Ilam School Introduction The following story is about the gifted and ...

The learning jungle: It's so hard to accommodate six teachers, 30 parents (times two) and 30children! (Week 9). At the moment there is no team approach to issues and a lot of behindthe-scenesdiscussion between staff and I am not involved. All the issues seem to be myproblem. There needs be a collective approach to children but at the same time we need acollective philosophy to guide that approach and it needs to reflect in part the power-sharingphilosophy of the learning centre. [p. 6]One-to-one conferences, twice a term – although time consuming – are also time well spentbecause of the learning power. In the first conference we negotiate and record the learninggoals. The second conference is a means of negotiating the learning outcomes. Parentalinvolvement enables another perspective a form of triangulation. [p. 8]Teacher reflections about the students2003Gifted learners know themselves. They know what they want to know and how they prefer tolearn. They need help to develop strategies to think at the level of analysis and creativeproblem solving. [p. 3]Are gifted kids naturally great thinkers or are they fantastic sponges that need to be taughthow to think with the information they absorb? [p. 11]2004The children developed a common language to describe their gifted characteristics. I ambeginning to see that there are more perspectives than their own and that misconceptionscan explain many moments of conflict. Some children felt very exposed and dissatisfied withthemselves. Some children didn't engage and remained flippant. [p. 19]Generally the children wanted desperately to be included and seen as normal. They alsowanted to be kids not brains. [p. 19]My role is changing and I am becoming more involved with individual social/emotionalneeds. There are still huge power issues for some children as they struggle with adults andpeers who are controlling. Children with heightened sensitivities are incensed byrelationships that are less than fair or not respectful. They respond with a degree of emotionwhich is often unexpected and misunderstood. I'm not sure if I help or hinder the process byacknowledging their feelings and perspectives. [p. 18]Perceptive children may need help in understanding that other people are less perceptivethan them. [p. 20]Divergent thinkers have difficulty with linear organisation structures (classrooms) and appeardisorganised and absent minded. [p. 20]2005Celebrations of learning: Gifted kids respond to positive and constructive feedback. Theyneed to know that what they know is valued and appreciated even more than regular kidsbecause often they feel unsure of themselves because they are different. I believe that youcan never praise these children enough. A good dollop of praise is as effective as a dose ofMaxi-crop. Like the plants they flourish and strive even harder to reach their goals. [p. 25]