Making genius happen: Educators’ advice
SO you may have read of the pros and cons of attempting to promote genius/excellence in your children. But just how can you make it happen?
The advice from educators is varied.
Tony Sewell, founder of the programme Generating Genius, suggests that parents never mistake arrogance for intelligence.
“They (parents) mistake arrogance for intelligence. Children are often unaware that even though you may be bright one has got to have manners. A genius is never a snob,” he said.
In addition, he said, one should never call one’s child a dunce.
Instead, Sewell said, “try and surround your home with as many books as possible. If you are poor, ask relatives to send you books from foreign. Do not make the television a babysitter for your child. Praise your child for being intelligent without making them become arrogant. The key element is just real hard work”.
Dr Rose Davies agrees on the point of exposing children to enriching material.
“Parents can (promote excellence in their children) by showing interest in their children’s educational experiences, by exposing their children to enriching experiences, learning materials and learning environments, by monitoring their children’s work and by insisting on them producing high quality to the best of their ability — which might not be genius status,” said Davies, who heads the Institute of Education at the University of the West Indies.
“(They can also do so) by helping their children to develop self-confidence and an attitude of ‘I can achieve what I want to by my own efforts’. Research has repeatedly shown that children whose parents show this level of involvement in their education do much better in school than their peers whose parents are not as involved,” she added.
Overall, she said, realising balance is essential.
“While children must be expected to do the work required of them at school, they should never be denied their recreation time because they are expected to put in more time studying to become exceptional. Parents can make use of several opportunities during the day, for example meal times, to engage children in discussions about local and world events, to hear children’s opinions on various matters,” she told Career & Education.
“Children develop self-confidence and higher intellectual abilities when they are allowed the freedom to explore, discover things on their own and to express their views and opinions within an environment where they feel respected by the adults around them. Self-confident children stand a much better chance of being successful in school than those who are (reliant on) device or gadgetry aimed at “giving them the edge” over their peers,” she added.
Dr Beverley Bryan, for her part, also urged parents to show interest if their children are to realise their inner genius.
“They have to keep hold of that child. They have to live a life that the child can emulate and make sure that they keep interest. Make sure that the teachers know that you have an interest. Teachers are very interested in children when parents are interested in the child,” she said.
“The work that a child has to do — even if you can’t answer the questions — you can show an interest in it (and) get them to explain it to you. Often you understand something better by explaining it to someone. So it is important that you have that kind of communication (with your child) even if it is something that you don’t understand,” Bryan added.
At the same time, she, like Davies, said it was essential for parents to keep the lines of communication open with their children, while exposing them to stimulating environments to which they may be unaccustomed.
“You might live in an inner-city community but there are places that you can go to, places like the Blue Mountains, places on the north coast, places on the south coast, the Cockpit Country. And not just museums, but places of historical interest… You are not limited by your surroundings in that way,” Bryan said.