ERIC Number: EJ1001803
Record Type: Journal
Publication Date: 2012-Sep
Reference Count: 1
Patience: A Key Word when Talking with Teachers and Administrators
McGee, Christy D.
Parenting for High Potential, v2 n1 p12-13 Sep 2012
Summer activities have grown old. Going swimming has lost its allure, and boredom has set in. No matter how well parents have planned interesting and educational activities for the summer months or how much they have enjoyed the freedom from stricter schedules and more rigid bedtimes, it is time to transition back to the routines of the school year. It is September and time to go back to school. Children are excited about having new school supplies, seeing old friends, and/or making new ones. The return to school is a rite of passage; yet for many parents of gifted children, the quiet dread of dealing with a new teacher who may or may not understand the needs of their gifted child lies in the pit of their stomachs. The author suggests that one of the first rules of dealing with a new teacher is to be patient and wait. She does not mean wait all year long, but wait long enough for the students to settle in and begin to adjust to the new rules and routines of the classroom. Wait long enough for teachers to have time to observe the children in the class. Excellent teachers spend a fair amount of time "kid watching." That is to say they take time to listen to children as they speak to them and each other. They watch children work and play both independently and within groups. They review students' work and how quickly they complete it. They note the questions children ask and the answers they give during class discussions. The author believes that most teachers want to provide the very best education possible for students, but sometimes they are unaware of the needs of truly gifted children and/or how to meet those needs. Some teachers and administrators may believe that these special children are so capable that they will just naturally succeed. Most classroom teachers have had no special training to assist in providing optimal learning experiences for gifted children. Unfortunately, until national, state, and local educational and governmental leaders are convinced that they are neglecting a significant number of children, parents will have to continue to be individual advocates and educators of the administrators and regular classroom teachers who work with gifted children.
Descriptors: Teacher Student Relationship, Gifted, Parent School Relationship, Advocacy, Parent Student Relationship, Teacher Attitudes, Individualized Instruction, Teachers, Parent Teacher Conferences
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: firstname.lastname@example.org; Web site: http://www.nagc.org/php.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A