(July 18, 2017 at 2:15 pm)Alex K Wrote: I spent the senior year at a high school in TX and took a pretty decent AP calculus class. But still, I noticed that we got a very large amount of homework of the same type (simplify these 20 expressions). Lots of quantity, little variety, way more than I myself do assign.
I wonder if it's an American thing. I remember back when I was in high school my math teacher would often assign absurd amounts of homework. And as a result--I hated math. "Do even numbered problems 1-100 for homework. Due tomorrow." (always the ones that weren't in the back of the book so you know... we could actually check our work)
(July 21, 2017 at 2:57 am)Kernel Sohcahtoa Wrote: I apologize if my question has already been asked, but out of curiosity, how do you go about instructing students who are gifted and talented? Based on your experience, what are the main challenges involved in instructing these individuals, and how can a teacher best go about ensuring that these students develop their abilities and don't end up hating school and becoming underachievers? Thanks for your time and attention.
P.S. I admire your profession as a teacher and the patience and dedication that is requisite for success in this field; you're a better person than I am. Live long and prosper.
I haven't taught many particularly gifted students. But I think it's important to engage those students, and challenge them. I'd say the biggest challenge is actually doing it, because you have so many students. I usually over over 100 each year. And you want to dedicate your time to the ones that need your help--and on the surface gifted students don't need your help. They're straight A students who could probably do the work without you ever telling them anything. But they're on another level from the rest of the students, which means they can become bored with the work quicker. You can't teach at their speed, because you'd leave the rest of the class too far behind. With history it's not too difficult, I think. I like to get all of my students to take interest in the subject. I mean history is a bloody subject filled with wars, political intrigue... and pretty much everything that would excite most people. And that's the real meat of the subject. And there's so much to History too--I mean I don't even cover roughly a quarter of what could be taught. I'd love so much to get more into some subjects. Passing that passion on to students--gifted or not--makes school a better place for everyone.
(July 21, 2017 at 9:28 am)J a c k Wrote: Good question, Kernel. Maybe teachers don't get to be creative anymore or able to cater to an individual student, but Cecelia, do you participate in any programs for gifted students, have participated, or know of anything that has worked?
No, I've never worked in any programs for gifted students. I've worked with a couple of students who were gifted, but not in any specific program. I'm guessing you've already checked out the NAGC Programming Standards?
(July 21, 2017 at 9:44 am)mh.brewer Wrote: Does your school offer life skills classes/modules? The number of young adults I encounter that are lacking abilities to: maintain a car, do simple home repairs, set a budget, cook, understand credit cards or credit ratings, apply for a job or loan, select a bank account, write a resume, .............. amazes me.
How old do I sound?
No, our school doesn't offer those sorts of classes. Though usually students do learn to make a resume in English Class. I'm not surprised a lot of young people lack those abilities. For that matter a lot of older folks don't know how to set a budget. Personally I can't cook--but even if you tried to teach me (and my husband has) I wouldn't be able to. But they do teach home economics in middle school. I'd think most kids learn to maintain a car from their parents though. (I mean I can't change oil in my car--but I know I have to every 3-4k miles)
How old do you sound? I'd guess maybe mid 40's to early 50's? *hides*
The whole tone of Church teaching in regard to woman is, to the last degree, contemptuous and degrading. - Elizabeth Cady Stanton