The nation always needs the geniuses and the unique individuals who can solve its problems and achieve its ambitions and hopes by using their talents and gifts in the right place. Maybe the most important trust of the educator is to discover these geniuses from an early age and take care of them in a planned way so they can grow up without huge flaws or a waste of what could be accomplished. Nations in east, and west have looked for these brilliant children, taken a good care of them, and worked on avoiding any obstacles that can prevent them from unleashing their capabilities. This has been the topic for many new scientific researches which millions have been spent on. It’s time now that we employ the outcomes of these researches and use them to serve the nation and advance it.

One of the main reasons which leads to wasting the talents of the geniuses and not benefiting from them; is the absence of awareness of how fragile and sensitive geniuses are at the age of growth particularly, and their difference from their friends in many things especially the way they understand the world around them, which makes it easy for them to slip into the carelessness, frustration, and laziness. The genius among his peers is like a candle among the lighted-coals which burns, lights, and stands out. However, he is subjected to rapid extinction if he was neglected. This is not a literary style, rather than expressing the outcomes of the scientific researches that study the geniuses, and the problems they face during their growth.

This article aims to present several main features of the young geniuses’ mentality with turning attention to the problems that arise when misdealing with this ‘explosive power’ improperly. It’s either that you get twice the profit comparing to a normal child, or your loss will mostly be twice the loss, problems will be much larger than you can tolerate.

Here are some main features of his mentality:

 First: absorbing quickly

The genius is characterized by the swiftness of understanding what is presented to him. He is able to connect it to other information easier than the others which makes him see the bigger picture clearly without needing much of explanation. The genius may need more accountability or discussion specifically in the special cases which differs from the usual in what you explain whether in jurisprudence, a language, or any other science.

The problem essence: this feature of the genius turns to be an obstacle or a chain; since he is connected to the students around him regarding the speed of presenting and explanation. He is restrained from getting deep in a point that calls his attention -during a class- or it contains what makes him curious. He is also restricted to the ability of the educator to provide a deep, and rich content that satisfies his passion for knowledge. Unfortunately, the genius hardly has a chance to be raised by someone who is able to provide the information, ideas, and challenges in a rate that equals his ability which turns this grace into a source of boredom, and laziness, and not caring about the diligence in seeking knowledge.

Suggested solutions: the educator who is in charge of a genius child should know that he is taking a harder mission, and a bigger responsibility than usual. He should be always prepared to receive questions that he will not know the answers for. He should not be ashamed of admitting the truth that he doesn’t know the answers, but rather set an example for the genius in healthy curiosity and eagerness to learn as he should think of how to direct the genius and help him think deeply. Also, the educator should assign some of the educational session for what makes the genius’s hands busy while he awaits his peers to finish instead of letting him to boredom and testing his patience over and over.

  Second: linguistic excellence

Usually the genius is excellent linguistically. He has a gift in arguing and convincing as much as in proving his opinion and defensing it by giving examples and demonstrations that prove his opinion right. He usually can use a hard, and complicated language more than his peers can. Plus, he has an imagination that makes him able to see the possibilities and hypothesis of any situation, or a result of any decision he makes. His expectations are often accurate which prompts the educator to put more effort in his opinion Repeatedly.

The problem essence: this linguistic super power may turn, as well, into an obstacle ahead of the educator in conducting the session or teaching the genius because there is a debate in each step, and there are proves, and too many arguments which don’t fade away when deviating from the track the genius wants. In contrast, the educator may find himself- sometimes- unable to find a convincing answer to the genius’s disagreements and suggestions. Henceforth, the educator may resort to shouting and suppressing the child so that he doesn’t talk. Moreover, the genius can manipulate the thoughts when he discusses his peers and friends which makes them confused, distracted, or frustrated.

Suggested solutions: the educator should realize that the genius’s linguistic overflow needs to be directed on the track in a way that satisfies him, and makes him feel self-fulfilling. Instead of finding his fun in winning the argument, the genius will find himself in solving the linguistic puzzles, and analyzing sentences with a different or mysterious meanings, or maybe discussing, and tracking the interesting linguistic phenomena like alliteration and coercion. Moreover, the educator should exercise some firmness in drawing the boarders around what is discussable and what is not, but with convincing the genius that these boarders and restrictions have a goal and benefit eventually since the genius – with his superior awareness can be convinced with reasons that his peers would see complicated. The genius could see the bigger picture and the predicted results previously which makes it more simple for the teacher to convey him the reasons of restricting his freedom in argument and discussion.

