimm et al. (2018) in writing about parenting gifted children that, “Children have different

abilities and different needs, and the more productive and more fair approach is to accommodate

those differences” (p. 330). While the authors were writing about parenting, this idea is relevant
to the classroom as well. Students have to understand that fairness requires that students receive

what they need and that students have a variety of needs. High ability students they may need

advanced classes or assignments or an opportunity for an independent study hall. Students with

disabilities may need extra time to complete an assignment or one-on-one support in the

classroom. In a high school math classroom, students could fill out a beginning of the year

survey about what they need to be successful in a math class. Teachers can also teach lessons on

how to be a good friend or invite a counselor to lead class discussions on belonging and ways to

include others.

References:

Rimm, S. B., Siegle, D. & Davis, G.A. (2018). Education of the gifted and talented (7th ed.).

Pearson Education, Inc.