Stop telling kids they are "gifted."

[Anonymous]

Every DCUM kid is gifted. Soon we will need to label them super-gifted. Then, ultra-super-gifted, and so on....

[Anonymous]

Anonymous wrote:Every DCUM kid is gifted. Soon we will need to label them super-gifted. Then, ultra-super-gifted, and so on....

^^^
Gifted or special needs, exactly what Levine addresses in her research. My kids are in a school where two thirds of the students are in "honors" classes, including them. It's ridiculous. We're living in Lake Wobegon.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Every DCUM kid is gifted. Soon we will need to label them super-gifted. Then, ultra-super-gifted, and so on....

^^^
Gifted or special needs, exactly what Levine addresses in her research. My kids are in a school where two thirds of the students are in "honors" classes, including them. It's ridiculous. We're living in Lake Wobegon.

Lady, "gifted" and "special needs" are not interchangeable, you silly twit. If you're the OP stay off the SN forum b/c you have ZERO to contribute.

[Anonymous]

/\ PP did not use gifted and special needs interchangeably. You're the twit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

[Anonymous]

Anonymous wrote:Every DCUM kid is gifted. Soon we will need to label them super-gifted. Then, ultra-super-gifted, and so on....

Mine is ultra-super-gifted already.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

That's different from telling a child they are gifted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

That's different from telling a child they are gifted.

Okey dokey then.

Gifted kids figure this out pretty early on in any case b/c they are in accelerated/advanced math, reading etc.

So is it still okay for them to take these classes? Is there a special code word we should start using for these classes that you would deem acceptable?

[Anonymous]

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

[Anonymous]

Anonymous wrote:Every DCUM kid is gifted. Soon we will need to label them super-gifted. Then, ultra-super-gifted, and so on....

There already is. Profoundly gifted. It's not common and those kids, along with other highly intelligent children, deserve a classroom where they will not be bored out of their mind.
But that is different than parents trying to trick the system by prepping their young kids. Those kids may not be gifted and that's why they feel anxiety(or because their parents focus on it too much). Truly academically gifted people don't need prepping because their brains really are different that the average person.

[Anonymous]

Anonymous wrote:I'm the mom of two "gifted kids". I don't care two figs for that label other than as way to get my kids the education they need. See, without the label parents are looked at as biased, pushy parents who think their kid is a "special snowflake. Anecdotal evidence about what the kids are capable of doing and how miserable they are at school is dismissed. So, we jump through hoops to take whatever tests our school district requires for a "gifted" label so that they can get into a "gifted" program so that they can finally get an education that meets their needs. We're still looked at as pushy parents, but our kids have a better chance of getting help.

While there may indeed be some pushy parents, there are a lot of parents whose kids are pulling us and we're running behind trying to catch up. Perhaps if schools would work with the kid who tries to ask their teacher if they could please learn something new, we wouldn't need the label at all. Until then, we're forced to use it because it's the only tool we have.

Incidentally, it doesn't always mean much. We held on from Kindergarten through second grade hoping that when they tested for "giftedness" things would improve. In third grade she finally was identified as "gifted" and we received a letter from the school telling us of her new designation and that the school would be providing "gifted" services. What supplementary education did she receive due to her label? One chapter of Charlotte's web.

Your kids are not gifted. Stop telling yourself that they are.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

That's different from telling a child they are gifted.

Okey dokey then.

Gifted kids figure this out pretty early on in any case b/c they are in accelerated/advanced math, reading etc.

So is it still okay for them to take these classes? Is there a special code word we should start using for these classes that you would deem acceptable?

Look, I'm not the OP here and I wouldn't have ranted on this topic but as the parent of a (very young) second grader who has tested at beyond 6th grade in math and reading (above 99th percentile) I can tell you I am doing everything I can to prevent him hearing that term. It's bad enough other kids or well meaning adults calling him a genius etc as they have since he was three. Normalizing his abilities (even if they are abnormal) and praising him for effort/not making a big deal out of his achievements will be better for him in the long run than giving him a label, which as the research has shown is damaging.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

That's different from telling a child they are gifted.

Okey dokey then.

Gifted kids figure this out pretty early on in any case b/c they are in accelerated/advanced math, reading etc.

So is it still okay for them to take these classes? Is there a special code word we should start using for these classes that you would deem acceptable?

Look, I'm not the OP here and I wouldn't have ranted on this topic but as the parent of a (very young) second grader who has tested at beyond 6th grade in math and reading (above 99th percentile) I can tell you I am doing everything I can to prevent him hearing that term. It's bad enough other kids or well meaning adults calling him a genius etc as they have since he was three. Normalizing his abilities (even if they are abnormal) and praising him for effort/not making a big deal out of his achievements will be better for him in the long run than giving him a label, which as the research has shown is damaging.

What research proves this? It doesn't exist.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any therapist who works with elementary/MS kids will tell you this is becoming really corrosive. There are a ton of kids really feeling the pressure to remain in gifted programs as they grow older but who were heavily coached in preschool or early elementary and are just nice, normal kids who are having lots of anxiety issues related to this designation. At MS, sometimes before, it often takes the form of antisocial behavior.

If you have a point, make it in a way that makes sense. Did something happen or are you just giving us a PSA?

This is the a-h*le from the SN forum who responds to a parent inquiring whether or not to have an educational evaluation for her child.

Nice try, PP, but just b/c you know one therapist who told you this doesn't mean it's true. It's their and apparently your opinion and not based on any clinical evidence.

NP here, it's well known and backed by research that it's better to praise a child for effort not for being smart.

New poster.

It is alsp very well known, documented and backed by research that gifted children need specialized and differentiated classroom instruction.

That's different from telling a child they are gifted.

Okey dokey then.

Gifted kids figure this out pretty early on in any case b/c they are in accelerated/advanced math, reading etc.

So is it still okay for them to take these classes? Is there a special code word we should start using for these classes that you would deem acceptable?

Look, I'm not the OP here and I wouldn't have ranted on this topic but as the parent of a (very young) second grader who has tested at beyond 6th grade in math and reading (above 99th percentile) I can tell you I am doing everything I can to prevent him hearing that term. It's bad enough other kids or well meaning adults calling him a genius etc as they have since he was three. Normalizing his abilities (even if they are abnormal) and praising him for effort/not making a big deal out of his achievements will be better for him in the long run than giving him a label, which as the research has shown is damaging.

What research proves this? It doesn't exist.

Here's a good layman's summary of the three decades of research that you claim to be unaware of.

https://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/