As part of the "Educating Gifted and Talented Students" series, the booklet offers the teacher guidelines for facilitating communication abilities in gifted children. Following an introduction, a first chapter lists characteristics of students gifted in speech communication and leadership. The essence of giftedness in speech communication and leadership is seen to be the capacity for effective flexibility. Additional characteristics of leadership and speech communication abilities are mentioned in a second chapter and three methods (including showing ambiguous pictures to students and asking them to describe what they see portrayed) for identifying leadership and communication abilities are outlined. A final chapter, which makes up the bulk of the booklet, describes strategies for teaching oral communication. A purposes section discusses the general directions or goals for communication instruction aimed at the gifted. The section on practices suggests methods for achieving those goals, methods especially applicable for gifted students. A programs section deals with integrating the suggested methods into the classroom setting. Among procedures considered are experiential learning, individualized learning, independent study projects, and internships. Appendixes include information on introspection activities, teacher/student agreement on course ground rules, a troubleshooting checklist, a leader's brief, and steps for program evaluation. (SBH)

As part of the "Educating Gifted and Talented Students" series, the booklet offers the teacher guidelines for facilitating communication abilities in gifted children. Following an introduction, a first chapter lists characteristics of students gifted in speech communication and leadership. The essence of giftedness in speech communication and leadership is seen to be the capacity for effective flexibility. Additional characteristics of leadership and speech communication abilities are mentioned in a second chapter and three methods (including showing ambiguous pictures to students and asking them to describe what they see portrayed) for identifying leadership and communication abilities are outlined. A final chapter, which makes up the bulk of the booklet, describes strategies for teaching oral communication. A purposes section discusses the general directions or goals for communication instruction aimed at the gifted. The section on practices suggests methods for achieving those goals, methods especially applicable for gifted students. A programs section deals with integrating the suggested methods into the classroom setting. Among procedures considered are experiential learning, individualized learning, independent study projects, and internships. Appendixes include information on introspection activities, teacher/student agreement on course ground rules, a troubleshooting checklist, a leader's brief, and steps for program evaluation. (SBH)

Learn what the best speakers do and don't do, and communicate with more confidence in both formal and informal situations, with audiences big and small. Before you got into leadership, did you expect you'd be doing so much speaking? It seems you're always talking—in faculty meetings and one-on-one evaluations; in PD sessions and department meetings; at parents' night and awards ceremonies; to colleagues, supervisors, and the school board; and in front of dozens or hundreds or just a webcam and a ring light. You need to move and motivate, inform and edify, and sometimes pitch policy directives you know will be unpopular. Spoken communication and effective messaging is a huge component of your leadership role, and yet you were never trained for this part of the job! Packed with practical and actionable advice, Before You Say a Word gives school and district leaders the essential oral communication training that graduate programs leave out. Author Erik Palmer, a speaking specialist and former teacher, stresses proper preparation and explains everything from the basics of audience analysis to how to rescue a terrible set of presentation slides. You'll learn how to plan for and deliver even complicated and sensitive messages to all kinds of audiences, in person and virtually, and in a way that is professional, clear, authentic, and never boring.

Much of the research about teachers focuses on “those who can’t/don’t/aren’t good” in the classroom. However, teachers who are gifted and talented exist, but there has been little attention to date on the characteristics and practices of such teachers in the classroom. While few, the examples of research on positive teacher attributes include work on the “expert,” “authentic,” and “creative,” as well as examples of research on eminent adults. Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category. Featuring research on topics such as creative innovation, emotional intelligence, and skill development, this book is ideally designed for educators, administrators, researchers, and academicians.

Oral Communication in the Disciplines: A Resource for Teacher Development and Training is the first of its kind to provide a clear and straightforward strategic framework to guide teachers as they incorporate oral communication activities into their courses. This all-encompassing empirically and theoretically grounded book helps to ensure that communication is not just added, but thoughtfully incorporated in meaningful, context-specific ways.