By Diane Montgomery
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Additional resources for Able, Gifted and Talented Underachievers, Second Edition
T. , New York. Brereton, C. (1990) Modern Language Teaching in Day and Evening Schools, University of London, London. Butler-Por, N. (1987) Underachievers in Schools: Issues and Interventions, John Wiley & Sons, Ltd, Chichester. C. (1987) Underachieving working class boys, are they wrongly labelled as underachieving? Educational Studies, 13 (2), 169–76. C. and Diack, H. (1958) The Standard Reading and Spelling Tests, Chatto and Windus, London. Reprinted by Hart Davis Educational 1979. DCFS (2007) Getting There: Able Pupils Who Lose Momentum in English and Maths in Key Stage 2; Making Good Progress Series.
Wallace, B. (2000) Teaching the Very Able Child, David Fulton, London. , Cave, D. and Candler, S. (2004) Teaching Problem-solving and Thinking Skills: An Inclusive Approach, David Fulton, London. , Leyden, S. et al. (2008) Raising the Achievement of Able, Gifted and Talented Pupils within an Inclusive School Framework, NACE/London Gifted and Talented, Oxford. Warnock, M. (1978) Special Educational Needs: The Warnock Report, HMSO, London. Watson, J. (1996) Reflection Through Interaction: The Classroom Experiences of Pupils with Learning Difficulties, Falmer Press, London.
17 pupils are allowed to cooperate this can raise their achievement. However, keeping them sitting singly in rows can be a means of helping keep control of a difficult class. Class control procedures act between the extrinsic and intrinsic factors to provoke UAch signs or diminish them. Consistent, fair and positive class control acts to counteract previous negative experiences and provides models for appropriate behaviour and respect. Secure knowledge of positive behaviour management routines and strategies by the teacher are important when dealing with underachievers for they are often in the habit of not getting on with the task.