ABSTRACT
In the last chapter we stressed the point that flexibility and variety in teacher response together with the effective use of resources are essential if appropriate provision is to be made for gifted and talented pupils. However, these issues are not the responsibility of teachers alone; they also require thought and action by schools as a whole. The implications for schools are far reaching: as an example let us take the support teachers require in order to do observation which we described as providing a bedrock for successful work in the classroom with gifted and talented pupils. Teachers need time to:
plan the observation
undertake the observation
write up the data
analyse the data with two colleagues
decide on ways forward.
