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thank you, ellen, for your idea on how to think of gifted kids. it's funny
how few of us would scoff at the notion of sld or emh but the other end of
the spectrum is different... i don't know about everyone else, but i've had
lots of training in how to help with sld, add, emh, pi, and eh, but next to
none on gifted.
i have some gifted stereotypes to get over, too. i've heard a few times
too many from parents of gifted students who say the reason their kid is
failing my class is because it's not challenging enough. i tailor my
curriculum to meet special needs of my students - i love it when a student
chooses to take the time alotted for most to do two or three projects to do
only one into which she has poured her heart and soul and energy...
however, one of the things we all should figure out in school is how to
make assignments work for us. we have to do 'em, so we need to put a spin
on 'em so that we're doing what we want and like as well as meeting the
assignment requirements. every kid should learn how to be self knowing and
self directed enough to expand upon/embellish/flex an assignment to make it
personally useful and interesting, especially when its a fascinating
assignment to begin with, like the ones i give in my art classes! (hee!)
when my sister was getting ready to take her gifted test, mom got books
about iq tests and stuff and shared them with us. after the examiner asked
one of the questions and my sister answered, she then gave the examiner the
next question! she told him they were all from a book her mom had. we
thought that was pretty funny when she told us about it later! and they
say the tests aren't culturally biased? when we moved into the deep south
from down east, i had to be retested. soon after the test started, i began
to cry 'cause i couldn't understand the heavily accented examiner! i'm not
sure how either of these incidents affected our placement, but i think we
both belonged in the troublemaker group, actually!