Bright but not gifted children essentially being ignored?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The op (the post) really annoyed me. I don't think the poster is wrong, per se, but she reacts differently than me, which makes me question my parenting. It makes me feel defensive. I wonder if that is what is going on with this thread.

Are you the OP? No, she did not make me question my parenting in the least.

Me neither. I was appalled at how interfering and micromanaging she was being and felt truly sorry for any teacher who had to receive her emails.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The op (the post) really annoyed me. I don't think the poster is wrong, per se, but she reacts differently than me, which makes me question my parenting. It makes me feel defensive. I wonder if that is what is going on with this thread.

Are you the OP? No, she did not make me question my parenting in the least.

Me neither. I was appalled at how interfering and micromanaging she was being and felt truly sorry for any teacher who had to receive her emails.

No, I'm not the op. The op is acting in a completely different way than I have in similar situations. I'm saying many of us could say we are in this situation. My oldest started kindergarten having read scores of chapter books. So, my point was, I am quick to think her an idiot and want to flame her--because to not may make me feel like I'm doing it wrong. In reality, this op can complain to kid's teacher and maybe kid will get moved. Maybe kid will benefit. Maybe teacher will talk about what a pain op is in the teachers lounge. But it really isn't a big deal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The op (the post) really annoyed me. I don't think the poster is wrong, per se, but she reacts differently than me, which makes me question my parenting. It makes me feel defensive. I wonder if that is what is going on with this thread.

Are you the OP? No, she did not make me question my parenting in the least.

Me neither. I was appalled at how interfering and micromanaging she was being and felt truly sorry for any teacher who had to receive her emails.

No, I'm not the op. The op is acting in a completely different way than I have in similar situations. I'm saying many of us could say we are in this situation. My oldest started kindergarten having read scores of chapter books. So, my point was, I am quick to think her an idiot and want to flame her--because to not may make me feel like I'm doing it wrong. In reality, this op can complain to kid's teacher and maybe kid will get moved. Maybe kid will benefit. Maybe teacher will talk about what a pain op is in the teachers lounge. But it really isn't a big deal.

Actually it can be a big deal. K is the start of things and the goodwill which you establish with that teacher, or not, will carry with you. They know every kid and every parent and the dynamic that parent brings to the school. If you make a big fuss from the start, it will be noted.

[Anonymous]

How many more preps would you like to pile onto an elementary teacher's plate?

Sweet Jesus

Spend one day in their shoes and see if you come home with energy for your OWN kid.

Anonymous wrote:DD is in 2nd grade, so too young for the gifted program and I have no clue if she'd qualify anyway. She is very bright in the sense that she enjoys school, sails through the assignments and tests and rarely, if ever, struggles with new material being presented. However she is just dumped into one of the mid-level reading and word study groups and even though the teachers claim these groups are "fluid" and can anytime, its been my experience they don't really.

I feel like all of my daughters teachers, while nice enough, basically ignore my daughter. She's not so freakishly bright that she blows them away and they give all this attention to differentiation, but she's obviously not struggling in anyway. So she just floats along doing exactly what is expected of her but never being challenged in any way. She could ace the Friday word study test on Monday. The teacher sends home all these science and social studies "study guides" for upcoming tests and encourages us to review them with the kids, but my daughter knows the info cold whenever I discuss with her, and when I don't bother the review, she still aces the tests.

I'm not saying my daughter is super unique - I'm willing to bet there are several kids in her class that fit this description. So why don't they make the work harder? Challenge these kids? I feel like the teacher looks at her and thinks "Phew! A student I don't have to worry about or spend any time with! Thank goodness!" Makes me sad and frustrated.

We are in the process of pushing for DD to receive harder word study words (that some in the class already receive, so not special words just for DD) and I've gotten push back from the teacher which really surprises me.

[Anonymous]

OP-For what it's worth I think you are being perfectly respectful to the teacher by trying to get some attention for your daughter and that any teacher who would begrudge you for it is awful. You are a good mom for noticing this and wanting to get the best education for your child.

I haven't and would not make the choice you did to push the teacher to do something she did not seem to agree with but I also don't know your daughter. There are some children who need to be challenged more than others.

My sister was like that and basically checked out of school in 2nd grade. She was one of those quiet kids in class who always did their work well and never made trouble so no one cared that she got 99.9percent on all the standardized tests for a few grades above hers.

Luckily, the next year her 3rd grade teacher noticed and she ended up skipping a grade and after that she was much happier in school. My parents were not pushy so they never asked for any differentiation and I do wonder what might have happened to my sister if that 3rd grade teacher hadn't advocated for her. Good luck, OP!

[Anonymous]

Anonymous wrote:

Actually it can be a big deal. K is the start of things and the goodwill which you establish with that teacher, or not, will carry with you. They know every kid and every parent and the dynamic that parent brings to the school. If you make a big fuss from the start, it will be noted.

I really can't stand people with this attitude. School's about your kid, not about your own reputation with the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Actually it can be a big deal. K is the start of things and the goodwill which you establish with that teacher, or not, will carry with you. They know every kid and every parent and the dynamic that parent brings to the school. If you make a big fuss from the start, it will be noted.

