2/7/12
As I was out in the field these past few weeks, I observed an educator in the role of control-oriented. Students were seated in rows, with little room for side conversations and no collaboration. I was saddened when a child spoke out during an assessment and immediately her card was changed. The child proceeded to become upset and the teacher just became louder. As an outsider, I had the view of how the child was able to provoke the teacher. Throughout the test, the child would drop pencils, do anything to look off task ... when really, the child had completed the assessment before the other children and had nothing to occupy her time. She was probably six.
This is such an excellent example of how we likely miss opportunities to identify minority students as gifted or talented. It is obvious from your account that the student was unengaged in the classroom activities - and was seeking attention from the teacher. It is so unfortunte that it takes an outside observer to recognize the potential skill in such a young student. Were you able to share with the teacher your observation?
ReplyDeleteUnfortunately, it was not my role ... I will find a way though.
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