Introduction
Teaching gifted students is a challenging task because they learn at much faster rates than normal students (Tomlinson, 2004). As a result of this, they often get bored very fast and are more likely to be disruptive in class. Most often, traditional classroom plans may not be effective in the case of highly talented students (VanTassel-Baska, 2004). The gifted student requires an environment which is more challenging in addition to being more accommodating to the student’s learning requirements. In order to manage a class of gifted students effectively, it is necessary to have rules which will be able to control and govern the class environment (Tomlinson, 2004). These rules will best be made by the teacher in collaboration with the students so that they can serve to enable gifted students to derive the most from their learning experience.
Rules
Respect other people and their property: This rule will enable the students to appreciate the integrity of other students and their property. The students should understand that Christianity advocates for respect of neighbor and neighbor’s property while strongly discouraging envy and jealousy. This rule will encourage the students to get along together in a disciplined and civil manner and discourage disrespect.
Proper behavior should always be exhibited: This will ensure that the students will be expected to behave in a civil manner at all times. The students will be discouraged from displaying truant or disruptive behaviors during class.
Work quietly: In a setting with gifted students, it is always advisable to allow flexibility and movement in class. This rule will be able to couple mobility with an organized environment which will facilitate learning.
Work and interact with each other: The gifted students must be encouraged to interact and exchange ideas with similar minded students. The students should be able to work together and help them to expand their opinions and understanding. This will help in molding the character of the students by encouraging tolerance, dialogue, and cooperation amongst them.
Classroom rewards: This will be a system where the students will earn points and be rewarded for good behavior at regular intervals. This may be weekly, bi-weekly, or monthly. This will encourage the students to be at their best behavior always. Similarly, punitive measures for rule breaking must be put in place to demonstrate that wrong behavior results in negative consequences.
Conclusion
It is very important to establish proper systems and measures which will enable the learning environment of the gifted students to be conducive to their learning. Gifted students have different learning capabilities and therefore require to be allowed an atmosphere where they can express themselves and encouraged to interact with other similar-minded students so as to broaden their outlook. Establishing rules which will control this unique environment is necessary so as to be able to engage the students effectively in their learning experience (Tomlinson, 2004).
References
Tomlinson C., (2004). Differentiation for Gifted or Talented Students. California: Corwin Press
VanTassel-Baska J. (2004). Curriculum for Gifted and Talented Students. California: Corwin Press.
