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Steve Haberlin is a Ph.D candidate at the University of South Florida, where he also works as a teaching assistant, supervising and teaching pre-service teachers. Steve holds a master's degree in gifted education from U.S.F. and has worked with gifted students for seven years in various classroom models. His research has been published in Gifted & Talented International, Childhood Education, the Journal of Practitioner Research, The Journal of Poetry Therapy, International Journal of Education & the Arts, and The Qualitative Report.
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Recent Posts By This Blogger

Virtually never addressed, this topic influences every aspect of one’s teaching career. Office politics, or as I call it, the politics of teaching. Politics exist in schools across the country, however, aspiring teachers learn nothing directly of...
As a k-12 teacher, I often struggled with how to explain enrichment to elementary students. I also questioned myself over when it was academically appropriate to offer enrichment—that is until I stumbled upon the analogy of dessert before dinner. I...
At a recent meeting of instructional supervisors, I urged them to add one, simple line to a newly revised lesson plan template required for use by teacher candidates at the university. It read: What accommodations will you make for students...
In Florida, passing teacher certification exams—or more accurately, not passing-has become somewhat of a crisis.  According to news reports, some 1,000 teachers were fired this summer after failing to pass sections of the Florida Teacher...
Becoming a teacher can be as stressful or even more stressful than serving in the actual job. Teacher candidates must complete rigorous coursework, and if enrolled in a clinical program, must also spend time in the classroom as interns. This adds...
I think some parallels can be drawn between identifying gifted students in the classroom and scouting for talents in sports. For instance, baseball scouts operate on various levels (e.g. high school, college, minor league) when looking to recruit...
Author's Note: This is the final installment of a three-part series on my experiences working as a gifted education resource teacher. I included the references used in all three blogs at the end of this blog. Part 3: Discussion During this...
In this installment, I write about the themes I discovered in my story of working as a gifted education resource teacher. Essentially, I experienced much frustration until I learned to first collaborate with classroom teachers, until I gained their...
Note: This article first appeared in The Qualitative Report. This is the first installment of a series on working as a resource teacher of gifted education. I am sharing a modified-version of this article in pieces because I think it sheds might...
Years ago, a mentor gave a very useful suggestion. He told me to visualize what my ideal classroom would look like. Not just the decorations on the wall and the seating arrangement, but all the aspects of my “ultimate classroom,” including how the...

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