Bureau Talent was started by Lineke van Tricht, former secondary school teacher and administrator.
Our experience is that gifted youngsters are not always challenged enough at school. Unfortunately that can lead to underachievement. The students lose their motivation and/or don't know how to learn. They always had good results without studying!
That is why Bureau Talent International offers counselling and learning skills. Together with the students we go on a journey to discover what their interests and problems are. Then we help them to improve their skills and to enjoy learning (again).
We also work with their teachers and administrators, creating a challenging learning environment. Through this way of working, youngsters experience again that learning is fun!
'My passion is working with gifted teenagers, their teachers and their administrators.'
I love going on a journey with young people to find out what their interests are and developing or finding enrichment projects that they enjoy.
Working on improving education for gifted students with teachers and administrators also fascinates me! Starting with the fundament of the mission statement of a school and building challenging education for gifted students from there is what I love to do.
Often there are many more opportunities than people think. That goes for students as well as teachers and administrators! I like to help them find all the possibilities.
I have spent 30 years working with and advocating for gifted students from pre-school through the graduate level, as a teacher and administrator. My experience has been primarily in Montana rural schools, including one-room, multi-age classrooms. In the 1990’s I established Pioneer Academy to accommodate the needs of gifted children that were not being met in other educational environments. I have worked with school administrations to develop and reform gifted programs, customize curriculum for students with advanced ability in both academic and artistic domains, design gifted program evaluation plans, and structure processes and criteria for identifying artistically gifted students. As a lifelong learner and an artist, one of my passions has always been with combining my artistic interests and gifted education. I am presently involved in research to determine whether gifted students derive unique benefits from participation in visual art. After meeting Lineke Van Tricht at a gifted conference in Prague I became interested in the use of the hands on activities she demonstrated that had been successful with Dutch students, which provide avenues for gifted underachievers to take ownership of and enjoy learning. I am happy to be working with Lineke to give educators in the United States an opportunity to learn about and use these activities in their classrooms, to improve learning for underachieving gifted students.
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