Ans:It is important for both the teachers and the parents to understand the cause of the student’s emotional problems that lead to his/her absence from school. Is it because of the school curriculum, peer relationship, problems with his/her teachers or problems in his/her family?

A good teacher-student relationship helps ease the tension between the school and the student. Whenever the student is absent, the teacher may need to keep contacting him/her and show concern and care to the student. If possible, ask a helpful student in class to write down the work of the day and keep all the assignments for the student who misses school. Never show anger or impatience towards the student when he/she returns to school.

Use MSN, Facebook or other e-channels or means to build up the relationship with him/her. Once he/she trusts the teacher, it is easier for the teacher to find out the reasons behind his/her absence.

The teacher also has to find out the interests and strengths of the student. Arrange suitable activities or tasks that are challenging and exciting to him/her. Assign a senior schoolmate who has similar interests and ability to him/her as his/her mentor so that he/she can have somebody to talk to at school. The teacher can also suggest doing an independent project on the topic that he/she is interested in.

Seeking the support and cooperation from his/her parents is indispensible. Ask the parents what the student does when he/she is at home and try to communicate with him/her. Make the parents feel the school understands the student and is working with them. If the parents feel they lack the skills, the school can refer them to the school social worker and arrange family counseling or some seminars and workshops to enhance parenting skills.

The school has to play an active role in motivating the student to return to school and find out the cause of the problem without blaming or finger-pointing to either the student or his/her parents. There is no single solution to the problem but the school has to try its best to invite parents’ participation in the intervention strategies and arrange some gifted programs that can cater for the cognitive as well as the affective needs of the student.

As the child is already 14 years old, s/he may be expected to understand the concept of “being gifted” and his/her academic results and performance may have already proven his/her high ability. However, there are quite a lot of variations in your consideration of whether or not and how you should communicate with the child about his/her giftedness. Crucial information such as when the child took the standardised intelligence test and had his/her IQ score reported to you, as well as the actual academic performance, personality, interpersonal relationship, self awareness of the difference between him/her and the peer, etc. of this child are not provided in your question. Thus there is no yes-or-no answer to your question as it could be a concern as to whether “being gifted” would cause positive or negative labeling effect to the child without a thorough understanding of the child and clear communication between parents and child. As a matter of fact, it is most important for the parents to first understand what giftedness means so as to discuss with their gifted kids what giftedness means to them. The positive effect of realizing one’s own high IQ may lead to a stronger drive to achieve higher goals while a negative one may cause confusion to oneself if there is a significant gap between ability and performance, and stress may be intensified by higher expectation.

More importantly, parents are strongly advised to observe the strengths, interests and learning needs of the child, so as to work together with the child to identify appropriate learning opportunity and resources for realising the potentials and capitalizing on the talents.

If parents want to know more about the needs of gifted children and the ways to nurture them, they may consult the professionals. The Parent Consultation Centre of HKAGE aims to help parents meet the needs of their gifted children by providing parenting knowledge and skills. Parents who face issues or problems on parenting gifted children are welcome to seek advice from their education adviser.

Helpline: (852)3698 3947
Email address: consultation@hkage.org.hk
Operating Hours:
Monday to Friday 11.00a.m. – 12.30p.m. and 2.30p.m. – 4.30p.m. ( closed on public holidays )

我相信你指的是雙重特殊資優生（即該學生既是資優又有其他學習障礙/問題）。雙重特殊資優生於學習過程中因為其學習障礙而遇到困難，可能因而感到沮喪和無助，並產生沉重的心理負擔，減弱他們發揮某方面的出色智能及有平衡的情意發展機會。因此學校及家長必須多關注其學習情況以及社交情緒的表現，盡量減
低因學障及資優同時並存而產生的負面影響。

既然雙重特殊資優生可能常常受他們的學習障礙與資優潛能的差距所困擾，老師及家長在提供輔導時需要針對這方面的矛盾。一方面利用適當的課程及教學策略以發揮學生的強項入手，鼓勵發揮才能，也幫助學生提高自信；另一方面，若該學生的表現顯示潛能未展，學校可以透過個別/小組的輔導，與學生訂下不同階段的目標及成長計劃，以改善資優生的學習動機、人際社交能力、自我效能等。教學策略方面，老師應儘量配合學生的學習方法，靈活採取不同的方法和教材，以協助他們更有效地學習。例如運用圖畫、視覺教具、動畫等輔助教授，讓該學生能較容易利用自己的優勢掌握課程內容。此外亦可因應學生的需要而調適課程內容及設計，讓學生按部就班學習多方面的知識。對於培育該學生的全面發展，家校雙方的坦誠溝通、互相信任、一致及適當的期望、以及密切聯繫是合作的重要基礎。由於雙重特殊資優生是有很多不同的類別，必須個別處理，不能一概而論 。

有關針對特殊教育需要學生的支援，可參考教育局特殊教育需要組網頁：
http://www.edb.gov.hk/index.aspx?nodeID=2378&langno=2
有關針對資優生情意教育的教材套，可參考下列網頁：
http://resources.edb.gov.hk/gifted/Learning_&_Teaching_ResourcesII/

