Determination of behavioral problems exhibited by gifted students and coping methods used by teachers

Gifted students often exhibit certain behavioral problems that affect the educational process. In this study, it is aimed to determine the behavioral problems of gifted students who attended Science and Art Centers and the methods used by their teachers to cope with them. Case studies were used as a qualitative design for this study. The teachers and the primary and secondary school gifted students of Samsun Rotary Club Science and Art Center in 2018-2019 semester were chosen as the research group. The data is gathered using structured interviews and classroom observations. Content analysis is used to analyze the data. Researcher diaries are also used to interpret the gathered data. It is indicated by the teachers that the most commonly faced behavioral problems are not to listening-interrupting someone and excessive question asking; and they most commonly collaborated with guidance teachers and parents to cope with the said problems. Classroom observations show that the most frequently displayed behavioral problems are noise making and unsupervised roaming; and that the most common coping method used is directing towards correct behavior. The outcome of this study is analyzed for producing suggestions for practical usage and further studies.