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We invite you to uncover the truth about educating your gifted child.

It is a myth that gifted children always do well in school... In fact, the more gifted the child, the more likely you will find the child to be struggling in the traditional school setting.

The gifted struggle with the academic structure of sequential and auditory learning as well as the social, moral and intellectual differences between themselves and their peers. Like an elephant being feed one blade of grass at a time, the gifted are frustrated and hungry for more.

In order for the gifted learner to do well in the traditional school he or she must be able to sit passively, receive the information and be able to recite it back or fill in the correct answers on a written test. The truth is: gifted children often experience frustration, bullying and under-achievement in school.

Without a supportive environment gifted children are more susceptible to social and emotional disturbances such as: (a) perfectionism, (b) super-sensitivity, (c) social isolation, and (d) sensory overexcitability (Delisle, 1986; Dixon & Scheckel, 1996; Fleith, 1998; Hayes & Sloat, 1989). Driven by a self-oriented or socially prescribed perfectionism, the individual establishes high and rigid standards. To do the best is no longer enough and the individual feels frustrated no matter how well he/she performs (Lajoie & Shore, 1981). Excessive concern about errors, in addition to high parental and societal expectations, can result in depression and absence of self-worth. Many gifted learners believe they are only loved for their grades, honors, and special abilities. As a result, they cannot tolerate making a mistake.

The gifted child learns and sees the world differently, feels more deeply, understands comprehensively. These are differences, not defects. These characteristics are natural to the gifted child and should not be changed to try to force success within the traditional school environment. Instead, the environment must be changed to accommodate the special learning needs of the gifted child. It is this special learning environment that Baywood Learning Centers strives to create for gifted children.

Chronological age is one of the least relevant factors in grouping gifted children. Studies have shown that gifted children do better when placed with children who share interests regardless of age. At Baywood Learning Centers we  group ages loosely together in a relevant age span, each student working at their own pace. Classes are small, allowing our Mentors to develop a deeper connection with and a more personalized program for each student. Parents are included in planning and weekly reports including observations by staff are available so that parents always know how their student is performing.

The Goal of Self Actualization
What a man can be, he must be.”[8] This forms the basis of the perceived need for self-actualization. This level of need pertains to what a person's full potential is and realizing that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming.[9] This is a broad definition of the need for self-actualization, but when applied to individuals, the need is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions.[10] As mentioned before, in order to reach a clear understanding of this level of need one must first not only achieve the previous needs, physiological, safety, love, and esteem, but master these needs.

with patience, we allow children to blossom
like the wings of a butterfly or the petals of a flower...

“Success means doing the best we can with what we have. Success is the doing, not the getting; in the trying, not the triumph. Success is a personal standard, reaching for the highest that is in us, becoming all that we can be.
Zig Ziglar

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