Can this possibly work?

Question

Ok here's the story. I am a 4th and 5th grade math teacher. One of my 4th graders has been indentified as apparently "extremely gifted" and has been pulled from my class to be in an accelerated program. So far, no problem. The catch - the gifted specialist can only be at our building 3 days a week. So this student is in my classroom on Mondays and Fridays. Our book utilizes a lot of group work and math games, and the specialist has asked that this student be allowed to participate in these events with my class. I am supposed to receive lesson plans from her for the days he is in my room - today - none, so I had to improvise. Can this work? How do I deal with this extra student who is in my room, but not in my class? How do I make this work? Can he ever actually accelerate? so far he seems to have busy work or "homework" type problems to do while he's in my room. Today I guess he was supposed to have a test, but I wasn't given it to give to him. I'm frustrated, please help.

He is in 4th grade, but socially he is not ready to be accelerated a whole grade. (apparently). And we are a very tiny school - grades k-5 have about 200 students total. Moving him to a 5th grade math class would mess up his language arts class. He's a bright kid but I can't see how this situation is going to benefit him at all.

Thank you for the great answers. A few other notes. I am not the one assigning the busy work - as that is not something I believe in. I would like to be the one making his plans, but it's been made clear - it's not my job. Also, this particular "specialist" has never been a classroom teacher, so she is unsure of how to be one. My classes are 85 minutes long (so a game every friday would be losing a lot of teaching minutes- games are built into the individual lessons). Also I cannot grade him - meaning she is totally responsible for grading his work and submitting grades. While I do feel I should check in on him, how do I know if he is doing what he's supposed to if I'm not given a copy of the plans? I've been told almost to pretend he isn't there - which is TERRIBLE for him. I hate this whole situation. I feel cheated out of the chance to prove that I could challenge him enough (we have brand new - much more challenging books this year.)

Answer 1

Long question. I'll try to make it a short answer...

I think there are at least 3 factors at work here:
1) Your desire to have a smooth flow of classwork with your "full time" students
2) The specialist's need to off-load the gifted student for two days a week
3) The gifted kid's perception of inclusion - or exclusion.

I think the appropriate answer will be the one that best meets these three factors. I suggest that you have the most at risk here (which I guess is another factor). If you succeed, you will probably improve the experience for all your students, gain some credibility in the eyes of your peers, and maybe learn something about teaching from the gifted kid (GK). If you fail, well you know...

So let's assume the specialist won't get any better at making assignments as time goes on. That means if you take a crack at it, and develop some complementary accelerated assignments and run them past the specialist, odds are you'll get approval. That's good news, because the plans will be easier for you to accept (they're yours), but the specialist can still claim they were done only with her approval (saved face).

By knowing what the accelerated plans are, you can figure out how to fold them into your "regular" students learning progression, and minimize the impact on your time in class - as well as theirs.

As an example, I would challenge the GK to develop a leadership role -- or at least some kind of facilitator role -- in the group work games by giving the GK an assignment to learn about the group work ahead of time. Or if it's a group math thing, challenge the GK similarly. On the days when the GK isn't in class, or otherwise occupied, challenge the rest of the class to step into GK's shoes for the day.

As you gain success with this, be sure to include yourself in any progress reports. Respect the title of the specialist, but make sure your peers -- and anyone supervising the specialist -- are aware of your role. Who knows -- if you are successful, you might get the chance to step into the specialist role -- if that's a career path you might like.

I hope that helps. And I hope these links help, too...

Answer 2

First, talk with the specialist and explain that you feel frustrated because he did not have anything to do for her. Ask if she can leave the assignments for him with you a week in advance, so you have time to review what he is doing and see if you need to prepare any materials for him.

If this doesn't work, go to your lead teacher or principal and explain the situation. If he is to be in your class, then the expectation should be that he participate in the activities and lessons that you have prepared for the whole class and he is to do the "gifted" work when he is with the specialist.

One suggestion that I have would be to give him "independent" work or a portfolio assigment that he can work on while the rest of the class is engaged in the lesson that you have planned? You might want to suggest this to the specialist.

Sounds like you are really stuck between a rock and a hard place - hopefully the specialist will get his or her act together and really help the student (and you) out.

Answer 3

Does your school have any computer math programs? We use Successmaker and it's great because it guides the student through everything and adjusts to the level of each student. You could have a room full of kids at all different levels. Check into it- ask your supervisor and tell him/her everyone in Massachusetts is using it! Most classes do it 2 days a week and you even get scores for your gradebooks!
Other than that can you do some type of review game on Fridays? I bought individual white boards for my kids and I will give them a problem, they secretly write their answer on their board and turn it over, and then everyone shows what they wrote at the same time. They think it's a game but it's really a test!
Really he should just do the work that you are doing, considering he's in your room for almost half the week. I assume you are following state standards, and he'll need to know that material for your state's comprehensive exams. It's ok if he's advanced- it's like when you have a special needs student in your class; you might modify their work so they only have to do 10 problems when the rest of the class is doing 20, or they can use a calculator... for the gifted student it would just be the opposite. Have home do a few more problems, or take away his calculator- or even make him do those silly "critical thinking" questions that we usually skip!
Good luck!

Answer 4

It sounds like you have a problem with the specialist, not the student. You need to find out what, in more detail you are supposed to do with this "gifted" student. I would confront the specialist to get an answer. Until you get a valid job description, I would have the student participate in the group work. You don't want to make the "gifted" student feel different. Then you would be creating a social problem for the said student...Good Luck...

Answer 5

Soooo.... b/c you got a kid assigned to you who's super-duper smart, some "specialist" is allowed to give you extra work?? Thanks!! (sarcasm dripping)...

I'd almost suggest telling this specialist (or maybe the principal?) that you already have a job, didn't go asking for a 2nd one. If he/she wants you to do extra stuff with this student, the specialist (or school district?) needs to be willing to compensate you. (Ok, maybe a little more diplomatic, but same idea...)... or get you an aide?

I was on the other end of a situation like this- I was in 8th grade, smart... Somewhere along the line, I took a test, and they moved me from 8th grade math to Algebra... Why can't they do something like that for this kid?

Answer 6

I'm not a teacher (but many of the people I am close to are). However, I was "gifted" and have always resented my teachers for not allowing me to explore intellectual independence. My advice to you is to let this child participate in group activities. They will help him to socialize. Give the child room to grow on his own, and use the lesson plans (when you finally get them) as a guide. Do not assign busy work. Let him play if you have no more work for him.

When the child is in your classroom, he is your student. You should spend at least as much time on him as you do on your other students.