Teacher for Gifted Children as a Facilitator of Their Development

Abstract

The article notes that in modern Ukrainian society the 
concept of gifted children is of growing interest. The 
author notes that a teacher is not only a subject for the 
transfer of knowledge, but also, above all, a person who 
loves his profession and students, to whom he must find 
an individual approach, in order to show everyone's 
abilities, or, conversely, developmental delays. In the 
context of modern educational tasks, the problem of 
teacher readiness to work with gifted children is becoming 
increasingly important.The article states that the work of “teachers for gifted 
children” and “ordinary” teachers is about the same.
Conditions for successful work with gifted children – 
awareness of each teacher of the importance and necessity 
of supporting this category of children; inclusion in the 
work, first of all, of teachers who are able to present the 
lesson material in an exciting way and to interest students; 
creating conditions for the development of gifted 
students; creating a system of presentation and recording 
of student achievements.

The study was aimed to determine that teachers 
should develop a learning environment that is relevant 
to and reflective of their students' social, cultural, and 
linguistic experiences. They act as guides, mediators, 
consultants, instructors, and advocates for the students, 
helping to effectively connect their culturally- and 
community-based knowledge to the classroom learning 
experiences. Teachers should use the students' home 
cultural experiences as a foundation upon which to 
develop knowledge and skills.
A teacher for a gifted child should be a person 
who knows how to accept criticism, be resilient and 
able to adequately respond to unusual situations. The 
interaction of the teacher with the gifted student should 
be aimed at the optimal development of abilities, have 
the character of help, support, be non-directive. The 
teacher must consider others capable of solving their 
own problems, believe in their friendliness and that they 
have positive intentions, have a sense of self-worth, 
which should be valued, respected and protected. The 
teacher must strive for intellectual self-improvement, 
willing to work on replenishing their own knowledge, 
be willing to learn from others, engage in self-education 
and self-development.