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The prominent recognition to clever and gifted children contains established segments of its primary frame and joins it with the awareness and selected executions from a discrepancy of origins. The Integrative Education Model uses different information from different fields of science as psychology, physics, and the neurosciences. This system allowing two-way transfer of information entails the student’s thoughts, sensations, feelings and instinctive knowledge. As the pattern brought out from the theoretical sphere to the purely practical one, seven key elements became evident. Whereas segments of the Integrative Education Model can be employed efficaciously without all parts in place, the most efficient usage will comprise all seven.
I have chosen for analysis the segment of the empowering language and behavior because it seems to be very essential if not the basic one. The language the teacher applies to students whether small children or teenagers is very important, it has to contain not only encouragement remarks but also words of support, approval, sympathy if required.
Not all students and teachers understand the importance of being polite and respectful. The motion from more conventional teacher-directed classroom schemes involves another presentation of knowledge, which would compose a more efficient classroom coordination operation. This motion consists in making students act more actively, participate in the teaching-learning progress. Whereas the existing views on the most appropriate type of coordination operation may seem the best for classroom activities in which precept is originally directed by the teacher, efficiently organizing classroom surroundings in which students participate playing a crucial role in the process of learning, rather than addressees of teacher’s precepts, will demand removal from teacher pliability model of cooperation (Jennings 78).
The students who were interviewed for the book by Todd E. Jennings expressed “a profound sense of isolation in their academic and social experiences on an American high school campus” (Jennings 122), so they made some suggestions to improve the relationships between the students. This issue concerns not only foreigners or students lacking language fluency, disabled persons, or people with defective mental power, but also gifted people who are not sure about their possibilities and need some encouragement and approval. Dealing with gifted children is even more complicated, than with gifted adults, because children are more liable to other people’s opinions, and heading for the wrong destination can cause diverse psychological problems. “Empowering language becomes an important part of classroom communication between teachers, between student and teacher, and between students. Students who are given opportunities to work in an environment in which empowering language is valued become more responsible, more motivated, and exhibit a positive self-concept” (Clark 242-244). Teachers who teach gifted children take the risks entailed in creativity, made possible the highest spheres of cognitive manufacture. This component of the Integrative Education Model improves all periods and stages of the student’s world.
The Integrative Education Model is the most appropriate type of classroom management for gifted children because it involves students and teachers in polite conversations, encouragement and approval of each other. Parents of gifted children should know about this method of education and try to use it at home and in extra-curriculum activities. The child has to feel the support of both teachers and parents, otherwise, he/she can withdraw into him/herself, and the problem would be about getting the child out of his/her shell, not about the development of the talent.
Works Cited
Jennings, E. Todd. (1997). Restructuring for integrative education: multiple perspectives, multiple contexts. Critical studies in education and culture series. Greenwood Publishing Group.
Integrative Education. Putting the pieces together in a working model. (2000). Web.
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