Third: the perfectionism

The genius always attempts to reach perfection in all his work. He must master, preserve, and improve as he is featured by his creativity and wide imagination which makes him have an opportunity to improve and develop all what he does of works and duties. In addition, he is fond of immersing   in a task that challenges him and requires him working and thinking to satisfy his mental gifts, as he must finish his work and not leave anything missing or misplaced.

 The problem essence: more than his peers do, the genius realizes the shortcomings in the tasks he does. Sometimes, he can see some mistakes in a place that the educator himself didn’t pay attention to. Therefore, it’s often hard for him to feel satisfied. If we added that to his internal fear of changing the look of the educator and friends towards him because of his faults (which the genius swells), and his fear of losing his prestige and reputation of distinction, we find that the genius whips himself and gets tired of following unimportant details which makes it hard for him to be satisfied rather he may stop trying from the beginning because of feeling that he wouldn’t be able to reach the perfectionism that he illusions (which often is unrealistic).

Suggested solutions: maybe this is the hardest thing a genius child could face, so the educator must make sure not to level up the overwhelming desire of the child to be perfect. The educator should make sure to praise the ‘the way of the work’, not ‘the outcome of the work’ thus praise the exerted effort regardless the deficiency in the outcomes. Also, the educator should be a good example for the genius in how he deals with his own mistakes, how he accepts them with pleasure, and the way he corrects them simply. The educator should economize in praising the genius, and mentioning the high expectations of his performance in front of the child for because this is what pushes him to preserve the look of his teacher to him. Finally, the educator should make sure of reminding the child that it’s okay when we make mistakes, but the important thing is to correct our mistakes then give him some instances and stories of some good examples in dealing with the mistake and correcting it as a chance to employ the mind, creativity, and thinking, beside praising in front of the genius the thoughts of the people who corrected their mistakes brilliantly.

Fourth: distinguishing from the peers

It’s normal for the genius to feel different and distinguished from most of his peers. He understands faster, answers in a more correct way, and usually his hobbies and interests are deeper and bigger to be shared with them. This uniqueness or distinction is a direct result of his mental gifts superiority. While his peers like to play football every day, he might be busy deconstructing some device, or might be reading an educational book. Has his superiority was physical –which is part of the being genius that many educators neglect, he would be inclined to some acrobatic moves which can’t be competed by his friends, or other outlets that he needs to consume all the energy he has inside of him.

The problem essence: the genius –with the repentance and frequency- of differences between him, and his peers is surrounded by the feeling of alienation from them which makes it hard for him to make friendships, and deepen or preserve them. This difference may also lead the genius to be lazy or lean on his fate and stop pursuing supremacy and achievement. The recurrence of this experience in an early age would lead, sometimes, either to arrogance or underestimation of the other people, or maybe loneliness and being introverted person who rarely interacts with others. Maybe most of the geniuses through history were obstacled from being successful by lacking the social ability and their shortage of tact and courtesy with people since they can’t communicate their ideas to the general public. Modern scientific researched have proved so when they found that intelligence and genius are not sufficient to accomplish the scientific and professional success, not even the personal. Intelligence and genius must be combined with enough social abilities.

Suggested solutions: it’s a must to make sure the geniuses (particularly) have a connection and communication with other geniuses that have the same tendencies. Also, geniuses should be mixed with the superiors and encouraged to make friendships with the extraordinaries which will make them fell that there are people like them or maybe better, and that there is chance to improve and progress. It’s necessary to focus on explaining to the genius the social communication skills with emphasizing on their importance along with training him directly in order not to depend on merely socializing with the society, they must be trained properly on these skills and the way of using them correctly.

Finally, since we don’t have much of a space to overflow, we had to mention these aspects only, otherwise, there are other important aspects like; creativity, leadership and their connection with the role models, and other geniuses’ aspects that must be established, developed, and set on the right track so that they can’t take over the genius’s life and tackle him from astonishing pursue of success. The educator ought to be more interested in these aspects than in how to recognize the genius. Sometimes, when the problems take over, the educator starts looking at the child as a troublemaker instead of a genius. Thus, his effort is lost in sizing the genius and trying to control him instead of realizing the problem essence and trying to redirect the effort towards the useful direction to get the best of the genius’s powers. I do urge each and every educator to reconsider the children he raises and ask himself; Is anyone of them having the mentioned problems? Do they have these main aspects of being genius? How do I use their potentials and enhance them in light of the suggested solutions? Who knows, maybe you have a genius in your hands and you don’t know that where all what you care about is how to shut the genius’s mouth when he is around!