Not exact matches
(Of course, some children will always
need more help than they can get
in a
typical classroom.)
Tracy Cross and Nicolas Colangelo both told me they doubt that profoundly gifted students can be accommodated
in the
typical public - school
classroom: Like profoundly challenged children, they may
need special classes, teachers, and even schools that adapt to their differences.
In fact, general enthusiasm for mainstreaming children with special
needs, untracked
classrooms, and «differentiated instruction» have increased the breadth of demands placed on a
typical teacher.
«
In the
typical inclusion
classroom, a teacher will conduct a content lesson, and then the students will go to an assigned group for follow - up instruction focusing on that group's special
needs or learning strengths.»
For decades, American schools have been engaged
in a failed experiment, attempting to cram more content into a
typical teaching day than humanly possible, asking children to learn overwhelming content at younger and younger ages without taking the time to build the foundation skills
needed for learning success or behavioral success, and creating anxiety - filled
classrooms in which children are less likely to fall deeply
in love with learning.
«I came into office thinking I knew everything I
needed to know about the direction we
needed to go with public education,» said Osmond, who served as CEO of a for - profit education company... [After] a dozen
classroom visits and hundreds of emails from educators, Osmond says he came to understand the challenges public school educators face
in the course of a
typical day: overcrowded
classrooms, outdated technology, language barriers, behavioral issues, and students who are hungry and unbathed.
I think we
need to examine, much more aggressively than we do now, the daily
classroom experience of a
typical child
in sub-Saharan Africa.