Teachers of gifted and talented students

Because they are more skilled academically than their peers, brilliant and talented students need more challenging coursework. They participate in regular classes. They must therefore be given enrichment activities they can accomplish on their own. Additionally, in order for them to improve in their studies, they need to be ready for activities that expand their knowledge of the subject matter and showcase their skills (Fraser-Seeto, Howard, & Woodcock, 2015). The following considerations should be taken into account when picking teachers to deal with these students: curriculum compacting, flexible grouping, multilevel learning stations, and tiered assignments. Becoming instructor of a gifted and talented student encompasses primarily obtaining a bachelor’s degree in the specified arena of instruction. Similarly, qualifying to educate gifted and talented scholar frequently requires a master degree specific for teaching advanced learners. The teacher should be able to identify and select advanced scholars for talented and gifted programs through administering of assessments (Sanderlin, 1973).

They should show appropriate skills necessary for planning, implement challenging curriculum, and be able to test and grade their performance level. They should show excellent ways of grouping students by their needs, strengths, and interest to enable the best learning culture (Fraser-Seeto, Howard, & Woodcock, 2015). Equally, they should be able to offer multilevel learning stations by providing a meaningful task that enriches and extends class discussions. Additionally, they should show excellent techniques of relying on same content on the entire class but been able to select assignment to the student within different levels of complexity.

Are there behaviors and characteristics found in teachers that serve these students better?

The teacher is the critical factor in the quality of education delivered to the students. Therefore, the question of who is a good instructor is very vital (Sanderlin, 1973). Effective teachers possess characteristics by providing their scholars with core curriculum content which is formulated by authoritative sources that combine what is considered significant and worthy of the society. They own skills in overall pedagogy that allows extreme efficacy in learning and teaching. They are agents of social change who offer disciplinary information and advance student’s personality.

Their skills and qualities can be categorized into two: personal-emotional and professional-pedagogical. On the side of personal-emotional, they partake the attributes of a good parent thus; they are sensitive, understanding, concerned, supportive, attentive and encouraging (Siegle, McCoach, & Shea, 2014). Such features enhance learner’s confidence supporting their weaknesses hence reinforcing capabilities. Consequently, professionally, good educators are authoritative in their field thus having competences of inspiring their students and refining their intellectual aptitudes. Pedagogically, they exhibit creativity and scholarly originality, which guides and encourages intellectual curiosity.

It is often said that teaching is a calling. If this is true, what type of commitment might one need to teach these individuals?

Commitment to educating is associated with obligation objects like school organization as well as teaching subjects. It influences the teacher’s retention and satisfaction of their profession (Fraser-Seeto, Howard, & Woodcock, 2015). Moreover, as the world is evolving, being a teacher needs the commitment of lifelong learning. It encompasses aggressive challenging oneself to excel. Therefore, the opportunities to learn are around the classroom environment.

Subsequently, the instructor should be committed to meet the needs of the individual’s scholars. Be ready to apply different teaching techniques to ensure all the students’ needs are met (Siegle, McCoach, & Shea, 2014). One would need to aggressively contribute to their occupation by being responsible for improving and advancing the areas of tutoring (Sanderlin, 1973). Similarly, one must be able to embrace diversity, different culture, sexual orientation and social, economic status. They should not exclude a student due to his or her beliefs, which may differ from theirs. They must commit themselves to bridge the gap not only with the scholars but also with their families.

References

Fraser-Seeto, K., Howard, S. J., & Woodcock, S. (2015). An investigation of teachers’ awareness and willingness to engage with a self-directed professional development package on gifted and talented education.

Sanderlin, O. (1973). Teaching gifted children. New York: Barnes.

Siegle, D., McCoach, D. B., & Shea, K. (2014). Applying the achievement orientation model to the job satisfaction of teachers of the gifted. Roeper Review, 36(4), 210-220.