What Should the School Do for Its Gifted and Talented Youth?
Identifieur interne : 000501 ( Istex/Corpus ); précédent : 000500; suivant : 000502What Should the School Do for Its Gifted and Talented Youth?
Auteurs : H. M. Wessel ; William H. CornogSource :
- NASSP Bulletin [ 0192-6365 ] ; 1956-04.
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DOI: 10.1177/019263655604021935
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Youth?</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Wessel</surname><given-names>H.M.</given-names></name><aff>Elkins Park Jr. High School in Cheltenham Township, Elkins Park, Pennsylvania</aff></contrib></contrib-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Cornog</surname><given-names>William H.</given-names></name><aff>New Trier Township High School Winnetka, Illinois</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>04</month><year>1956</year></pub-date><volume>40</volume><issue>219</issue><fpage>185</fpage><lpage>188</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>185 Part I Discussion GroupsWhat Should the School Do for Its Gifted and Talented Youth? SAGE Publications, Inc.1956DOI: 10.1177/019263655604021935 H.M.Wessel Elkins Park Jr. High School in Cheltenham Township, Elkins Park, Pennsylvania William H.Cornog New Trier Township High School Winnetka, Illinois CHAIRMAN: Elsie Gibbs, Director of Secondary Education, San Bernardino City Schools, San Bernardino, California DISCUSSANTS: C. L. X. Cowling, Assistant Supervisor of Secondary Education, State Board of Education, Richmond, Virginia G. Harold I,loyd, Assistant Principal, Hamden High School, Hamden, Connecticut TODAY educators at all levels are focusing attention on the needs of the gifted, for we are no longer content with the attitude that has said, "Why worry about the gifted? They're capable of taking care of themselves. They'll get along all right." We are recognizing that in this segment of our pupil population which has until recently been ignored lies the potential future leaders for all aspects of our democratic life. We have been given many definitions of the gifted, and many estimates of their number in our school population. Terman, Witty, Hollingsworth, and Strang are but a few educators who have tried to help us identify this group. But even if we can use these yardsticks of gifted youth to find them in our respective schools, what shall we do for them, about them, and even with them? Is what we have in content and method appropriate to their needs for development of their potential, or do we need to devise something radically new, even in point of view toward their "specialness"? I am restating these insistent questions, I am not answering them, for I am hoping that out of these questions will come a united effort of teachers and principals in small and large groups, alone or with university stimulus' for experimentation and study, which will give to each of us in his own school some practical and satisfying means of helping the gifted learn in such a way to realize their potentialities. I want to state a few -guiding principles evolved from my own long experience as teacher and principal. l. In each school the identification of our gifted is a somewhat relative matter, depending upon the nature of our pupil population. In my own school where, year after year, the median intelligence quotient of entering 1e.g. Philadelphia Suburban School Study Council, sponsored by the University of Penn sylvania School of Education. 196186 seventh-grade pupils is over 120, and the median reading comprehension score is at least two years above grade norm, our idea of the average and gifted is different from that of teachers and principals whose pupil population shows a more normal distribution of scores on both intelligence and achievement tests. Our average pupil would in some schools be considered, i not gi f ted, at least superior. 2. "Gift" is more than a quantitative matter. It has been my observation over the years that the quality of mind of the gifted pupil needs careful understanding. His is not the mind to be fed with merely "more of the same." His difference is not that he learns more than others; his difference resides in the way he learns and the way he thinks. His is the mind that enjoys abstract and occupational thinking, often is bored with routine and with repetitious drills. It is this special quality of the gifted that lead our social studies, science, and English teachers to establish these criteria in our search for the gifted among our pupils: a. An I.Q. of 130 or above b. An interest in discussion and reasoning c. Ability to work independently and quickly d. Evidence of boredom with regular assignments e. Evidence of wide reading and curiosity in learning f. Interest in and understanding of world affairs 3. Gift is not a matter of mind only. Teachers and administrators must recognize, appreciate, and provide opportunity for expression and development of individual gifts and talents. This is no simple matter, for the child who differs so from the "run of the mill" can be irritating and annoying. 'I'here was Joe whose absorption in music was so exclusive and stubborn that the high school was only too glad to permit him to withdraw before graduation. In his early twenties, he occupied the first chair in his instrumental group in one of the nation's top symphony orchestras, but arrived there without any encouragement from the high school. There was John, whose capacity to express irony through his skill in art was so great that the school could think of him only as a cartoonist and a jokester. He too was not graduated. Later the Army discovered his talents and used them to illustrate and enliven manuals of instruction. Today, without a high-school diploma, he heads the art department of a large eastern advertising agency. On the other hand, there was Bob who, having taught himself algebra at the age of ten, was encouraged by his junior high-school teacher to go into geometry and trigonometry. A Westinghouse scholarship to M.I.T. and a doctorate at the age of 22 was his later achievement. Numerous other boys and girls have been freed from routine requirements to use their special gifts. Some have written creatively, a gift easily understandable by teachers; others have expressed themselves through their own different media. Ninth-grade Judy-an adopted child-expressed her own feelings poignantly in verse, as her "book review" of Les Miserables: 197187 THE WRETCHED HEART A heart of gold that knew not freedom, That hunted and was hunted all its life, Though many suns may set, The heart that dreams of dear Cosette, for with Cosette there came the dawn, So was the heart of Jean Valjean. This heart will all its sorrows is happy once again This heart that sleeps through night and day, For now this heart knows happiness instead of fear and pain. The happier feelings of ninth-grade Sue are expressed in verses which show her mood at this holiday season, and, which enlarged, graced one of our school's bulletin boards for all to enjoy. 