I really can't stand people with this attitude. School's about your kid, not about your own reputation with the school.

Don't be a dummy. of course if you turn up and make a fuss, its going to be about you - if you have a negative impact it doesn't magically disappear.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The op (the post) really annoyed me. I don't think the poster is wrong, per se, but she reacts differently than me, which makes me question my parenting. It makes me feel defensive. I wonder if that is what is going on with this thread.

Are you the OP? No, she did not make me question my parenting in the least.

Me neither. I was appalled at how interfering and micromanaging she was being and felt truly sorry for any teacher who had to receive her emails.

No, I'm not the op. The op is acting in a completely different way than I have in similar situations. I'm saying many of us could say we are in this situation. My oldest started kindergarten having read scores of chapter books. So, my point was, I am quick to think her an idiot and want to flame her--because to not may make me feel like I'm doing it wrong. In reality, this op can complain to kid's teacher and maybe kid will get moved. Maybe kid will benefit. Maybe teacher will talk about what a pain op is in the teachers lounge. But it really isn't a big deal.

The whole fucking thing translates to, "my normal child being treated normally, wat do?"

And the answer is chill out.

[Anonymous]

OP, ignore the doormats. You advocate for your kid. My neighbor's son who has been reading since preschool tested really low in the 2nd grade DRA, as in below 2nd grade level. She asked politely for a retest. The teacher's email was so defensive, explaining she had done the testing and that was the score and that it was reflected in the school work. My neighbor went to the school and requested a retest with another teacher. Her son tested 4th grade level!!! She knew her child and you know your child. The teacher actually send a nice email apologizing. Teachers have so many students and a few of those take up most of their time, they can't really be aware of every child's level and potential. Keep advocating for your child. You don't get if you don't ask.

[Anonymous]

Anonymous wrote:DD is in 2nd grade, so too young for the gifted program and I have no clue if she'd qualify anyway. She is very bright in the sense that she enjoys school, sails through the assignments and tests and rarely, if ever, struggles with new material being presented. However she is just dumped into one of the mid-level reading and word study groups and even though the teachers claim these groups are "fluid" and can anytime, its been my experience they don't really.

I feel like all of my daughters teachers, while nice enough, basically ignore my daughter. She's not so freakishly bright that she blows them away and they give all this attention to differentiation, but she's obviously not struggling in anyway. So she just floats along doing exactly what is expected of her but never being challenged in any way. She could ace the Friday word study test on Monday. The teacher sends home all these science and social studies "study guides" for upcoming tests and encourages us to review them with the kids, but my daughter knows the info cold whenever I discuss with her, and when I don't bother the review, she still aces the tests.

I'm not saying my daughter is super unique - I'm willing to bet there are several kids in her class that fit this description. So why don't they make the work harder? Challenge these kids? I feel like the teacher looks at her and thinks "Phew! A student I don't have to worry about or spend any time with! Thank goodness!" Makes me sad and frustrated.

We are in the process of pushing for DD to receive harder word study words (that some in the class already receive, so not special words just for DD) and I've gotten push back from the teacher which really surprises me.

Hi, I understand you completely! My daughter just prancing along 1rst grade. Her teacher was lovely, but there were so many kids in that class. I met with her, explained she was advanced in reading and math. She kindly told me she would seen how advance she was during the next few weeks. A month later my daughter was getting pull outs for math and reading.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DD is in 2nd grade, so too young for the gifted program and I have no clue if she'd qualify anyway. She is very bright in the sense that she enjoys school, sails through the assignments and tests and rarely, if ever, struggles with new material being presented. However she is just dumped into one of the mid-level reading and word study groups and even though the teachers claim these groups are "fluid" and can anytime, its been my experience they don't really.

I feel like all of my daughters teachers, while nice enough, basically ignore my daughter. She's not so freakishly bright that she blows them away and they give all this attention to differentiation, but she's obviously not struggling in anyway. So she just floats along doing exactly what is expected of her but never being challenged in any way. She could ace the Friday word study test on Monday. The teacher sends home all these science and social studies "study guides" for upcoming tests and encourages us to review them with the kids, but my daughter knows the info cold whenever I discuss with her, and when I don't bother the review, she still aces the tests.

I'm not saying my daughter is super unique - I'm willing to bet there are several kids in her class that fit this description. So why don't they make the work harder? Challenge these kids? I feel like the teacher looks at her and thinks "Phew! A student I don't have to worry about or spend any time with! Thank goodness!" Makes me sad and frustrated.

We are in the process of pushing for DD to receive harder word study words (that some in the class already receive, so not special words just for DD) and I've gotten push back from the teacher which really surprises me.

Hi, I understand you completely! My daughter just prancing along 1rst grade. Her teacher was lovely, but there were so many kids in that class. I met with her, explained she was advanced in reading and math. She kindly told me she would seen how advance she was during the next few weeks. A month later my daughter was getting pull outs for math and reading.

pull outs - lol

Listen, my son, who's in first, and over half of his peers are being pulled out for math. Yes, it's nice, but it's simply an easier way to for the teacher to handle the low performers in a very small setting.

