Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children
A. mainly to parental help and their education at home.
B. both to school instruction and to their rparents' coaching.
C. more to their parents' encouragement than to school training.
D. less to their systematic education than to their talent.
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children
A. paid no attention to their teachers in class.
B. contradicted their teachers much too often.
C. could not cope with their studies at school successfully.
D. behaved arrogantly and stubbornly in the presence of their teachers.
How should gifted children be identified Parents may not be able to identify gifted children; thy do not have sufficient basis for comparison. Their observations may be distorted by their ambitions. However, they may be able to furnish details about the child’s early development that indicate to the discerning teacher or psychologist the presence of superior ability.
Teachers who are familiar with the characteristics of gifted children and who have a chance to observe children in an informal and challenging environment can give evidence that is valuable in identifying the gifted. Teachers have daily opportunity to observe how skillfully children use language, how quickly they see relations, how sensitive they are to things in their environment, how readily they learn, how easily they remember. Moreover, gifted children usually show out- standing resourcefulness and imagination, sustained attention, and wide interests.
Classroom and playground also offer oppo
A. teachers are as incapable of identifying gifted children as parents
B. teachers often do not get along well with gifted children
C. teachers sometimes make biased observations in identifying gifted children
D. teachers very seldom make mistakes in identifying gifted children
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