要比較本地與美加等地的資優教育發展的普及程度孰優孰劣或孰快孰慢頗不容易，因為就美國而言，不同的州縣有相當大差異的資優教育法例及當地政府提供不同校區的資源多寡的差別，很難因為美國較早提倡資優教育或比較多研究此領域的學者或大學的研究中心就一概而論當地能提供更良好培育資優兒的條件。本地其實在推行資優教育方面也有成果，例如有不少為資優兒提供良好課程或支援措施的學校。家長為子女選擇培育機會或學校的條件應包括是否適合子女的全人發展，配合其能力、興趣、學習風格、品格培養等方面的發展，而良好的校風、同儕關係、課程效能等也同樣重要。

承接上題的回應，教育局資優教育組與香港資優教育學院提供不同途徑與形式的支援。基本上，對於就讀初小的資優生，校本的支援是最直接及關鍵的。資優教育組及學院都有提供不同主題及適合不同職能的教師專業培訓課程，藉以提升教師在推行校本資優課程及輔導支援的專業能力及信心。除了培訓課程，資優教育組也有制定參考手冊及課程範本等供學校參考，有關貴子女跳級方面的調適可參考已上載教育局網頁的《校本資優教育參考手冊-加速學習》。至於服務對象為學生的支援也有包括網上課程及馮漢柱資優教育中心的增潤課程。然而，每位資優兒都會有各自不同的才能、學習興趣、學習風格、社交情意等發展需要，單以能力的高低來決定哪些課程適合修讀未必能配合初小年紀的學生的全人發展需要。建議家長多與孩子溝通、觀察她喜歡或擅長的學習方法、多花時間與孩子玩耍與學習也很重要。對於年幼的資優兒，一般探索活動，例如廣泛閱讀、實地考察、觀賞知識性錄像、團隊遊戲，或嘗試進行自創的主題研習都有助孩子建立良好的學習態度和穩固的知識基礎。總括來說，讓孩子在參加課外活動之餘有足夠時間自己體驗生活、開闊視野、自由地探索新事物等均有助她身心健康地成長。

家長的培育、支持與鼓勵對每一個孩子的成長都起着關鍵的作用。培養孩子是一項知易行難行的使命，家長要培育資優兒成才更是任重道遠。有研究指出，父母對子女的高度期望是引導孩子走向成功的重要因素之一，而父母的參與和所付出的精力、家庭環境、父母與孩子之間的關係等均是影響孩子將來成才與否的重要因素。資優兒對學習的興趣及熱情、父母對孩子在學術、體育及社交情感等各方面的發展是否提供充足卻又比較靈活的支援和鼓勵、資優兒的選擇空間、愉快且深刻的閱讀體驗、有助發揮潛能的機會和毅力及良師的指導都是孩子將來成才的重要關鍵。但上述各點並不需要父母是資優教育的專家才可成事。當中，家長可以以身作則，為資優兒於學習及待人處世方面建立積極正面的榜樣，這對培育資優兒成才是很重要的。除此之外，家長亦可以透過很多不同的途徑，促進子女的認知及情意發展。例如多帶子女到書局、圖書館等地，從小培養他們良好的閱讀習慣；或者於課餘時間一同進行一些教育性的遊戲，也可以對子女的認知及情意發展起正面積極的影響。況且，資優兒學習的途徑可以多元化，除了學校的課程外，還有多樣化的課外活動，有用的網上資訊，與能力相若的同儕切磋等，有良好學習態度與習慣的資優兒可以透過不同的途徑發揮所長，提升智能。家長如欲索取詳細有關培育資優兒的資訊、意見及服務，可致電 3698 3947 與香港資優教育學院諮詢中心聯絡。如欲了解有關教育局轄下的網上課程、各項全港比賽、對學校支援的詳情，請致電 3698 3472 與課程發展處資優教育組聯絡。

父母對教育子女有不同意見，其實不是壞事，因為只有如此，夫婦才可以互補。當然，不要在孩子面前各持己見，爭吵不休，以免孩子感到不安，及無所適從。

夫婦遇有不同意見時，兩人宜私底下商量妥當，深入了解對方的思路，尋求大家都可以接受的共識，然後才跟孩子討論。這樣可避免在孩子面前發生爭吵或不知如何回答孩子或配偶的情況，同時，亦起到夫婦齊心的效果。

假如父母與孩子談話期間才發覺夫婦的意見很不同時，可先告訴孩子：「爸媽需要一些時間來討論這個問題，我們討論完後，再找你商量。」以爭取多些時間了解配偶的思路，尋求大家都可以接受的共識。

據我所知，教育局發展了不少的免費網上學習課程，包括天文學、地球科學、數學，稍後再會推出其他的網上學習課程如『中國改革開放』（人文學科）及古生物學等課程。這些課程達高中程度，為期一年半。學校可於每年的九月，推薦數十名小四至中三的資優學生參加。

