Page 91 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 91
Teacher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
Structured Teaching Behaviour
We perceived that all teachers demonstrated structured teaching strategies
during the lesson observed. Five of the six teachers presented on the black-
board how they had planned this lesson. Some of these teachers discussed
the lesson plan with their students. We also perceived that teachers provided
students with help in engaging in a task, explained to students how to ac-
complish goals, gave competence-relevant feedback, and expressed their
confidence in students’ abilities.
Teacher B: ‘I always write the lesson program on the blackboard and I like to
refer to it during lesson. So I can check the progress of the lesson. During my
training as a teacher I learned that it is important to give structure, especially
when students experience some problems in the autistic spectrum.’
Teacher C: ‘I always explain to my students how a lesson is planned and or-
ganized. Then they know what they can expect, and they can estimate for
themselves how involved they will be with the learning activities. It activates
them, and it does help them to get focused, because different activities are
classified. Knowing what they can expect helps them to feel comfortable, at
ease.’
Teacher D: ‘Some weeks ago I started to work with “Choice Menu.” I work with
learning goals for every week, and for several periods during the school year.
On the interactive whiteboard I project what the learning goals are for this
period, and I discuss this with my students. I noticed a huge difference be-
tween students, so now I explain to them what they need to know, the learn-
ing goals, and different ways to learn it. Then they can choose for themselves
what they think they need to study.’
Teacher B: ‘If students are enthusiastic and answer before their turn, I do not
want to discipline or control them in a direct way, because next time, maybe
they won’t answer at all. So in a friendly, responsive way I let them know what
the rules are but I also let them know that they gave a good answer. I think
by giving feedback in a responsive way students are more engaged with my
lessons.’
Autonomy-Supportive and Differential Teaching Strategies
In every lesson, students spent some time working on an assignment. How-
ever, the teachers showed only some aspects of choice and autonomy sup-
port. Some examples are: the teacher provided instruction consistent with
students’ interest, offered students choice in tasks they could do, time needed
89
Structured Teaching Behaviour
We perceived that all teachers demonstrated structured teaching strategies
during the lesson observed. Five of the six teachers presented on the black-
board how they had planned this lesson. Some of these teachers discussed
the lesson plan with their students. We also perceived that teachers provided
students with help in engaging in a task, explained to students how to ac-
complish goals, gave competence-relevant feedback, and expressed their
confidence in students’ abilities.
Teacher B: ‘I always write the lesson program on the blackboard and I like to
refer to it during lesson. So I can check the progress of the lesson. During my
training as a teacher I learned that it is important to give structure, especially
when students experience some problems in the autistic spectrum.’
Teacher C: ‘I always explain to my students how a lesson is planned and or-
ganized. Then they know what they can expect, and they can estimate for
themselves how involved they will be with the learning activities. It activates
them, and it does help them to get focused, because different activities are
classified. Knowing what they can expect helps them to feel comfortable, at
ease.’
Teacher D: ‘Some weeks ago I started to work with “Choice Menu.” I work with
learning goals for every week, and for several periods during the school year.
On the interactive whiteboard I project what the learning goals are for this
period, and I discuss this with my students. I noticed a huge difference be-
tween students, so now I explain to them what they need to know, the learn-
ing goals, and different ways to learn it. Then they can choose for themselves
what they think they need to study.’
Teacher B: ‘If students are enthusiastic and answer before their turn, I do not
want to discipline or control them in a direct way, because next time, maybe
they won’t answer at all. So in a friendly, responsive way I let them know what
the rules are but I also let them know that they gave a good answer. I think
by giving feedback in a responsive way students are more engaged with my
lessons.’
Autonomy-Supportive and Differential Teaching Strategies
In every lesson, students spent some time working on an assignment. How-
ever, the teachers showed only some aspects of choice and autonomy sup-
port. Some examples are: the teacher provided instruction consistent with
students’ interest, offered students choice in tasks they could do, time needed
89