Don't think they're being prepared for HGC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DD is in 2nd grade, so too young for the gifted program and I have no clue if she'd qualify anyway. She is very bright in the sense that she enjoys school, sails through the assignments and tests and rarely, if ever, struggles with new material being presented. However she is just dumped into one of the mid-level reading and word study groups and even though the teachers claim these groups are "fluid" and can anytime, its been my experience they don't really.

I feel like all of my daughters teachers, while nice enough, basically ignore my daughter. She's not so freakishly bright that she blows them away and they give all this attention to differentiation, but she's obviously not struggling in anyway. So she just floats along doing exactly what is expected of her but never being challenged in any way. She could ace the Friday word study test on Monday. The teacher sends home all these science and social studies "study guides" for upcoming tests and encourages us to review them with the kids, but my daughter knows the info cold whenever I discuss with her, and when I don't bother the review, she still aces the tests.

I'm not saying my daughter is super unique - I'm willing to bet there are several kids in her class that fit this description. So why don't they make the work harder? Challenge these kids? I feel like the teacher looks at her and thinks "Phew! A student I don't have to worry about or spend any time with! Thank goodness!" Makes me sad and frustrated.

We are in the process of pushing for DD to receive harder word study words (that some in the class already receive, so not special words just for DD) and I've gotten push back from the teacher which really surprises me.

Hi, I understand you completely! My daughter just prancing along 1rst grade. Her teacher was lovely, but there were so many kids in that class. I met with her, explained she was advanced in reading and math. She kindly told me she would seen how advance she was during the next few weeks. A month later my daughter was getting pull outs for math and reading.

I'm not sure what HGC is, but I get the gist. And you are right, it wasn't like she was advancing miles ahead of the rest. But her pull outs were 3 times per week and she really enjoyed the math. The teacher that pulled her for math liked to challenge the kids and sent her homework that took her more than a minute to do. It was better than not getting anything. My point is that if her child is not challenged and there are services available to kids that academically more advance in certain subjects, why no ask for them? The worst think that could happen is that they say no.

pull outs - lol

Listen, my son, who's in first, and over half of his peers are being pulled out for math. Yes, it's nice, but it's simply an easier way to for the teacher to handle the low performers in a very small setting.

Don't think they're being prepared for HGC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DD is in 2nd grade, so too young for the gifted program and I have no clue if she'd qualify anyway. She is very bright in the sense that she enjoys school, sails through the assignments and tests and rarely, if ever, struggles with new material being presented. However she is just dumped into one of the mid-level reading and word study groups and even though the teachers claim these groups are "fluid" and can anytime, its been my experience they don't really.

I feel like all of my daughters teachers, while nice enough, basically ignore my daughter. She's not so freakishly bright that she blows them away and they give all this attention to differentiation, but she's obviously not struggling in anyway. So she just floats along doing exactly what is expected of her but never being challenged in any way. She could ace the Friday word study test on Monday. The teacher sends home all these science and social studies "study guides" for upcoming tests and encourages us to review them with the kids, but my daughter knows the info cold whenever I discuss with her, and when I don't bother the review, she still aces the tests.

I'm not saying my daughter is super unique - I'm willing to bet there are several kids in her class that fit this description. So why don't they make the work harder? Challenge these kids? I feel like the teacher looks at her and thinks "Phew! A student I don't have to worry about or spend any time with! Thank goodness!" Makes me sad and frustrated.

We are in the process of pushing for DD to receive harder word study words (that some in the class already receive, so not special words just for DD) and I've gotten push back from the teacher which really surprises me.

Hi, I understand you completely! My daughter just prancing along 1rst grade. Her teacher was lovely, but there were so many kids in that class. I met with her, explained she was advanced in reading and math. She kindly told me she would seen how advance she was during the next few weeks. A month later my daughter was getting pull outs for math and reading.

pull outs - lol

Listen, my son, who's in first, and over half of his peers are being pulled out for math. Yes, it's nice, but it's simply an easier way to for the teacher to handle the low performers in a very small setting.

Don't think they're being prepared for HGC.

Hi, I understand you completely! My daughter just prancing along 1rst grade. Her teacher was lovely, but there were so many kids in that class. I met with her, explained she was advanced in reading and math. She kindly told me she would seen how advance she was during the next few weeks. A month later my daughter was getting pull outs for math and reading.


I'm not sure what HGC is, but I get the gist. And you are right, it wasn't like she was advancing miles ahead of the rest. But her pull outs were 3 times per week and she really enjoyed the math. The teacher that pulled her for math liked to challenge the kids and sent her homework that took her more than a minute to do. It was better than not getting anything. My point is that if her child is not challenged and there are services available to kids that academically more advance in certain subjects, why no ask for them? The worst think that could happen is that they say no.

[Anonymous]

OP to put things into perspective the gifted kids are probably being ignored as well. In the early years a lot of the teaching seems to be about getting those who are behind caught up. A lot of kids at our school came in to K reading chapter books and the teachers spent no time with them. It's not their fault as they get huge pressure to get everyone on grade level so that the school's scores remain high. The way schools are graded is on % at grade level or proficient or whatever the term is.