Running Head: LITERATURE REVIEW – DOMAIN E 1

Literature Review – Domain E

Lara Porte

19 June 2019

TED 690 – National University

Literature Review – Domain E 2

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

for Creating a Supportive Classroom Environment.” Gifted teenagers need classroom

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

to be their most authentic selves.

Literature Review – Domain E 3

Gifted adolescents mature intellectually and develop a sophisticated knowledge base.

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

challenges and needs. “Students' intellectual development is accompanied by social and

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”

(Hébert, T. P. et al, 2014, p. 97).

Literature Review – Domain E 5

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
Literature Review – Domain E 6

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

Padula, D. D. (2014). It's Safe to Be Smart Strategies for Creating a Supportive

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