![]() Isolate them to work independently without oversight. You want them to produce quality, not quantity. If the child is intuitive, he or she will actually slow down and never finish early any more because that means getting more work. By giving gifted students more of the same type of work, you are penalizing them for being bright. ![]() You are sending the implicit message, "Hey, you're smart, here are another 20 math problems," while everyone else is still working on the original set of 10. Give them more work because they finish early. Gifted students are developmentally asynchronous, meaning that their cognitive and emotional development are out of sync. It's not because he or she is looking for attention, but because this student may be bored. Frequently, if there is a mismatch between classroom instruction and a gifted student's intellectual needs, that child may "act out" or misbehave. ![]() Just because a student is smart does not mean that he or she is well behaved. Expect the gifted student to be well behaved. When an appropriately differentiated education is not provided, gifted learners do not thrive in school, their potential is diminished, and they may even suffer from cognitive and affective harm. Using gifted students as tutors or teacher assistants for other students in the classroom is inappropriate and unethical, and it does not provide for their social-emotional or academic needs. Use these students, whether formally identified as gifted or not, as teacher assistants. Following are suggestions for how to best serve these students - and what not to do.
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