Student - Assess their readiness, explain the relevance, explain the outcomes, the assessments, - As Montessori et al.

(2014)
engagement provide clear opportunities for individual scaffolding and individual context for skill discusses in Chapter VI of The
strategies in the learning (Visually represented in a continuum in the classroom). Montessori Method book, “The
classroom lessons, then, are individual,
and brevity must be one of
their chief characteristics”.
- Educate students as to why challenges may manifest themselves in negative ways, describe - As discussed by Hofman-Verkuyl in
these using the kelpy analogy, get children to self-monitor, self-correct or seek guidance. UNSW HPGT Trainings.

- Teacher must know the students as so they can realize why things may be occurring and
- This is the first goal of the AITSL
work with them. For example home issues, friendship issues etc. This helps students feel
Standards “to know your students”
seen and safe note Biddulph and Lillico girls need to be heard, boys need to be seen.

- Dr. Ian Lillico discusses in his book

Boys and Their Schooling “Boys
need to be seen” (2020)

- Dr. Steve Biddulph discusses in

both his Raising Boys (1997) and
Raining girls (2013) the need to
make boys feel “accepted” and
“seen”, and girls to feel “heard”
Student - Students engage closely with the UNSW Gerric, Holliday extension programs both at - Both UNSW (GERRIC) and
engagement UNSW and USYD, feeder school programs monthly. USYD run programs for
strategies outside children who are identified as
- As a big feature in the state government HPG program I will engage with experts in their
of the classroom HPGT
field and oversee opportunities for remote learning between student and experts, in
addition the feeder schools run a peer support program allowing those gifted students to
mentor my gifted students creating not only academic opportunities, but also social
- NSW DET Boden Ballogowl,
 interactions. This is beneficial given the number of only children within the class.
Processes - Clear understanding of the optimum learning as expressed by Thornburg and Hattie, this - Thornburg Campfires in
implemented to being the Campfires in Cyberspace theory and Visible learning (quiet, safe, enriched Cyber Space (2004), Visible
establish and teach learning environment) Learning for Teachers Dr.
classroom rules John Hattie (2012) Both
- Classroom kelpie
discuss the vitality of
optimum learning spaces
- Provide students with clear vocabulary (emotional intelligence course) they can use to within the classroom.
identify their behaviors and articulate them to the teacher, subsequently tools for - As discusses in Animals In
mitigating these behaviors can be “reviewed” by both student and teacher. Schools by NSW DET et al.
“Animals can reduce stress
in the classroom”
- Emotional Intelligence
course Hofman-Verkuyl,
Headspace Tuning into teens.
A clear vocabulary for students
to use when stressed is
needed.
Strategies used to - Routines, - Montessori et al. (2014) (2022)
reinforce positive - Kelpie poster - Hofman-Verkuyl, Headspace
behavior
- Self-analyses (2017)

- Asking for “guidance” - Hattie (2012)

- Negotiated outcomes - Glasser Choice Theory
(1998)
- Negotiated modifications
- Ownership
- Accountability
- Chat mat and time out space
 - Exit cards and self-evaluation
Strategies in place - If the above strategies have not succeeded particularly with those students with co - Disability discrimination act
to support the morbidities, specialist intervention would be negotiated with the school, outside authorities (1992), Department of
management of and the family. This would require an intensive educational overview with the Education HPG Programs
challenging and /or stakeholders given the demographics reluctancy to accept disabilities or comorbidities.
persistent - Clear identification and discussion with the student as to what the manifestation is. Name
undesired
the emotion causing this, discuss/ remind the student of ways to deal with this (educate and - Hattie (2012)
behaviors in the
inform).
classroom
- Discuss need for accountability- pass over to student to what the consequence will be (note
prof. Ian Lillico states clearly that students will over consequence opening an opportunity
for compassion from the teacher
- Lillico (2000), Glasser
- Teacher modification of consequence must result in positive interactions between teacher Choice (1998), Maslow
and student and visible success for both the student and the class, for example lunch time (1968)
detentions for the week could result in the sound system being set up perfectly this is both
an intellectual activity, and an opportunity for the teacher to be a mentor, the student to be
apprentice and a visible gift to the class.
- Lillico (2000)