此外，學校亦可推薦學生參加香港資優教育學院的資優課程。現時，資優教育學院的課程是免費的。學校亦可運用教育局每年發放的學校發展津貼照顧資優學生的學習需要。再者，學校亦可申請新高中學生的多元學習津貼，每班新高中學生每年 7000 元。學校可用這筆撥款，發展校本資優課程，或資助資優學生報讀由本地或海外開辦的適切課程。另外，教育局每年均舉辦很多的教師訓練課程，讓教師掌握如何在正規課堂運用適異性教學（Curriculum Differentiation）及以抽離式課程(Pull-out Programmes)照顧資優生的學習需要。

參考網址：
教育局網上學習課程
http://www.hkedcity.net/article/project/webcourses_gifted/chi/EDB_Learning_main.phtml
香港資優教育學院的資優課程
http://www.hkage.org.hk
教育局的學校發展津貼
http://www.edb.gov.hk/index.aspx?nodeID=2442&langno=2
新高中學生的多元學習津貼
http://www.edb.gov.hk/UtilityManager/circular/upload/EDBCM/EDBCM09042C.pdf

家校合作確實令培育資優生的成效事半功倍: 家長自幼的鼓勵和對資優生的情意和學習需要的認識，再配合學校校本的資優培育課程、良師的啟導與關心等，必能幫助資優生盡展潛能，進而貢獻社會。

現今香港有不少營商或非牟利機構舉辦各式各樣的「資優培育課程」， 有些學校鑑於種種原因，把資優培育的工作或課程外判給各營商或非牟利機構負責，有家長反映這些課程往往收費不菲，這無疑加重了家長的經濟負擔，亦令部份資優生因家境原故而未能參加付費課程。此外，建議學校或家長在選擇「培育資優課程」時留意以下事項:
1. 這些機構的資優教育理念是甚麽？是否與本港資優教育理念一致? (可參考教育局資優教育組網頁 www.edb.gov.hk/cd/ge)
2. 它們能否提供有質素的資優教育？
3. 課程是否由受資優教育訓練的導師任教？
4. 外判課程如何與校本課程配合？

其實，教育局提供了免費的網上學習課程(天文學、數學、地球科學，稍後亦有人文學科)培育資優生；這些網上學習課程均由有關的大學學者專門為本港資優學生編寫，並主領網上討論平台，為資優學生提供研習指導，學員亦可與其他資優學生討論砌磋。
(詳情請參閱
http://www.hkedcity.net/article/project/webcourses_gifted/eng/EDB_Learning_main.phtml)
此外，教育局亦積極培訓和支援老師，發展校本的資優培育課程，(詳情請參閱http://resources.edb.gov.hk/gifted/ps
http://resources.edb.gov.hk/gifted/Learning_&_Teaching_ResourcesII/)
香港資優教育學院亦舉辦多樣化的免費培育課程 (詳情請參閱 http://hkage.org.hk/b5/sz_programmes.html)

Questions 10-13 are all related to performance goals versus learning goals. It is important to emphasize that the two are not mutually exclusive and, in fact, can reinforce each other. For example, a performance goal can be used initially to motivate a student to learn. Once a student begins to see progress towards reaching his/her performance goal, he/she may be motivated to continue that learning by setting learning goals. Once a learning goal is set, the student should be encouraged to establish an action plan that would enable him/her to reach that goal. In other words, focus on developing the student to be able to both set goals and realize them.

For both performance and learning goals, parents and teachers should be supportive by providing timely feedback and positive reinforcement during the learning process.

I was fortunate that during my formative years, I was given the freedom and trust to pursue what really interested me and was held responsible for my actions and decisions. I also had excellent role models who demonstrated the importance of setting high standards and learning from every experience (be it successful or not). Finally, I was constantly reminded of my responsibility to serve and to give.

A Chinese society is hierarchical, in that parents are perceived as an authority figure by their children. This often poses a barrier in effective communication, in particular in developing skills such as active listening and asking questions which are important in formulating constructive and actionable feedback. Of course, well-intentioned and well-educated parents should have less difficulty in this area.

Questions 16 and 17 are both about mindsets. One mindset is not necessarily better than the other, and a lot of people are not clearly one way or another. Descriptions of the two minds enable us to know their characteristics and, based on a critical self-analysis, arrive at a better understanding of our behaviours and make the necessary adjustments as appropriate. Carol Dweck’s book, Mindset, provides a much more thorough discussion of this topic.

To learn something well requires time on task; it also requires having effective learning skills and strategies. The advice “Work smart, not hard” simply reminds us that instead of just spending time and effort on a task, we need to ensure that what we do is in fact effective.

With deference to Alfie Kohn, I would not go as far as describing all external rewards as “punishment.” To motivate someone, it is often necessary (especially initially) to use an external reward. The point is if someone is motivated only by external rewards, then it is unlikely for him/her to develop into a self-motivated person. We need to encourage young people to move from being extrinsically motivated to intrinsically motivated, just like we want them to move from pursuing performance goals to learning goals.