During an observation, there three types of first grade students that were observing a gifted, typical and special need. Some common characteristics of a typical first grade student they may ask many questions, very social, interest in learning, bossy with friends, enjoy doing projects and very energetic. They also understanding of their testing behavior and interested in learning, enjoy art, riddles and poems (Responsive Classroom, 2011). Some characteristics of a gifted student have strong curiosity, high level of language and verbal development, great capacity to process information and have long attention span. Gifted students also have a higher understanding of self-awareness and persistence and goal directed (Duke University, 2008). Some …show more content…
The classroom, diversity is two English learners and one Chinese. Most of the students are from two parent homes working full time. Some student lives with their grandparents and some lives with one parent working full time. The gender and race of the three-student the special need student is an African American male, the gifted is an African American female and typical student is a Caucasian female. All three live within the same community, middle class neighborhood. All three children attend the same youth group and attend the same church. The town is very small and everyone knows each other, the school is a title I school and have more Caucasian than minorities enrolled. The information collected is use to determine the behavioral and learning of each …show more content…
Peers have influences psychology and development they may pick up negative or positive behavior mimicking their peers. Peer relationship can shape a child personality and value (About Education, 2015).
. Genetics/experience-may determines how intelligent a child will become and how the brain work from birth. However, experience and learning is more important than genetics because experience and learning will shape how the child brain grows and develops (About Education,
Children create peer groups to gain a sense of belonging and acceptance, alongside with socializing with others who have common interests, jobs, or social positions. At a young age, peer groups show children what is considered acceptable behavior around his or her peers and what is deemed unacceptable behavior. In certain social groups, there are role expectations that people have to be met. When in the peer group, often children will influence each other to engage in appropriate behaviors that can be seen as right or wrong.
Northwestern University is the 12th best school in the country. It is located in Evanston, Illinois very close to the city of Chicago. There are many requirements to get into Northwestern University. The required ACT score for Northwestern is between a 33 and a 35 composite score. Also for the ACT you have the take the writing portion of the ACT. The University also requires that all applicants have to write an essay. And the GPA requirement is at least a 4.0. Northwestern University is a very competitive school , only about 13% of applicants get in. Northwestern offers a great pre-med program and is known for their school of medicine. And the school’s atmosphere is challenging, scholarly, and very intense. Northwestern University is a
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
To simplify, in conclusion, although heredity and environment both play a role in influencing IQ, genetics role is much greater. Genetics dictates what we are going to choose as our environment. The skills we inherit are usually the ones we pursue. The same way that an inheritably athletically skilled person chooses to practice more and become even more athletically skilled as a result of their environment, a person inheritably blessed with intelligence will study more and acquire more knowledge thus raising IQ. Heredity creates environment and niche, which in turn, fosters our genetic skill.
Unfortunately, many lack tact and dive into things head first without providing a foundation for the reader to stand upon. The excitement to begin imparting all they have learned is endearing but ultimately, it is poor strategy. In order to understand anything regarding naturalistic observation and its research value, one must first understand the practice itself; both humans and animals can be subjected to naturalistic observation. The logistical issues tend to be availability of participants, ensuring that their privacy is respected, and whether the observations will be performed where the observer can be seen. Both approaches are used in animal and human naturalistic observation research. Being hidden, researchers are confident that those observed are not acting differently because they are being observed. This method effectively reduces or removes any chance of reactivity and this is goal, ensuring validity by allowing the subject to act in its most authentic nature without the interference of an outside force. Though this is ideal, there are times when observers cannot hide, and in those instances they must collect data over a long enough period to deduce whether or not their presence is affecting the actions of their research subjects. Privacy concerns greatly limit the use of naturalistic observation to places that are generally accessible to the public in the context of human observation but not chimpanzee, so the subject greatly effects the methodology.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
For the location of my naturalistic observational study I chose a public park with a splash pad which I frequently visit with my daughter. Since this site is quite popular with locals at any given time of the day there are at least over a dozen people present. As the park is designed for the entertainment of children the age group of the people varies. There are young children accompanied by their parents and grandparents as well as teenagers in groups. Therefore the above discussed park proved to be the greatest preference for me to observe the behavior of people in a natural setting.
Thinking about normal social interactions and normal social behaviors, I think of comfortable. When I sit down with a friend, a usual routine is followed, “Hey, how are you, what’s new?” (e.g. My turn, your turn). These questions between my friend and I include eye contact, attention, and facial expression. Usually, I feel that I give my friend my undivided attention. Other normal characteristics include: remembering what the person has just said so a comment can be made, as well as each comment is appropriate and in relation to the current topic. Moreover, the duration between each question or comment is short.
It is important to understand the many different methods of educating gifted and talented students. Most people, whether as teachers, students, or parents, will at some point be faced with the many options of educating the gifted and talented. In the United States today, 3-5 percent of students are considered gifted. Defining whether or not a student is gifted can be quite difficult, but many would agree that gifted students “are able to learn material rapidly and understand concepts deeply” (Lynch, 1999). Within this paper I will discuss the process of identifying gifted and talented students and the different methods of educating them including tracking, grade advancement, and cooperative learning. Of these three methods I believe the most effective method used to teach gifted and talented students is tracking.
Influence plays a major role in their overall development. Promoting social and emotional skills and intervening in cases of difficulty very early in life will be effective for promoting positive experiences among children. Peers play important roles in children’s lives at much earlier points in development. Experiences in the beginning of life have implications for children’s acceptance by their classmates in nursery school and the later school years. When I was in the fourth grade a really wanted to be accepted by people around me. I would switch my friends a lot looking for people’s approval. For example, if I was friends with a girl on Tuesday but I heard someone say she was weird I would abandon the friendship in order to gain peer approval. Early friendships and positive relations with peer groups appear to protect children against later psychological
The ongoing debate on whether nature or nurture is responsible for intelligence seems to be a never-ending argument. There will probably be no definite answer to this argument any time soon, but answers such as Dr. Bigot's prove how intolerant of other opinions people can be. To say intelligence is entirely based on genetics, or one's environment, for that matter, is utterly extremist. An interaction of both nature and nurture is responsible for intelligence.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective