them or how politics work for that matter. I find having a dialogue with students is a good opportunity for creating good relationships between the two parties in question. Secondly, I find it necessary to make sure that understood the system. If I were an English teacher I certainly would not be an epicene, sterile and clinical ,,toad". On contrary, I would make the best out of me to forbid all final exams and tests because I find final exams and sending students to olympiads rather pointless and waste of time because all in all they chase only the facts. Ability to think has fallen back substantially. I would do everything to help them undestand the system in addition to the facts or basic grammar. In conlcusion I would like to say that it is certain that teachers are the true 'salt of the earth' but do they have to be always combed and wearing a tie. I, as an English teacher, would
Food Science course. I desire to help people cope with eating diseases and find out more about healthy eating, explore the foundations of human nutrition, food science and safety. My favourite subjects at school are Chemistry and Biology. I study at science biased class, so I have supplementary courses like the Chemistry of Elements and Applied Biology. My Chemistry and Biology teachers motivated me to an in-depth study of their subjects. Also, I took part in town Olympiads in Mathematics, Chemistry and according to results I was in top 10. Theteacher`s helpfulness and my interest to unknown helped me to overcome difficulties and achieve high results. I do my best to have more skills at the targeted field, therefore I have taken Chemistry supplementary courses, visited a variety of lectures, conferences about nutrition and how to make/calculate human diet. In addition, I keep track of
Õppinud Tõrvas Patküla koolis ja Nõo Gümnaasiumis matemaatika eriklassis. Lõpetanud Tartu Ülikooli diplomeeritud matemaatikaõpetajana (1978) ja psühholoogina (1987). Magister Artium pedagoogikas 2002. 2008. aastal kaitses Hollandis Nijmegeni Radboud' ülikoolis doktorikraadi sotsiaalteadustes andekuspedagoogika ja -psühholoogia erialal monograafiaga ,,Eesti olümpiaadid: nende psühholoogiline ja hariduslik toime andekate õpilaste arengule" (,,Estonian Olympiads: their psycho- educational function in supporting talented students"). Kogu tööalane tegevus on alates ülikooli lõpetamisest olnud seotud praeguse Tartu Ülikooli teaduskooliga, mis varem on kandnud nimesid Tartu matemaatika- ja füüsikakool, TÜ täppisteaduste kool. TÜ teaduskooli direktor. Koolitajana peab oma missiooniks pedagoogide ja lapsevanemate harimist andeka lapse eripärade ja vajaduste suhtes. Viire Sepp on esinenud lektorina paljudel õpetajate täienduskoolituskursustel
http://www.gifteddevelop- B. (2008). Creative cognition in gifted ment.com/What_is_Gifted/learned. youth. In: L. V. Shavinina (Ed.). Inter- htm, vaadatud 8.07.2009. national handbook of giftedness. Sprin- ger, 381–396. Silverman, L. (2009). Strategies for gif- ted visual spatial learners. http://www. Sepp, V. (2008). Estonian Olympiads: gifteddevelopment.com/Articles/vsl/ Their educational function in supporting v70.pdf, vaadatud 23.05.2008. talented students. Radboud University Nijmegen. Schuler. P. A. (2000). Perfectionism and gifted adolescents. Journal of Secon- Sepp, V. (2007). Andekus kui erivaja-
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