Teacher and gifted children in a mass school - Theory...

Teacher and gifted children in a mass school

Almost all researchers of psychology of giftedness agree that for work with gifted children, a specially trained pedagogical staff is absolutely necessary. After all, it is the teacher that brings the content of the educational program and the ability of the gifted student into line. This is on the one hand. Another important aspect is that often the main problems of gifted children arise and manifest themselves in their interaction with teachers.

It has been experimentally proved that in most cases, when capable children learn below their abilities, this is due to poor teaching, the negative attitude of the teacher and the inadequacy of educational programs that are not tailored to the characteristics of gifted children.

The lack of psychological knowledge in the teacher leads to the prejudice that a gifted child does not need help: "the talent itself will break through". Assessing their students who exhibit non-standard behavior and thinking, often teachers note their demonstrativeness, stubbornness, hysteria, reluctance and inability to follow positive patterns. Psychologists believe that such assessments are often the result of an inadequate understanding of the personality of the teacher and the characteristics of the development of a gifted child. In particular, the research of P. Torrens showed that gifted children have already at the initial level of intellectual development resistance to all types of reproductive work, which is assessed by the teacher as stubbornness, indiscipline, laziness or stupidity. At the same time, without the special help of an adult (qualified teacher, psychologist or parent), the gifted child himself is not able to understand what is the reason for his resistance to those kinds of work that are willingly performed by other children. This contradiction just causes the problematic situation.

Often, teachers who are not trained specifically for work with gifted children, simply can not properly build the educational process. Moreover, polls show that some teachers would prefer not to have gifted children in their class at all; others even feel a feeling close to hostility towards the most talented students, even the youngest. Teaching assessments of giftedness, as studies show, do not coincide with the results of psychological diagnosis of giftedness in 35-45% of cases.

Thus, the problem of the teacher's special preparation for working with a gifted pupil in a mass school is one of the main difficulties in the development, upbringing and education of such children. Identity, piece the character of the giftedness of children makes the unification of the student's practical training in this field impossible. It is possible to organize real work with gifted children only taking into account the real conditions of a particular educational institution (its traditions and philosophies, the characteristics of the teaching staff, the contingent of students in general, and the contingent of gifted in particular, etc.). That is, working with gifted children in a mass school is always determined, as they say, "in place".

As a rule, in an elementary school, gifted children are trained and educated in the conditions of a regular class, there are no special classes for them in the structure of the school (the latter occurs more often in the main school). Nevertheless, often the teacher uses individual programs for working with such children, containing elements of acceleration and deepening. Extracurricular activities in primary school include the organization of creatively developing activities of schoolchildren in the second half of the day, electives, interest groups, circles both in their own school and on the basis of institutions for additional children's education.

In the construction and selection of individual programs for gifted children, the priority is the psychological substantiation of the content, forms and methods of instruction. Or, in other words, before implementing the didactic provision of classes, it is necessary to carry out its psychological projection, i.e. first determine which tasks of the child's mental development will be solved in one or another occupation, and then already outline the didactic means for solving this main task. It follows that the development of an individual educational program of education and training for gifted children should occur in the process of joint work of the school psychologist and teacher on the basis of diagnostic data.

In recent years, more often in the pedagogical community voices have been heard in support of not so much special programs for gifted children as in favor of using special pedagogical technologies to support and develop the giftedness of children possessing different types of giftedness. These are, for example, technologies such as heuristic training, problem training, project method, research activity of schoolchildren, training in small-group collaboration, technology of debate, TRIZ etc. Summarizing, let us say that the level of development of children's abilities is determined not only by natural inclinations, but also by the measure of joint work of the child, teacher and parents aimed at developing these abilities, creating favorable conditions for the realization of pedagogical support for the development of a gifted child. >

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