I've read a few brief reviews of the heterogeneous vs. homogeneous classroom settings for gifted children. Basically, should we segregate the children? What are the benefits of each?
Generally people who fight for segregation say that specialized classes can more effectively meet the special needs of both normal and gifted children. Special classes can move at a more appropriate pace, or learn in the manner that gifted children do (for it is different), or delve deeper into subjects the students grasp more easily than the average. What I've inferred, based on my own feelings upon finding all this information about how gifted individuals work, is that such a setting can also provide support for the other, non-academic needs of gifted children. It can inform them of what is "normal for gifted", which has two benefits: it confirms their suspicions that they are unlike other children while pointing out their own individual gifts, and reassures them that although they are different, they are not strange.
Upon learning more about my condition, going through the feelings similar to acceptance (finally!) in the previous paragraph, has made me disregard almost all arguments for keeping gifted children in regular classrooms as very minor benefit for the other students, at the risk of damaging the gifted child. Such benefits are often stated as positive role models for normal children; increasing the grade average of the classroom by somehow making other students succeed more; and tutoring normal children.
Now, at this moment, I am reading some of these same arguments but somehow it clicked differently. In Spherical Trigonometry (already with a reputation as being a challenging class which scared off more than a few), I spent much time tutoring and helping various individuals. This was new material to all of us (and indeed to anyone in a generation or two), yet I grasped some things quite quickly and moved on the help others. It gave me quite a boost in self-esteem. In a positive way, that filled my much-wanting and unmet need for recognition. So perhaps that is a viable argument. But it will only work if the classroom and lessons are designed to allow such activities. If the gifted student perceives the work as entirely unchallenging and repeating what she already knows, she will be bored and unmotivated, and may perceive those who do not yet understand as unwilling or inferior. If the child appreciates the concept to be challenging in some way, she may want to help others do the work to understand as she did.
Wednesday, May 26, 2010
Building self-esteeem
"...anyone, whatever his or her ability, who meets with consistent failure is likely to develop self-protective mechanisms such as lowered aspiration and diminished engagement. The effects of social deprivations that were once seen in institutionalized retarded individuals (e.g., excessive desire for social reinforcements, wariness of adults, and outer directedness) are less common today because of the substitution of other forms of care, but inappropriate child rearing, successive foster homes, or both may have similar effects."
Two tails of the normal curve: similarities and differences in the study of mental retardation and giftedness. by Robinson, Nancy M.; Zigler, Edward; Gallagher, James J.
linked from: http://www.kreimeier-smith.de/giftedadults.htm
These are things that I've experienced, and part of why when I read Jean Vanier's writings on loneliness and the need for individuals with mental illnesses to be a part of a nurturing community, I felt such a strong connection.
This could also be a key to how to start to free myself from doubt, lowered self-esteem and lowered confidence. (In conjunction with the previous post) That is, to succeed and have such achievements recognized. But that also requires realistic goals; I should not attempt tasks too easy or too difficult for the ego inside me would sense the falseness of such.
And perhaps I should also begin to take to heart thanks and congratulations on tasks that I consider universally easy. I am beginning to understand that perhaps it is not that everyone with a few exceptions is thusly capable, but instead that I, in such a case, am an exception.
.... and I found support in the same paper right after I wrote this post!
"Problems of avoidance and self-doubt are more likely to occur, however, if gifted students are chronically underchallenged and then confronted with more difficult tasks (Dweck, 2000)"
Two tails of the normal curve: similarities and differences in the study of mental retardation and giftedness. by Robinson, Nancy M.; Zigler, Edward; Gallagher, James J.
linked from: http://www.kreimeier-smith.de/giftedadults.htm
These are things that I've experienced, and part of why when I read Jean Vanier's writings on loneliness and the need for individuals with mental illnesses to be a part of a nurturing community, I felt such a strong connection.
This could also be a key to how to start to free myself from doubt, lowered self-esteem and lowered confidence. (In conjunction with the previous post) That is, to succeed and have such achievements recognized. But that also requires realistic goals; I should not attempt tasks too easy or too difficult for the ego inside me would sense the falseness of such.
And perhaps I should also begin to take to heart thanks and congratulations on tasks that I consider universally easy. I am beginning to understand that perhaps it is not that everyone with a few exceptions is thusly capable, but instead that I, in such a case, am an exception.
.... and I found support in the same paper right after I wrote this post!
"Problems of avoidance and self-doubt are more likely to occur, however, if gifted students are chronically underchallenged and then confronted with more difficult tasks (Dweck, 2000)"
The not-so-normal curve
"Virtually all children with IQs lower than 65-70 tend to have organic factors that have interfered with their developmental potential, producing a "blip" in the sever-to-profound range of retardation (Dingman & Tarjan, 1960; Zigler, 1967). In contrast, a few gifted students may demonstrate development that is six or more standard deviations above the mean (Gross, 1993), and despite their rarity, there seem to be more of them than would be predicted by the normal curve (Silverman, 1995). These findings suggest that we now need to reevaluate our concept of intelligence as necessarily conforming to the expected normal curve distribution."
Two tails of the normal curve: similarities and differences in the study of mental retardation and giftedness. by Robinson, Nancy M.; Zigler, Edward; Gallagher, James J.
Linked from: http://www.kreimeier-smith.de/giftedadults.htm
I've read similar remarks from various other sources on giftedness: that the amount of gifted individuals in their little IQ range exceed the predictions of the normal curve.
Where did we get the idea of the normal curve from in the first place? Don't pepele learn in statistics and mathematics that almost no natural phenomenon or effect in the world ever conforms to mathematically derived patterns of distribution and growth?
Two tails of the normal curve: similarities and differences in the study of mental retardation and giftedness. by Robinson, Nancy M.; Zigler, Edward; Gallagher, James J.
Linked from: http://www.kreimeier-smith.de/giftedadults.htm
I've read similar remarks from various other sources on giftedness: that the amount of gifted individuals in their little IQ range exceed the predictions of the normal curve.
Where did we get the idea of the normal curve from in the first place? Don't pepele learn in statistics and mathematics that almost no natural phenomenon or effect in the world ever conforms to mathematically derived patterns of distribution and growth?
The philosophic path
It will be many years before the adolescent sees the accumulation of questions as wisdom. It is a steep and arduous journey to the place of humility that permits admitting that each person may have a separate reality and that the vision of truth may be elusive and idiosyncratic. In the meantime, the search continues and youthful energy waxes and wanes, building to a crescendo and crashing in whimpers. Truly bright youngsters need help maintaining equilibrium, especially since most peers are neither engaged in, nor interested in the Quixotic pursuit. It also helps teens to know that the mystical path to knowing is an arduous task worthy of their time and energy, and just as unsettling for all who walk it.
The future
Imagine a space where not only could youth explore their emotions through art, but could also philosophize.
Few of us could imagine conducting Socratic debates with early adolescents over issues of murder and suicide, social pathology or religious indecision, but that may be just what these youth need. Facing existential dread alone, without guidance, may lead to suicide rather than deeper, questing thought. Serious attention to the individual’s perceptions and issues is crucial. Once we take the student seriously, we can begin focusing reading to include works of others who have asked about the same enduring questions. We can talk constructively about age mates developing these same questions or never being faced with them as urgently, thus reassuring students of the saneness of their pursuits and making it feel less alienating. Along with deep philosophical questions can come an ability to see and value second person perspective. Three excellent sources for discussing philosophical development are Jean Piaget (1964), who is fairly easy to read, Lawrence Kohlberg (1984) who can be very difficult reading and Carol Gilligan (1982) who speaks of the importance of considering gender in the development of moral reasoning.
Few of us could imagine conducting Socratic debates with early adolescents over issues of murder and suicide, social pathology or religious indecision, but that may be just what these youth need. Facing existential dread alone, without guidance, may lead to suicide rather than deeper, questing thought. Serious attention to the individual’s perceptions and issues is crucial. Once we take the student seriously, we can begin focusing reading to include works of others who have asked about the same enduring questions. We can talk constructively about age mates developing these same questions or never being faced with them as urgently, thus reassuring students of the saneness of their pursuits and making it feel less alienating. Along with deep philosophical questions can come an ability to see and value second person perspective. Three excellent sources for discussing philosophical development are Jean Piaget (1964), who is fairly easy to read, Lawrence Kohlberg (1984) who can be very difficult reading and Carol Gilligan (1982) who speaks of the importance of considering gender in the development of moral reasoning.
Nourished socially
This is the sense of fulfillment I experienced in Egypt: a deserved ago-filling that seemed to match my actual abilities. An experience that had been lacking before.
Many youngsters who are gifted and talented appear driven, almost obsessed in their areas of genius. This explains some of the solitary pursuit. At the same time, there are feelings of ambivalence and inadequacy that emerge, since fully half of our self acceptance is driven by our value in others’ eyes. Human beings acquire ego development through interaction with others (Erikson, 1968). Thus, children who are “driven” to play music while peers are playing tag, lose out on valuable social nourishment and development of ego strength.
http://jan.ucc.nau.edu/~jde7/ese504/class/adolescence/Onlinereading7.html
Many youngsters who are gifted and talented appear driven, almost obsessed in their areas of genius. This explains some of the solitary pursuit. At the same time, there are feelings of ambivalence and inadequacy that emerge, since fully half of our self acceptance is driven by our value in others’ eyes. Human beings acquire ego development through interaction with others (Erikson, 1968). Thus, children who are “driven” to play music while peers are playing tag, lose out on valuable social nourishment and development of ego strength.
http://jan.ucc.nau.edu/~jde7/ese504/class/adolescence/Onlinereading7.html
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