The authors have presented several counseling principles that not only counselors, but we as teachers can use to address the concerns of our gifted students. We can incorporate these principles into our lessons so that other students can benefit from them too. Counseling principles discussed in the book Socio-Emotional Curriculum with Gifted and Talented Students (2009) include the following: nonjudgmental, focus on strengths, respect and promote autonomy, active listening, open-ended questions, avoidance of self- teacher/facilitator disclosure, respect privacy and processing. According to the book, nonjudgment occurs when a teacher does not impose his or her values ​​on students, is open to learning more about the students' world, and collaborates with families to gain insights into the students' world. students (page 212). One way I have used over the past few years to get information about my students with special needs was to send welcome letters, and in that letter I included another sheet asking parents to provide me with information about strengths, weaknesses, likes, their children's dislikes and expectations. Another way to incorporate nonjudgment into lessons or activities is to allow students to share their belief and why they believe this way. This can be in the form of projects, essays or debates. Focusing on students' strengths goes hand in hand with being non-judgmental. As a special education teacher, I have learned to focus on what exceptional children can do well and work on the things they need to work on. The book argued for focusing on the solution and not the problem (p. 215). How can we incorporate it into our daily lessons and activities? If a student is halfway through the paper ...... don't just use the students' cognitive abilities but also their affection. This will allow students to process and reflect on how they made that specific decision or response. They don't just focus on the end result, but how they end up in that outcome or scenario. Teachers need to incorporate more insights or activities into their lessons because this not only improves children's cognitive skills but also addresses their social and emotional needs. In conclusion, as we enter into our daily lives of teaching gifted students, we have to consider their needs and we have a responsibility to help them in the right way. We must therefore remember these counseling principles. References: VanTassel-Baska, J.L., Cross, T.L. & Olenchak, F.R. (Eds.). (2009). Social-emotional curriculum with gifted and talented students. Prufrock Press Inc. Waco, Texas.