Our Team
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They have a wide variety of interests, a creative sense of humor, are student-centered and enthusiastic about teaching, are well-prepared in content areas, and recognize the need for advanced study for themselves.
Our instructors tend to do less talking. They provide less information, have fewer demonstrations, and are less willing to solve problems for the students. Instead of answering all of the students' questions, they tend to reflect student questions back to them. The instructors frequently ask, "What do you think?". They facilitate many student discussions in the classroom which often begin with stimulating questions: "What would happen if . . . ?" Or they ask the group a question that would expand a students concept: "If Betsy is right, what would be the effect on . . . ?" In short, they tend to draw the information that they want to teach from the students themselves. Our instructors rely less on feedback. They accept student's responses as opposed to react to them. They are attentive and interested but nonjudgmental. These instructors encourage students to comment on each others' ideas and they engage in adult dialogue with students instead of question-answer periods. There is a large amount of equality shown between gifted teachers and their students. They engage in conversations about life and share viewpoints freely. As you observe a teaching style such as this, you will notice a genuine fascination with the individuality of each student. |
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Teachers
interrelate student abilities and interests into their curriculum. All teachers who are
successful share a commitment to the growth of their students. Psychological observations
have uncovered a number of specific characteristics that accomplished Gifted/Talented
instructors seem to possess.