How to manage children with extraordinary intelligence in school

How to manage children with extraordinary intelligence in school, parents must not ignore their mental health, and care for children with extraordinary intelligence is indispensable. Let me see with you how to manage the children with extraordinary intelligence in the school.

How to manage children with extraordinary intelligence in school 1 (1) Teachers should summarize the characteristics of each student in the class regularly to prevent any child with extraordinary intelligence from being ignored. Which students show special ability, creativity and sense of responsibility? Are there any students in the class, especially those from poor families or ethnic minorities, with talents that are not obvious by the standards of the white middle class, or have to hide their abilities under the pressure of classmates' demands for uniformity?

(2) Teachers must analyze and adjust their educational requirements for students with extraordinary intelligence. Are there any children with extraordinary intelligence who are tired of teaching because the courses they study are not challenging or do not match their extraordinary intelligence? Are there children with extraordinary intelligence who can't develop their potential just because they don't get the right learning tasks? For children who fail to develop their potential, it is especially necessary to arrange learning tasks commensurate with their abilities in a well-organized environment with firm and consistent requirements.

(3) Teachers must seek help from schools and others in Du District to create favorable conditions for the growth of children with extraordinary intelligence. Are there any other teachers or older students who are familiar with the existing problems and research methods to help children learn by themselves or carry out group activities in areas that children are particularly interested in? Are there any residents with special skills in the community who are willing to help guide their children or let them be their own assistants?

(4) Teachers should support any activities in the school system aimed at making special education plans for children with extraordinary intelligence. Can parents of children with extraordinary intelligence be encouraged to make special education plans? Can teachers get special training? Does the school system employ full-time tutors or experts who can help ordinary teachers find teaching methods, teaching materials and club assistants? Sex rather than quality.

1. There are too many minority children identified as mentally retarded.

Many people think that the practice of setting up special classes is nothing more than isolating minority children, and this view has gained more and more support. JaneMecer, who strongly opposes "labeling", accuses that ethnic minority children are far more likely to be sent to classes for children with mild mental retardation than children from independent cultural groups. In a research report 1973, she pointed out that Mexican-American children from poor families are more likely to be placed in the classes of children with mild mental retardation by school psychologists than white children from middle-class families. Other studies have also shown that the method of "labeling one" is racist.

Mersel believes that one of the disadvantages of labeling method is that once a person is labeled, people will think that the content of the label is the genetic quality of the person. For example, mental retardation is considered to be a disease that everyone has, but it has not been investigated in a certain social environment. In short, behaviors that constitute mental retardation or emotional disorder in one society or one social environment are not necessarily considered as mental retardation or emotional disorder in another society or another social environment.

2. Ecological methods to study abnormal behaviors.

Many psychologists and sociologists who advocate using ecological methods to study abnormal problems also hold the same view as Mersel. Emphasize the interaction between people and social environment, and think that disability is largely caused by social forces. For example, the problem of mental retardation, as we all know, does not exist in a society that never attaches importance to human intelligence and adaptive behavior.

The process of the formation and influence of ecological view is very slow; However, since William Bodes first reminded special educators of this idea in 1967, it has been accepted by more and more professionals. In the early 1970s, NicholasHobbs conducted an ecological method to identify and classify all kinds of abnormal children in China. Hobbes suggested canceling the practice of "labeling". He pointed out that once a child is assigned to a special class after confirmation, it is extremely difficult to take off his "label". Hobbes believes that the key to the problem lies in the children's environment rather than the children themselves.

3. Debate on the concept of quantity and quality of anomalies.

Telford and Sori (telford, Sori) believe that there are two diametrically opposite ways to identify anomalies. People who advocate qualitative methods believe that abnormal children are qualitatively different from normal children in behavior, and each type of abnormality has specific personality and behavioral characteristics. As the above two experts pointed out, the concept of quality often leads to the use of "labels" to "explain" children's behavior. In other words, when a disabled child misbehaves or is in trouble, people often indiscriminately blame his own abnormal situation. People who are labeled as "learning disabilities" and "emotional disorders" have a wide range of behavioral characteristics. In fact, even if they are labeled with the same category, everyone's situation is different, just as they are different from non-disabled people.

According to the quantitative method of cognitive abnormality, abnormal people and normal people only differ in some behaviors, but there is no difference in kinds. As pointed out in the chapter "Mental Retardation" of this book, existing studies have proved that there is no qualitative difference in learning styles between children classified as mentally retarded and non-mentally retarded children of the same intellectual age. For example, Ziegler's research in 1973 concluded that mentally retarded people and non-mentally retarded people go through exactly the same learning and development stages; The only difference is that it takes a long time for people with mental retardation to go through the same learning stage.

4. Study on the influence of "Tagging"

1968, Rosenthal and Jacobson conducted a study, revealing the potential harmful effects of labeling abnormal children. In this study, the researchers conducted a collective intelligence test on a group of primary school students; According to the explanation, this is to determine whether a child has the potential to make his intelligence surge. After the test, the investigators provided each teacher with a list of students who might make great progress this school year. In fact, about 20% of the children on the list are randomly determined. Later that year, the same test was conducted. This time, Rosenthal and Jacobson found that the children who were listed after the first test scored much higher than other children. They believe that the reason for this change is that teachers convey expectations to children. But later it was pointed out that there were many loopholes in their research methods; Therefore, many repeated experiments that tried to obtain the same results failed.

However, some research results show that most people tend to think that there are differences between confirmed people and unconfirmed people. If people get the wrong information about the abnormal person, there may be two situations: either the diagnosed person must have abnormal behavior or the normal person has abnormal signs.

In a word, the research on the method of "labeling" shows that "labeling" may make people have biased expectations and views on the disabled. But there is no conclusive evidence that labeling a person will affect his own behavior or personality. Nevertheless, it is hard to imagine that a person's understanding of himself will not be affected after being confirmed as disabled; In order to confirm this, research is needed.

5. Possible benefits of "labeling" method

If "labeling" according to logical reasoning may have negative consequences, is there any reason to continue using this method? There are usually five reasons for continuing to use this method:

(1) It is often pointed out that the federal government and local governments allocate funds for special education projects on the basis of "labeling". However, this statement has nothing to do with the value of "labeling".

(2) Some people think that labeling similar children helps professionals to exchange information about all children, but this kind of "label" is not always so clear.

(3) People have every reason to believe that if the existing set of "labels" is abolished, a new set of "labels" will be replaced soon. However, there is no need to have a "label" in understanding the behavioral differences related to school learning.

(4) No matter whether the label is right or wrong, it will expose the problem to the public. The crux of the problem of "labeling" is that even with labeling, there is no guarantee that appropriate services can always be provided.

(5) "Labeling" may, to a certain extent, make normal people, who account for the vast majority of the population, adopt a more tolerant attitude towards a few disabled people.

How to manage children with extraordinary intelligence in school 2 1, understand, accept, respect, trust and love themselves;

2. Be sensitive to others, support, respect and trust;

3. Have high knowledge, culture and literary taste;

4. Be flexible and open to new ideas;

5. Have the desire to learn, the need and enthusiasm to achieve results;

6. Intuition and insight are keen;

7. Have the determination not to give up until you reach your goal;

8. The style is democratic but not autocratic;

9, innovative and experimental spirit without following the rules;

10, good at solving problems and never jumping to conclusions;

1 1, others who can be determined after discovering something;

12, formulate flexible education programs for teaching students in accordance with their aptitude;