As we begin the year, how often do we educators see things through the eyes of the diverse, gifted learners in our classrooms?
Perhaps the best way to start is by putting ourselves in their chairs.
As summer days come to an end, a useful ritual is to check out the view from each student’s perspective by sitting in each of their places. How easily can each student see the projector screen? A talkative friend? A view of the playground?
Considering what students “see” can help teachers eliminate distractions and physical obstructions to learning; it can also help us find new ways to motivate high potential, gifted learners.
The National Association of Gifted Students defines “giftedness” as follows:
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). 
Regardless of what “definition,” most of us educators believe that gifted learners exist and expect to encounter them. So, when setting up a classroom, why not take a few moments to “take a seat” as a gifted child at the beginning of the new school year? Here are some focal points to consider:
(1). Role Models and Vision: Can I see a picture of an inspiring adult role model who shares my gender, culture, and/or race—a depiction that celebrates his or her contributions and achievements? What does that picture communicate to me about my future possibilities and potential?
(2). High Level Questions: Is there a provocative, deep question that captures my attention and curiosity? Is there a question that I find fascinating to discuss with my friends at school and my family at home? How could the themes or topics we explore in the classroom this year be important or relevant to my life?
(3). Rich Vocabulary: Is there a new, rich vocabulary word presented that would be fun to learn and use? How might it relate to math, science, or the world around me?
(4). Personal Interests: Is there any place in this classroom for my own “learning agenda?” Does this classroom have a place for me to explore and share what I love to learn? Do I see something that shows me that the teacher or any other students might want to hear and talk about my interests and passions?
If answers to the above questions are difficult to spot, some simple changes to the classroom landscape could positively impact instruction to meet the needs of gifted students.
And once we consider the view from the students’ seats, our classrooms may provide a better vantage point to “see” more gifted students than we ever expected.
 National Association for Gifted Children website: http://www.nagc.org/resources-publications/resources/definitions-giftedness
 For question examples, see “Essential Questions.” Essential Questions. Authentic Education, 2013. Web. 24 July 2016. <http://essentialquestions.org/random_questions.lasso>.