Graduation Speech : Gifted And Talented Programming

I am an active member of my school and community. At school I feel that i've gained the respect of my peers being elected as Student Council representative for the past four years. I have also been elected the treasurer of the choir, and secretary of the band. I am part of the Ross Middle School bucket drumming group and have been casted as part of the school theatre’s annual play. After school on Wednesdays I assist Ms. Rullman in helping students with homework and enhancing study methods. I am currently participating in science olympiad and have in the past. I am also an anchor on the popular Good Morning Ross Middle School weekly news show. In addition, I have been a part of National Junior Honor Society which takes part in service projects

Throughout my life, I feel as though I have had many encounters with special education. Growing up, my grandmothers close friend had a daughter that had down syndrome. She was extremely sweet and loved company. Her parents had six other children who were grown and lived on their own. However, she lived at home with her parents her whole life. In elementary school, I do not remember many encounters with special education students. I do remember some kids being taken out of my class for part of the day, but that was my only experience during that time.

Gifted students have a higher risk of dropping out of school due to a number of factors including a lack of challenge in academic areas, feeling disconnected to their fellow students and their teachers, potential drug and alcohol abuse and the lack of coping skills to deal with increased sensitivities. Additionally, gifted students are known to experience a lack of community or none acceptance at school, a high sensitivity not acknowledged in school, no help in learning coping skills for dealing with a major loss such as illness, death or changing schools, issues with authority but most importantly, they often do not have an advocate to help bring out meaningful change (Hansen and Torso, 2007). These factors have led to gifted students being underachievers, dropouts, or students who have developed an overall negative impression on school and learning in general.

What is actually being valued to our students’? Dweck points out, “In our society, we seem to worship talent- and we often portray it as a gift”. (Pg.15) This is an absolute prime example why students’ tend to get defensive of each other's intelligence. For instance, students’ presume that the gifted get to attend class, sit there and become successful. In this case, that statement is incorrect, you have to work for the success you crave, creates problems within the students’. Not only teachers, but parents need to realize that praising children is the inaccurate approach to do, and it will later benefit them in doing

Usually high school students meet with the counselor and follow a determined set of coursework in order to graduate high school. However, if a student has been identified as a special needs student, the process of signing up for classes is not as simple as for other students. When trying to earn a high school diploma, special education students encounter difficulties not faced by their peers. The first step is for parents, school staff, and the student to meet and determine the best option for the student in order to receive a diploma. Determining the student’s path is called an IEP, individualized education plan. All special education students have an IEP that identifies the courses they will take in high school and the plans they will pursue after graduation. Students may choose from four paths: the traditional pathway, the career pathway, the occupational pathway, or the certificate of completion. The traditional pathway, which most advisors put the student on at first, allows the student the option of going to college. The next is the career pathway, which does not require a student to have an eligibility ruling for special education but still is another option if the student cannot obtain a high school diploma through the traditional path. Third, occupational pathway is a way to receive a diploma and not have to achieve as many credits or pass state test, but is still a difficult process. The last option for special education students is certificate of completion.

As a principal I find the limitations to this program are within the scope and sequence. Although separated by grade level, there is no in-depth research of a subject. Critical thinking is not of the highest level; critical thinking is that of evaluation and not of creating. Another concern is that the scope and sequence is not detail and concise with project and research expectations. The way the current scope and sequence is written it leaves the teacher with the understanding that projects are optional and can be completed at any Bloom's level. I argue that if a student is nominated and invited to be in the Gifted and Talented Program their work needs to exceed that of their peers. Class work as well as research projects must meet a higher Depth of Knowledge (DOK).

Brandon is a middle grades student with special needs, who is on occasion placed in a Special Education classroom and program during school hours. He has always struggled in school with in-classroom assignments, but seems to struggle more when being place in a general classroom setting. When asked to do course work, Brandon ignores the teacher on purpose and does what he wants, and think that he can get away with it because of his special needs.

I mentioned something to you last week about continuing to mentor for next semester at Kennedy middle school and you told me that I needed to ask the school for permission. Who would I need to contact in order for me to continue to mentor next semester?

Consequently, underachievement is a significant and complex schooling challenge. With regards to her home environment, Clare has been brought up in low socioeconomic household and is responsible for the after-school care of her two younger siblings. A low-income background has been identified as a significant risk factor for underachievement in gifted students, especially among students who act in a carers role at home (Department for Children, 2009, p. 7). Furthermore, poor socioeconomic status is also one of the strongest risk factors for gifted students not participating in gifted and talented programmes (Olszewski-Kubilius & Clarenbach, 2012). Like most gifted students, Clare demonstrates superior social skills in most categories including interpersonal relationships (França-Freitas, Del Prette, & Del Prette, 2014). However, Clare is experiencing aspects of social isolation in and outside of the classroom environment. These negative peer interactions and attitudes may lead to feelings of low self-esteem and insecurity and anxiety, all of which can increase the likelihood that Clare will not achieve her full potential (Montgomery, 2009, p. 6) and become a Type III gifted underachiever who chooses peer acceptance over excelling academically (Betts & Meihart,

The achievement gap is a term that has evolved over the past decades to describe

Public school systems need to be more sensitive to their students. Parents play the major role in determining a child’s academic outcome, but the school system needs to notice children who don’t necessarily acknowledge their gift. These children need guidance -- I believe it is the schools’ responsibility to provide it to them. I have been through a situation that makes me feel strongly about the subject. My example is an indisputable case in point.

Please excuse my sister , Ma. Chrissa T. Guico, from finishing the Year Ender program. I will be picking her up tonight and bringing her home to Mandaluyong fro the weekend. She will be back in the residence hall on Sunday evening.I , Francesca May T. Guico, will be picking up my sister, Ma. Chrissa T. Guico, from the

Although many peoples’ most significant memories of college are those outside of the classroom, a degree is not conferred based upon such things. Rather, students’ academic performance is what determines whether students earn a degree or certificate. Academic issues were a point of concern at many institutions as incoming students often struggled with basic skills. Furthermore, international students who needed remedial English were less likely to persist (Mamiseishvili, 2012). There have been numerous issues, obstacles, and challenges that may inhibit a student’s ability to navigate the rigors of college. Much has been discussed concerning improved educational opportunities for minority and underrepresented students in

I want to teach math in New York City because I will be able to communicate the significance of math in everyday life. The math that adults use to pay bills, manage their budgets, tax preparations, as well as other things is significant. Using real-life situations would capture a students’ attention since it is aligned with their interests. Depending on the grade level, students start to question the relevance of a subject to their future. I love the gratitude and appreciation students show when they succeed in math. As a person who grew up in NYC, I can provide guidance both in, and outside of the classroom. I am familiar with the many pitfalls that await students in this urban setting. I hope to inspire and become a role model to students. Excelling in math can lead to students exploring careers in science, technology, engineering and mathematics (STEM).

Being able to attend the same competitive elementary school in Indonesia even though I was still under the required age, made me realize that I was able to follow the same expectation that my parents had for my brother. However, despite of the hard work that I put into studying, I wasn’t able to sit at the top during the elementary school year as I could barely pass the classes. This made me conscious of the differences between those who are gifted and those who aren’t.