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Petit guide à l'usage des parents qui trouvent, à juste titre, que leur enfant est doué
Vous en avez assez d'entendre que votre enfant peut mieux faire, ou n'est pas suffisamment concentré, ou ne tient pas en place, ou ne sait pas travailler - et vous voulez comprendre pourquoi il ne réussit pas toujours, bien qu'il soit doué ? Vous recherchez une boîte à outils lui permettant de travailler comme il faut et de se sentir à l'aise à l'école, avec ses amis, en famille ? Avec la chaleur et la simplicité qui font son succès, Béatrice Millêtre explique pourquoi votre enfant, qui raisonne de manière intuitive, globale, utilise principalement son cerveau droit et comment vous pouvez l'aider à tirer parti de cette différence - une différence qui, dans le monde d'aujourd'hui, va se révéler pour lui un formidable atout.
189 pages, Unknown Binding
First published March 2, 2011
5 people want to read
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Displaying 1 - 2 of 2 reviews
February 21, 2025
It is a good summary, I resonate with most of ideas from this book, although not with all. While trying to help my child to find his place in this world, I don't resonate with the idea that he should limit himself, for example to give the teacher only what was asked of him, because some teachers will provide small grades for a beautiful response but too complicated. Somehow I believe the path should be in between: understanding what is expected of him, but also allow him to create and research more if the subject is of interest.
What I want to keep with me from this book:
Characteristics:
1. If he leaves everything on the last moment, important is if he meets the deadline, not how.
2. Highly sensitivity, including senses. Trust him.
3. Changing attitude, depending on his interaction with other children, his teachers etc.
4. Needs long and repeated explanations. Answering I don't know, when the information is not yet absorbed in his mind. Wait and come back on the topic.
5. Continous need to understand, why, how, what.
6. Need to hear the right words. Sense is of high importance, don't like ambiquity.
7. All is black or white, never grey.
8. Needs complexity and drops things that are too simple.
How can I help him? Methods:
1. Teach him concept of mental maps for learning - visual spatial.
2. Use as much visual as possible, use body parts for explanations for example.
3. Teach him to use mental pictures, chosen by him.
4. Tell him to think at the bigger picture and then details.
5. Teach him to use his intuition while one of above methods. Trust his intuition to solve problems.
What can I do?
1. Turn simple things into complex, change objectives to make them interesting.
2. Start with the end, not the beginning, to give him perspective of outcome and get his interest.
3. Teach him the rules of society, what is expected of him, while not loosing his inner voice, but acknowledging what is expected of him. At school for example the teacher may only require to show understanding of the concept, even if it seems too simple and not expect to create and elaborate for a good grade.
At and for school:
1. Speak with his teachers. They will collaborate.
2. Help him find a way to stay chill, games, extra work, colours he likes around him.
3. Allow him to use his methods when tests.
4. Never compare himself with the others.
5. Teach him to use mental maps: put his ideas on pieces of paper and build the puzzle after visualising them.
6. Leave him to dream with open eyes, if he needs it. The ideas are being built behind the scenes in his mind.
7. Trust his way. If he wants to write it down or not is up to him.
8. During homework leave him to do other things in parallel. His mind is not sequential, but he can do more things in parallel while information is being absorbed. If he wants to eat something, solve a puzzle, read something meanwhile let him.
9. Let him take the time he needs to finish homework, even if it looks that he left it on last moment. Trust his process. He is owning the responsability and he wants to have it done in time.
At home:
1. Give him the attention he needs, forget about biases from own education.
2. Explain. He needs understanding and expects explanations.
3. Anticipate and reveal the plan and expectations from him prior events. This will help him be prepared.
4. Tolerate, be kind and understanding. He is not having bad intentions, he responds to interior emotions, which can't control.
5. Trust his judgement. He is amazing, give him time, be next to him and he will know the right path for him.
6. Don't leave him to get bored, this is a well known promoted idea, but wrong. Help him find activities that interests him, to spend time in nature, do family activities together, encourage him for sports, go with him at different workshops, museums, theatre, events that will enrich his knowledges and open his eyes, but on his own pace.
7. Help him to stop making more activities in the same time and focus on what needs to be finalised: example changing his clothes, don't do anything else while finishing that, help him with songs or rhymes or visual game etc.
8. Help him with a hug when in crisis. Or just being patient for the time he needs to resolve it on his own.
Friends:
1. Friends are very important, but trust him to manage those relations on his own terms.
2. Help him organizing activities outside school, kindergarden, sport teams with his friends: going to workshops, theatre, activities that would all like and help them build their relation stronger.
3. Speak with him about other children and explain he is different. As long as he knows this, he can create his own rules with people around him and play in good terms.
