General Method And Techniques For Gifted Children

In addition, the teacher is responsible for researching the subject area to ensure a wide, current knowledge base that will help when establishing credibility and professionalism, and then to develop a variety of interesting ways to deliver the content whilst ensuring a safe working environment for students. The teacher’s role is then to deliver the lesson content in a manner consistent with the learning styles and requirements of the delegates. These might include lecturing, large group discussion or case studies.

It seems with a different approach of teaching the material as well as one-on-one time, they eventually take hold of what is being taught to them. Most important, is the time offered that a regular teacher does not have to give to a student.

Positive re-enforcement is a great way to encourage learning, learning by reward encourages the learner into learning mode. It is good for those learners with low self-esteem and will encourage them to build upon their own success, self-evaluate and eventually be able to constructively criticise their own work as they go. Again this will be a positive step forward and should be encouraged as a means of assessment for both learner and teacher.1

It has been seen that gifted children have different coping mechanisms, as they are likely to face different problems than their peers. This usually means them being overlooked by staff as they are not seen to need the same assistance as other students. It is often found that gifted girls may learn to hide their abilities in order to blend in with other children whereas gifted boys are usually considered immature and are unable to socialise with children their own age. These children usually have different learning methods therefore teaching staff may find it hard to work with their needs. This may lead the child to feel bored in class when the work is not differentiated to their

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Students are being taught the wrong way according the Freire. Freire mentions "narration leads the students to memorize mechanically the narrated content. Worse yet, it turns them into containers, into receptacles to be filled by the teacher"(pg. 1). In other words this means that 's a teacher 's or instructor 's job is to teach the children all the requirements that are needed and they expect them to know all the

\item The teachers always want their lessons to be interesting and they introduce the real life problem before they can go deep into the content of the subject.

2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that norms are up-to-date and a good representation of

Many teachers cannot answer your questions simple or not. They don’t have extensive knowledge to hold onto because of lack of passion or having such a repetitive way of teaching

most teachers just teach it once and some teachers teach it until everyone understands what they are learning

Adams County public school system’s current program doesn’t seem to recognize any minority or poor students who could be considered gifted. Educators in this district and committee members seem to lack any motivation to include diverse learners in their program. The fact that Adams County only recognized three out of four hundred thirty-eight over a five-year span is appalling. I feel Adams County need some major changes to extend their idea of giftedness. It needs to start with intensive and in-depth teacher training along with community outreach and awareness programs to help educate parents about giftedness. For instance, parent could learn ways to better support their children and help identify their child’s areas of giftedness.

To combat this problem, teachers should spend around half of the class period going over the material and the other half going over questions and getting students involved with the material. If teachers show examples of the material, that will help the student full

We need to adjust the classroom with hands on materials that are in reach for the child and fit their specific developmental aspects. Most importantly, we need to make sure they are included in the classroom and treated like the other students. This will help them social, emotionally, and physically. By having children with special needs in the classroom with those of general education, this allows the teacher to get training on ways to teach to all of the children and help them feel like one. Instead of pushing children with special needs off and into another classroom, it is important to keep them with the other children and allow them to grow and learn along with others. Teachers need to remember different approaches, time frames, and be flexible. Everyone learns differently and we need to be patient and understanding of the diversity among the students. The first and most important thing though is to make sure that the child is being seen by a professional or even having an aid in the classroom with them, this provides extra hands and different teaching approaches, to assure that all of the children are

Throughout the curriculum, students need to be given the opportunity to explore information. The teacher needs act as facilitator of information and insure that the student has an accurate understanding of what is being learned (156). This will allow students to construct their own knowledge motivate understanding of the subject beging taught. In addition, allow students to explore will aid in the transition from the concrete thinking to the formal operational stage of development (157).

Teachers’ beliefs influenced different tasks such as: selecting and presenting learning activities, preparing students for new language and checking their understanding, monitoring students’ learning, giving feedback, among others (Richards & Lockhart, 1994). I agree completely with this perception, because it is something that I have noticed since this course started: in the videos of my classmates, in the classes of my teachers, and in my own classes.