Enhancing Gifted Learning in a Regular Class

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I am concerned that sitting arrangement influences academic success and behavioral problems in classrooms. There is a dearth of knowledge about the best sitting arrangement that should be adopted in a classroom. One of the factors that contribute to high prevalence of behavioral problems among students is the sitting arrangement in their classrooms. Having explored the classroom setups in my school, as well as, the differences in the methods used by teachers to establish their classrooms, I feel that sitting arrangements can cause a lot of problems in a class.

I intend to review students academic and behavioral records in each class in order to determine the extent to which various classroom floor plans affect learners. The classroom sitting arrangement should be modified if the class is characterized by high prevalence of misbehavior among students. Concisely, the sitting arrangement should be similar to the setup in a class with relatively few cases of behavioral problems. A follow up should be made on the modification in order to verify if it has any noticeable positive impact on classroom behavior.

In classrooms with young learners, the focus should be on the sessions in which students congregate at the rug area in order to participate in activities such as discussing the calendar, story telling, as well as, show and tell. In most elementary classrooms, the rug area is too small to accommodate all the students. Consequently, the young and wiggly children have to sit in a crowded space. The students on-task rate plummets immediately after they move into the crowded area. Additionally, the frequency with which the teacher corrects students misbehavior increases. This unpredictable environment can easily precipitate unruly behavior in learners whose actions can not be controlled. In this case, teachers can not create a nurturing ambiance by congregating the learners in the rug area. Consequently, a conventional sitting arrangement should be adopted.

Research Topics

Using Personalized Instructions to Satisfy the Needs of the Gifted Students in a Regular Class

Through action research, teachers can understand how to use personalized instructions in order to meet the students needs. Every student has special skills, as well as, learning needs. According to Gardeners theory of multiple intelligences, children have different ways of learning. Whereas some children are visually oriented, others tend to be skillful in communication. Moreover, some children usually excel in hands-on projects. A research project can be a good method for instructing a particular learner. However, using a model or a poster might be a better instructional method for teaching another learner. A consensus on the best way to help students can be reached through discussions that articulate the distinctive needs of every student. The discussions can be conducted through team meetings that bring together teachers of various subjects.

Using Research Projects to Enhance Learning among the Gifted in a Regular Class

Robert Sternberg identified three intelligences namely, analytical intelligence, creative intelligence and practical intelligence. These types of intelligence facilitate learning by enabling students to improve their problem solving skills and ability to deal with a changing environment. Active participation in research projects can help gifted students to improve their intelligence. Additionally, the projects can help students to improve their creativity and analytical skills in classrooms. Consequently, research activities can be used by educators to enhance learning in regular classes.

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Enhancing Gifted Learning in a Regular Class

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