Copyright © 2006 Wes Carroll. All rights reserved.
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Large classrooms have to focus on methods that work best for the majority: average students. Especially bright students at best work inefficiently, trying to learn the material "their way," and at the worst get bored and give up. Either case squanders their potential, yet in neither case do they show up on the school or teacher's radar as a serious problem. With the right guidance, the gifted student learns to leverage his or her intellect effectively. He or she works farther and farther ahead, opening future doors, and meeting challenges with enthusiasm and enjoyment. But without this help, even exceptional students often have trouble, usually starting around math junior year, when the complexity of the material overwhelms their ability to "just power through." Ironically, standardized tests are often a problem for students like these, who often have a low tolerance for "jumping through the hoops" of life as necessary, or who naturally prefer to concentrate on the interesting problems on the test instead of approaching the test strategically. A personalized approach is crucial for addressing these issues. |
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Copyright © 2006 Wes Carroll. All rights reserved. |
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