4. Gifted children need help in building a sense of values for living. They are born into a culture which their adults have created. Shall they take over its false as well as its good values? How can they, who should become leaders, be helped to become more discriminating of what is good and what is shoddy in the life around them. What, let us say, can we offer them as a moral basis for judging values, when tidbits of memorized fact can be rewarded by $64,000? And what shall we contribute to the development of the attitude of the gifted toward themselves in relation to others not so gifted; what of the attitudes of others to them? Need it be said that gifted pupils require gifted teachers,-men and women sensitive to the needs of boys and girls whose gifts deserve constant and challenging stimulation? I do not imply that such youngsters are easy to teach. Their special talents are often the driving forces that attack teachers' feeling of security in their professional selves. Yet, if teachers can bear with these pupils in their groping for the realities of their mind, the teaching can be delightful and fully rewarding. I SHOULD say that the first thing that a school has to do for its gifted is to recognize that it has them-if it does-and to wish to do something about their education. It is quite easy for a school to accept the expedient escape that the gifted, if there are any on the premises, can take care of themselves. There are perhaps a few schools who think that nothing special really needs to be done for the gifted-nothing, that is, beyond the usual increase in the quantity of work that might be expected of them, and something that is often vaguely referred to as an enrichment of the content of the course that they are pursuing. 198188 I think that the second thing that the school has to do, after it has recognized that it does have some gifted students, is to identify them by every possible means of measurement and definition, and carefully counsel them with regard to their educational future. Possibly the third thing a school should do, or its school system, is to try to find or to train teachers who can teach gifted youngsters, can extend them, can awaken their curiosity, stimulate their imaginations, and give them the greatest possible incentives for growth. The fourth thing that I think a school must do is to segregate the gifted. I am quite aware that this suggestion will meet with vehement opposition from many who feel that it is quite wrong to segregate any group for any reason. I am quite against all types of segregation except segregation by ability. I have had sufficient experience working with carefully selected groups to know that segregation by ability has very much indeed to be said for it. I do not believe that the gifted can be educated unless they are segregated-for the same reasons that the mentally handicapped are segregated, or that children who have various kinds of physical disabilities are segregated-so that special individual attention may be given. The fifth thing that I think a school must do is to provide the richest content that can be provided for the gifted child. By the "richest content," I do not mean, as I have indicated before, an increase in the quantity of work expected of the student, but an elevation of the level of achievement expected of the student; namely, an increased maturity and depth of mastery of scientific, historical, literary, and artistic course content. And finally, I think that is the obligation of the school to accelerate the pupil if he or she is extraordinarily gifted. I see no point in delaying the quite rapid progress vertically of an extraordinarily gifted pupil. I think that this is quite unnecessary, possibly even harmful to the gifted pupil, to insist that he should remain with his age group. The old abandoned practice of "skipping" grades possibly needs to be re-examined. The word "acceleration" need not remain a shibboleth forever. I believe that the gifted pupil is likely to be emotionally and socially quite mature, and can often easily find his level of acquaintance among those at least a few years older than he. I have no sovereign prescription for the education of the gifted except to say that I think that as much time, attention, money, effort, and imagination must be spent on his minority in our population as upon any other handicapped or underprivileged minority among us.</meta-value></custom-meta></custom-meta-wrap></article-meta></front><back><notes><p>1 <italic>e.g.</italic> Philadelphia Suburban School Study Council, sponsored by the University of Penn sylvania School of Education.</p></notes></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>What Should the School Do for Its Gifted and Talented Youth?</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>What Should the School Do for Its Gifted and Talented Youth?</title></titleInfo><name type="personal"><namePart type="given">H.M.</namePart><namePart type="family">Wessel</namePart><affiliation>Elkins Park Jr. High School in Cheltenham Township, Elkins Park, Pennsylvania</affiliation></name><name type="personal"><namePart type="given">William H.</namePart><namePart type="family">Cornog</namePart><affiliation>New Trier Township High School Winnetka, Illinois</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1956-04</dateIssued><copyrightDate encoding="w3cdtf">1956</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1956</date><detail type="volume"><caption>vol.</caption><number>40</number></detail><detail type="issue"><caption>no.</caption><number>219</number></detail><extent unit="pages"><start>185</start><end>188</end></extent></part></relatedItem><identifier type="istex">C489C121168A1F99D07A5036D94C5FAE8001BA16</identifier><identifier type="DOI">10.1177/019263655604021935</identifier><identifier type="ArticleID">10.1177_019263655604021935</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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