{"id":3630,"date":"2021-04-08T09:09:58","date_gmt":"2021-04-08T07:09:58","guid":{"rendered":"https:\/\/www.cleverconsulting.dk\/?page_id=3630"},"modified":"2024-06-26T12:06:16","modified_gmt":"2024-06-26T10:06:16","slug":"jeg-er","status":"publish","type":"page","link":"https:\/\/www.cleverconsulting.dk\/jeg-er\/","title":{"rendered":"Om h\u00f8jtbegavede elever: “Jeg er, hvad du fort\u00e6ller mig”"},"content":{"rendered":"\t\t
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\"Jeg er, hvad du fort\u00e6ller mig\"\n\nHvad er der p\u00e5 spil for den h\u00f8jtbegavede?<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Du former eleverne med dine forventninger til deres kompetencer<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Alle b\u00f8rn har et br\u00e6ndende \u00f8nske om at passe ind. De vil gerne ses og anerkendes for, hvem de er. Blandt klassekammerater handler det meget om at v\u00e6re popul\u00e6r, sej, l\u00e6kker eller vellidt. I undervisningen handler det om at v\u00e6re dygtig, flittig, h\u00f8flig, sympatisk og s\u00f8d.<\/p>

M\u00e5den, hvorp\u00e5 vi ubevidst p\u00e5virker hinandens adf\u00e6rd, kommer igennem vores ofte tabubelagte forventninger. Forventninger, der udspringer af kulturelle, sociale og adf\u00e6rdsm\u00e6ssige forhold.<\/p>

I undervisningen<\/span><\/a> kan der for eksempel v\u00e6re forskel i vores forventninger til elever fra et socialt udsat boligomr\u00e5de i forhold til elever fra de store Strandvejsvillaer.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Forventninger til, hvad den h\u00f8jtbegavede elev \"burde kunne\" kan skygge for deres udvikling<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Skygger dine forventninger for elevens potentiale ?<\/h2>

Det samme kan v\u00e6re g\u00e6ldende med ballademageren i forhold til den stille og introverte elev. Og for lige at stikke h\u00e5nden i hvepsereden; s\u00e5 har vi m\u00e5ske ogs\u00e5 andre forventninger til Mahmood i forhold til Magnus?<\/p>

Lige netop forventninger<\/span><\/a> kan v\u00e6re en udfordring i forhold til at identificere<\/a><\/span> h\u00f8jtbegavede b\u00f8rn i klassen. For findes der h\u00f8jtbegavede b\u00f8rn i ghettoomr\u00e5der? Og kan en doven og flabet elev, hvis bror sidder i f\u00e6ngsel, v\u00e6re h\u00f8jt begavet? Og findes der h\u00f8jtbegavede b\u00f8rn, hvis for\u00e6ldre er p\u00e5 overf\u00f8rselsindkomst med en r\u00e6kke underretninger i bagagen? Til det er svaret JA!<\/p>

T\u00f8r vi se den h\u00f8jtbegavede i et andet lys?<\/h4>

Vi skal som undervisere derfor turde stoppe op og se kritisk p\u00e5 vores egne forventninger til eleverne, og hvordan vores adf\u00e6rd p\u00e5virker dem. Det er lettere sagt end gjort, men n\u00e5r du f\u00f8rst<\/span>\u00a0ser dine elever med forventninger om, at de kan blive dygtigere, flittigere, flinkere og h\u00f8fligere, eller hvad pokker vi nu \u00f8nsker, kan de blive det.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/article>\n\t\t\t\t

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Bliv skarpere p\u00e5 at genkende de h\u00f8jtbegavede elever<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Gennem blandt andet vores foredrag<\/span><\/a>\u00a0hj\u00e6lper vi jer med at blive skarpe p\u00e5 at genkende de h\u00f8jt begavede, uanset hvordan de tager sig ud i klassen.\u00a0<\/p>

Kontakt Rikke for at h\u00f8re, hvordan vi kan hj\u00e6lpe jeres skole.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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