Conclusion: your child is unique, in the most beautiful way and needs your full presence, support, involvment, calm and your adaptability and he will find his way. Also we leave in a digital area, with acces to video games and simultaneous activities, which is actually in his advantage. Gifted children have more tools to play with and are having a plus versus gifted adults today, being driven by their right brain hemisphere.
What I want to keep with me from this book:
Characteristics:
1. If he leaves everything on the last moment, important is if he meets the deadline, not how.
2. Highly sensitivity, including senses. Trust him.
3. Changing attitude, depending on his interaction with other children, his teachers etc.
4. Needs long and repeated explanations. Answering I don't know, when the information is not yet absorbed in his mind. Wait and come back on the topic.
5. Continous need to understand, why, how, what.
6. Need to hear the right words. Sense is of high importance, don't like ambiquity.
7. All is black or white, never grey.
8. Needs complexity and drops things that are too simple.
How can I help him? Methods:
1. Teach him concept of mental maps for learning - visual spatial.
2. Use as much visual as possible, use body parts for explanations for example.
3. Teach him to use mental pictures, chosen by him.
4. Tell him to think at the bigger picture and then details.
5. Teach him to use his intuition while one of above methods. Trust his intuition to solve problems.
What can I do?
1. Turn simple things into complex, change objectives to make them interesting.
2. Start with the end, not the beginning, to give him perspective of outcome and get his interest.
3. Teach him the rules of society, what is expected of him, while not loosing his inner voice, but acknowledging what is expected of him. At school for example the teacher may only require to show understanding of the concept, even if it seems too simple and not expect to create and elaborate for a good grade.
At and for school:
1. Speak with his teachers. They will collaborate.
2. Help him find a way to stay chill, games, extra work, colours he likes around him.
3. Allow him to use his methods when tests.
4. Never compare himself with the others.
5. Teach him to use mental maps: put his ideas on pieces of paper and build the puzzle after visualising them.
6. Leave him to dream with open eyes, if he needs it. The ideas are being built behind the scenes in his mind.
7. Trust his way. If he wants to write it down or not is up to him.
8. During homework leave him to do other things in parallel. His mind is not sequential, but he can do more things in parallel while information is being absorbed. If he wants to eat something, solve a puzzle, read something meanwhile let him.
9. Let him take the time he needs to finish homework, even if it looks that he left it on last moment. Trust his process. He is owning the responsability and he wants to have it done in time.
At home:
1. Give him the attention he needs, forget about biases from own education.
2. Explain. He needs understanding and expects explanations.
3. Anticipate and reveal the plan and expectations from him prior events. This will help him be prepared.
4. Tolerate, be kind and understanding. He is not having bad intentions, he responds to interior emotions, which can't control.
5. Trust his judgement. He is amazing, give him time, be next to him and he will know the right path for him.
6. Don't leave him to get bored, this is a well known promoted idea, but wrong. Help him find activities that interests him, to spend time in nature, do family activities together, encourage him for sports, go with him at different workshops, museums, theatre, events that will enrich his knowledges and open his eyes, but on his own pace.
7. Help him to stop making more activities in the same time and focus on what needs to be finalised: example changing his clothes, don't do anything else while finishing that, help him with songs or rhymes or visual game etc.
8. Help him with a hug when in crisis. Or just being patient for the time he needs to resolve it on his own.
Friends:
1. Friends are very important, but trust him to manage those relations on his own terms.
2. Help him organizing activities outside school, kindergarden, sport teams with his friends: going to workshops, theatre, activities that would all like and help them build their relation stronger.
3. Speak with him about other children and explain he is different. As long as he knows this, he can create his own rules with people around him and play in good terms.
Conclusion: your child is unique, in the most beautiful way and needs your full presence, support, involvment, calm and your adaptability and he will find his way. Also we leave in a digital area, with acces to video games and simultaneous activities, which is actually in his advantage. Gifted children have more tools to play with and are having a plus versus gifted adults today, being driven by their right brain hemisphere.
December 22, 2015
Un livre très intéressant et rapide à lire.
Le souci que je rencontre est que les rationnels sont en réalité des intuitifs selon Jung, Meyers, Briggs et Keirsey. Et franchement, c'est vrai (les NT vont réprimer leurs émotions pour être de purs rationnels, ce que ne feront pas les autres). L'auteur interprète donc mal le fonctionnement des "sensations" (les S selon la nomenclature précédente, les neurogauchers selon Béatrice Millêtre).
Le souci que je rencontre est que les rationnels sont en réalité des intuitifs selon Jung, Meyers, Briggs et Keirsey. Et franchement, c'est vrai (les NT vont réprimer leurs émotions pour être de purs rationnels, ce que ne feront pas les autres). L'auteur interprète donc mal le fonctionnement des "sensations" (les S selon la nomenclature précédente, les neurogauchers selon Béatrice Millêtre).
Displaying 1 - 2 of 2 reviews