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Hello,
Here is the original post followed by the responses I received. Thanks to
everyone who took the time to respond.
Original post:
****************
I am the librarian in a high school (grade 8 to 12) of 500 students. My
principal would like me to act as advisor-at-need for about a dozen students
identified as 'gifted'. These students would occasionally absent themselves
from a class to work independently on a project in the library. They would turn
to me for assistance/inspiration when needed, but otherwise they would work on
their own (much like the students who study in the library on their spares).
If anyone has experience with a system like this I would be most interested
to hear your comments. Thanks.
**********
Responses:
**********
My predecessor was assigned the gifted students in the school. She had
about 10 students that she met with on a regular basis. It worked for her
because she didn't do a great deal of high level collaboration with
classroom teachers. I would find it difficult to do as I spend a good deal
of my time in the library teaching.
__________
I just attended a workshop on "Gifted" students last week. Here's something
I think could set the groundwork when working with these young people.
It is important for them to know they are in the program because they
possess five characteristics: 1) above average ability; 2) creativity; 3)
courage (putting themselves out there); 4) caring (desiring to help others);
and 5) follow-through (getting things done).
Just because they possess all these traits does not mean they implement all
of them 100% of the time. When someone isn't achieving at the level he
wishes to achieve, have him evaluate how much of each trait he is tapping
into. Just being aware that perhaps he is not, for instance, willing to
look foolish so he is holding back and therefore not exhibiting courage is
helpful to the student.
___________
We have a fledgling independent study option in which a student (generally GT)
puts together a proposal regarding what they want to study and it is submitted
to faculty committee for approval and suggested revision. The student then
works on the project with a faculty person checking periodically to see if they
are on schedule according their pre-approved time line and if they are producing
interim products as they indicated in their proposal. I have an outline of what
is expected in the student's proposal that goes to the committee if you would
like.
___________
I work somewhat in this capacity in with our honors social studies
students. IMHO, it is important to me not to be THE teacher for these
students, but a mentor, when needed. Then I can assist them, along with
everyone else, and not be tied down with extra clerical/record keeping
tasks for a "class."
___________
I wasn't a gifted advisor, but the gifted class was held in my library, and I
team taught quite a bit with the gifted teacher. These kids can be a challenge,
but also really fun. I'd say go for it! And don't forget to request a salary
increase! :)
___________
Do it! The gifted teacher asked if she could use part of the library to meet
in when she comes once a week. I have enjoyed this so much. I am not the
responsible person, but I try to help where I can. Great bunch of kids!
___________
I am a middle school/high school librarian grades 6-12
serving 800 some students and 60 some faculty members.
Last year our h.s. tried a similar gifted/independent
studies situation. One main difference was our
district employs a gifted teacher for k-12. Even with
the gifted teacher working and coordinating with the
students, I did not have the time to do much more than
keep track of attendance. Some of the students
handled the situation very well. Some of them did
not. Just because you're gifted does not mean you are
an independent worker with initiative. Please be
aware you are taking on another full-time job.
___________
...Since the gifted are also often the "pistols" this is a gift to us when we
already have so many balls in the air. (yes, like cataloging or finding
cataloging between routine interruptions, and planning for strategic book
ordering to support special projects, what a concept). I will work with anyone
on developing reasonable project guidelines and what we can support but someone
else keeps a perspective on those students and their individual growth/needs in
the big picture of curriculum and extended curriculum. [emphasis mine. RH]
You have been given a backward complement but it can also be a dump job.
Beats the program I was in where I had to plan out of context "library lessons"
for every class in the school including these kids, only to have the gifted
teachers steal my lessons and then bring the kids to the library ahead of the
others to teach them library skills which left the kids then bored during their
time with my classes. Guess who had to develop the "special independent
projects"then?
Sorry if I sound wary.
___________
As always the Collective Wisdom includes both enthusiasm and a reality check.
Thanks again to all who responded.
Regards,
Robert
Robert Hiebert
Librarian, Golden Secondary School
www.gsslibrary.net
Fax: 250 344 7116
library@gsslibrary.net
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