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	<title>Living With Live Wires &#187; Creativity</title>
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	<description>Freeing Potential in Bright, Creative &#38; Emerging Families</description>
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		<title>Creativity in Gifted Education Starts with You</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/creativity-in-gifted-education-starts-with-you</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/creativity-in-gifted-education-starts-with-you#comments</comments>
		<pubDate>Fri, 01 May 2009 19:23:57 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1267</guid>
		<description><![CDATA[Image by mikebaird via Flickr It is important to see that YOU are already your own coach and you can enhance your own personal creativity each day. The positive experience of the educator can be modeled by YOU as you provide for your students  a mentor and coach to inspire creativity in gifted children&#8217;s lives. [...]]]></description>
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		<title>Encourage Children to Identify and Surmount Obstacles</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-children-to-identify-and-surmount-obstacles</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-children-to-identify-and-surmount-obstacles#comments</comments>
		<pubDate>Mon, 27 Apr 2009 20:54:57 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
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		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1259</guid>
		<description><![CDATA[Image by bill barber (very sporadic) via Flickr Buying low and selling high means defying the crowd. And people who defy the crowd &#8211; people who think creatively &#8211; almost inevitably encounter resistance. The question is not whether one will encounter obstacles; one will. The question is whether the creative thinker has the fortitude to [...]]]></description>
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		<title>Encourage Creative Collaboration</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-creative-collaboration</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-creative-collaboration#comments</comments>
		<pubDate>Fri, 24 Apr 2009 20:51:11 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1257</guid>
		<description><![CDATA[Image by ttcopley via Flickr Creative performance is often viewed as a solitary occupation. In reality, people often work in groups and should be encouraged in gifted children. Collaboration can spur creativity. Teachers can encourage children to learn by example by collaborating with creative people.  (Sternberg) Creative collaboration can help social skills when activities are [...]]]></description>
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		<title>Imagine Things from Others&#8217; Points of View</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/imagine-things-from-others-points-of-view</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/imagine-things-from-others-points-of-view#comments</comments>
		<pubDate>Wed, 22 Apr 2009 20:44:39 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1252</guid>
		<description><![CDATA[Image by furiousgeorge81 via Flickr An essential aspect of working with other people and getting the most out of collaborative creative activity is to imagine oneself in other people&#8217;s shoes. Individuals can broaden their perspectives by learning to see the world from different points of view. - Sternberg states, teachers and parents should encourage their children [...]]]></description>
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		<title>Social Challenges of Gifted Children</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/social-challenges-of-gifted-children</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/social-challenges-of-gifted-children#comments</comments>
		<pubDate>Mon, 20 Apr 2009 21:23:26 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Emotions]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1247</guid>
		<description><![CDATA[Image by Feuillu via Flickr Introversion Although some gifted children are extroverts, more often they are introverted when compared with typical children. When you combine introversion with the frequent lack of fit between gifted children and their age peers ( in terms of interests, skills, knowledge, sensitivity, and intensity), it is not surprising that gifted [...]]]></description>
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		<title>Sensible Risk-Taking</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/sensible-risk-taking</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/sensible-risk-taking#comments</comments>
		<pubDate>Fri, 10 Apr 2009 20:56:21 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1234</guid>
		<description><![CDATA[Image via Wikipedia Encourage Sensible Risk-Taking in gifted children.  When creative people defy the crowd and buying low and selling high, they take risks in much the same way as do people who invest. Some such investments simply may not pan out. Few children are willing to take risks in school, because they learn that [...]]]></description>
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		<title>Encourage Idea Generation and Allow Mistakes</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-idea-generation-and-allow-mistakes</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/encourage-idea-generation-and-allow-mistakes#comments</comments>
		<pubDate>Wed, 08 Apr 2009 20:50:13 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1229</guid>
		<description><![CDATA[Image by minxlabs via Flickr Adults and children should collaborate to identify and encourage any creative aspects of ideas that are presented. When suggested ideas don&#8217;t seem to have much value, teachers should suggest new approaches, preferably ones that incorporate at least some aspects of the previous ides that seemed in themselves not to have [...]]]></description>
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		<title>Redefine the Problem</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/redefine-the-problem</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/redefine-the-problem#comments</comments>
		<pubDate>Mon, 06 Apr 2009 20:40:52 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1223</guid>
		<description><![CDATA[Image via Wikipedia Giving children latitude in making choices helps them to develop taste and good judgment, both of which are essential elements of creativity. (Sternberg 2003) Sternberg continues, redefining a problem means taking a problem and turning it on its head. Many times in life individuals have a problem and they just don&#8217;t see [...]]]></description>
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		<title>Stress</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/stress</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/stress#comments</comments>
		<pubDate>Thu, 02 Apr 2009 20:31:49 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Emotions]]></category>
		<category><![CDATA[Gifted]]></category>

		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1220</guid>
		<description><![CDATA[Image via Wikipedia Stress is a part of life; you cannot avoid it. Life consists of change, and change results in stress. When stress is severe, we don&#8217;t function as well as we normally do. We may doubt our ability to cope with the situation at hand, or even to manage ourselves. Feelings of anxiety [...]]]></description>
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		<title>Emotional Intensity</title>
		<link>http://livingwithlivewires.com/dont-fence-me-in/creativity/emotional-intensity</link>
		<comments>http://livingwithlivewires.com/dont-fence-me-in/creativity/emotional-intensity#comments</comments>
		<pubDate>Wed, 01 Apr 2009 20:26:33 +0000</pubDate>
		<dc:creator>livewire</dc:creator>
				<category><![CDATA[Creativity]]></category>
		<category><![CDATA[Children]]></category>
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		<guid isPermaLink="false">http://livingwithlivewires.com/?p=1218</guid>
		<description><![CDATA[Image by jumer via Flickr The intensity and sensitivity of gifted children spreads through everything they do &#8211; their everyday interactions with others, their reactions to events, and even their attitudes toward themselves. Gifted children seem to have an extra emotional sensor, or a special awareness, that picks up the slightest emotions. The attitudes and [...]]]></description>
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