Page 92 - 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. 92
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
to accomplish a task, and with whom they work together, provided students
with support while working on assignments, and suggested what to do if
they finished a task or needed extra support.
Teacher F: ‘I sped up because I wanted to hold their attention. On the other
hand, I had to pay attention to the students who could not keep up. There-
fore, I suggested these students to write a sign on their stencil if they had
questions. Then, when I walked around, I knew they needed extra support.’
Teacher E: ‘Sometimes students are insecure about their own skills. Then I
prefer to let them practice together, let them compare solutions with each
other, and learn from each other. I offer support when necessary. I think they
learn better this way, because it’s a result of their own efforts.’
Teacher F: ‘All students are allowed to choose other tasks besides the regular
ones. The method I use provides differential tasks at a more complex and
challenging level. I stimulate the highly gifted students to also take on those
tasks, especially when they have finished the other tasks. Otherwise, they do
not do anything when they have finished.’
Teacher A: ‘I think it’s a great luxury to be able to show students some videos,
and this was a really exciting movie for them. And if they [the students] have
to do a project about this theme, then they are very interested and show a lot
of effort. And this is something they like very much. When you [as a teacher]
has started doing this, the students repeatedly ask for videos or YouTube
films.’
Teacher B: ‘I showed this movie because it supports students to imagine how
it was to live in that time. So they understood what was going on in those
days. Besides, they find it really interesting and it motivates them.’
Involved Teacher Behaviour
During the observed lesson we perceived that all six teachers provided a
warm social environment in their classroom, related well to their students,
showed involvement with their students, and gave the impression ‘to be
there’ if their students needed them. Some teachers greeted their students
when they entered the classroom, and had social talks with their students
before they started the lesson.
Teacher B: ‘For me it’s important to see how the students enter my classroom.
Are they very excited and happy, or maybe a little bit sad? Then I can talk to
them before I start my lesson and correct misbehaviour, if necessary, or make
sure they feel comfortable.’
90
to accomplish a task, and with whom they work together, provided students
with support while working on assignments, and suggested what to do if
they finished a task or needed extra support.
Teacher F: ‘I sped up because I wanted to hold their attention. On the other
hand, I had to pay attention to the students who could not keep up. There-
fore, I suggested these students to write a sign on their stencil if they had
questions. Then, when I walked around, I knew they needed extra support.’
Teacher E: ‘Sometimes students are insecure about their own skills. Then I
prefer to let them practice together, let them compare solutions with each
other, and learn from each other. I offer support when necessary. I think they
learn better this way, because it’s a result of their own efforts.’
Teacher F: ‘All students are allowed to choose other tasks besides the regular
ones. The method I use provides differential tasks at a more complex and
challenging level. I stimulate the highly gifted students to also take on those
tasks, especially when they have finished the other tasks. Otherwise, they do
not do anything when they have finished.’
Teacher A: ‘I think it’s a great luxury to be able to show students some videos,
and this was a really exciting movie for them. And if they [the students] have
to do a project about this theme, then they are very interested and show a lot
of effort. And this is something they like very much. When you [as a teacher]
has started doing this, the students repeatedly ask for videos or YouTube
films.’
Teacher B: ‘I showed this movie because it supports students to imagine how
it was to live in that time. So they understood what was going on in those
days. Besides, they find it really interesting and it motivates them.’
Involved Teacher Behaviour
During the observed lesson we perceived that all six teachers provided a
warm social environment in their classroom, related well to their students,
showed involvement with their students, and gave the impression ‘to be
there’ if their students needed them. Some teachers greeted their students
when they entered the classroom, and had social talks with their students
before they started the lesson.
Teacher B: ‘For me it’s important to see how the students enter my classroom.
Are they very excited and happy, or maybe a little bit sad? Then I can talk to
them before I start my lesson and correct misbehaviour, if necessary, or make
sure they feel comfortable.’
90
