​​​A talented 17-year-old poetry student, ranked first among 3 siblings, tells the secrets of one of her participations in a poetry competition and says, “Last year, I participated in a poetry criticism competition with a significant number of school students. I thought it was another competition (a poetry competition for reciting poetry written by participating students), but we were shocked that the competition we attended was not as we imagined. It was a poetry criticism competition in the sense of choosing a poem and reciting it, and then the contestant is asked a number of questions about everything related to the poem. But God does not waste anyone’s reward. I participated in the competition, thanks to God and the efforts of the teacher who was accompanying me. She asked me a number of questions that I might be asked about. We won this competition. This situation affected me greatly and gave me positive, motivating energy, which increased my enthusiasm and motivation to exert more effort and training.” "Continuous".

It is true that the gifted student has abilities and potentials through which she can achieve advanced accomplishments and levels of distinguished performance, but we cannot deprive her of her teacher's support, encouragement, motivation, and protection of her feelings. Let us consider the remarks that the student mentioned about herself: "I participated in a poetry criticism competition with a significant number of school students; we were shocked that the competition we attended was not as we had imagined; thanks to God and the efforts of the teacher who was accompanying me, we won this competition; this situation affected me greatly and gave me positive, motivating energy; and increased my enthusiasm and motivation to exert more effort and continuous training."

1. Enriching her knowledge in the field of poetry and literature in general, so that she is presented with a parallel curriculum other than the school book, containing cognitive competencies and new learning methods based on problem solving, self-learning, and referring to original sources from books.
2. Increasing extracurricular activities related to the gifted student’s field of talent, whether through competitions, events, or segments implemented in the morning assembly, or external participation via specialized websites and personal attendance.
3. The gifted student’s teacher should have a guiding and directing role during participation in any activity, as she lacks experience in how to manage herself and control her focus, especially in some unexpected and emergency situations and circumstances, as happened to her in the aforementioned competition.
4. The teacher exploits the enthusiasm and motivation shown by some of her talented students and their love of achievement and giving during periods of their lives, through group meetings and purposeful discussions between them in an open atmosphere to exchange ideas and propose projects that can be carried out together during the school year.

The importance of providing educational opportunities and life situations in which gifted students can acquire knowledge, develop skills, improve abilities, achieve self-realization, build character, and enhance values, whether planned or unexpected, individual or collective.