This episode is part of our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions! This specific episode is, “Teaching the Overachiever!”
- Overachievers have their own internal standards and expectations for what is “good enough.” Sharing data with them regarding collective class performance will help assure the overachiever that they are performing “well enough.” They often do not understand how atypical their individual expectations are (relative to the average student performance) and are often worried that everyone else is “doing better” than they are. Any anonymous class data that helps them better understand the real life performance of their peers will be helpful for them.
-They will usually self-identify (detailed questions, requests for clarification, sit at front of classroom, reach out prior to the start of class start with questions and concerns, etc.).
-Educators must calibrate their interaction to ensure that they are “challenged” and are not bored. Supplemental content, are additional interaction are methods to keep them engaged.
-They are fastidious regarding requirements and grading feedback. Educators must provide high quality and quantity feedback.
-CAUTION: Some overachievers may be unrealistic regarding “perfection” and/ or may be self-critical. They need support and guidance helping them place activities in context (e.g., grades do not define you, have fun, etc.).
The overachiever may pose novel questions that enrich the educator skill set. Embrace your overachievers! Ensure that you are explicit, transparent, consistent and customized with all of your content, communication and interaction with this set of scholars!
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