AAP Teachers-share your thoughts...

[Anonymous]

Anonymous wrote:

Anonymous wrote:
There is a difference between a smart kid and a gifted learner. Not all gifted learners are star students. In fact, the opposite is often true. Many gifted children have attention issues, don't see the purpose in writing long answers, refuse to do homework, forget their materials, etc. Many of them don't know how to study....they never needed to before. On the other hand, many gifted learner are such perfectionists that they completely melt down when things aren't exactly right. They are highly anxious and worry about every last detail. Gifted kids can be highly motivated, but they can also be completely scattered and inattentive (think absent-minded professor). The key for the teachers and parents of gifted kids is to recognize those differences and help guide their gifted learners learn how to make the most of their giftedness
and learn how to handle the challenges that come with being gifted.

This is all a hock of BS!

[Anonymous]

10:00, 10:07, and 10:08 -- you know, you can just post all of your outrage/disbelief in one post instead of spreading it among 3 separate posts. Saves me from having to click through multiple pages. Thanks much!

[Anonymous]

Anonymous wrote:10:00, 10:07, and 10:08 -- you know, you can just post all of your outrage/disbelief in one post instead of spreading it among 3 separate posts. Saves me from having to click through multiple pages. Thanks much!

10:00, 10:07, and 10:08,

And this is the respect you show to a Teacher who is so experienced. What's wrong with that? That teacher has explained it so well.

If your little one doesn't fall under the "gifted", blame your "gene", not the teacher.

[Anonymous]

I have a child like this whom I just redshirt in middle school to give him time to figure things out. He is lousy at doing homework and studying. He relies on what he hears in class for test taken. He is currently a B, he would be all C's if I didn't keep after him. Yet, he doesn't need academic help, he just doesn't do the little stuff to keep up. He has taught himself how to computer program/code in Java. He loves physics and wish his science ( the only A in his report card) would do more of it in class, so he studies it on his own at home. But his other teachers complain about his organizational skills and lack of focus in class, which makes him not all that likable. We will likely go private in our effort to get him inspired. We also travel a lot and try other ways to expand his experiences so he can have other areas of strength to help him figure himself out. It gets frustrating parenting this kid, as he takes all the efforts away from our other kids.

This is the kind of kid the GT program was originally designed for. He sounds like he knows what he is good at and knows how to get better at it. I bet he ends up inventing something cool and owning a company: then all the "good students" will work for him!

[Anonymous]

Oh my god. You all are so "entitled" you can not see "past your nose". I understand it is "all about you" and "your children" but, contrary to your belief, my argument is for all children not just "mine".

My question to this "great" teacher is, Is a smart, high achiever, all around good (kind to others, no bad behavior, participates, is attentive), never has to "study", totally frustrated with the process of teachers "repeating" the same information "over and over"(so others in class can "get it"), "straight A" student, not worthy of having "advanced academics"?

Why would a miss behaved, refusal to do work, straight A student be given "advanced academics" over a truly good "academically advanced - straight A" student?

I totally get that a few children need a more rigorous academic curriculum. The issue here is not the "giving" of what a child needs but the "giving" of "advanced academics" to a select few because they can not function in the general classroom. The label of "advanced academics" and the "giving" of a better education, in a "full immersion" program is absolutely wrong if the same is not given to the "good", "advanced academic student". Why should they get total immersion when a strait A, good student, could benefit as well?

Possibly the answer is a FCPS "alternative learning center" school for these children. Is this FCPS's way of leveling the "school" achievement scores? Whatever the reason it is truly flawed and really a "joke of a program".

[Anonymous]

yikes take a chill pill lady!

[Anonymous]

Anonymous wrote:yikes take a chill pill lady!

I get I am not saying what you want to hear but this is a real issue that so many of you seem to not give a crap about. Fortunately there are a few of us who actually care that "all" children get a fair shake.

[Anonymous]

Anonymous wrote:

Anonymous wrote:yikes take a chill pill lady!

I get I am not saying what you want to hear but this is a real issue that so many of you seem to not give a crap about. Fortunately there are a few of us who actually care that "all" children get a fair shake.

All children do get a fair shake. I suggest you familiarize yourself with the appeals process.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yikes take a chill pill lady!

I get I am not saying what you want to hear but this is a real issue that so many of you seem to not give a crap about. Fortunately there are a few of us who actually care that "all" children get a fair shake.

All children do get a fair shake. I suggest you familiarize yourself with the appeals process.

Oh I am very familiar - really wish I wasn't then it would piss me off so much. So if you are the teacher who posted the "personality of a gifted learner" then answer my questions. If not, I suggest you see a therapist to work on your narcissism.

[Anonymous]

Anonymous wrote:I totally get that a few children need a more rigorous academic curriculum. The issue here is not the "giving" of what a child needs but the "giving" of "advanced academics" to a select few because they can not function in the general classroom. The label of "advanced academics" and the "giving" of a better education, in a "full immersion" program is absolutely wrong if the same is not given to the "good", "advanced academic student". Why should they get total immersion when a strait A, good student, could benefit as well?

Anonymous wrote:Gifted Teacher: what do you say to the straight A student every year, is in the same building as the Center, but is not in the AAP program. The child asks, "what more do I have to do?".


Straight As don't necessarily mean that a child needs the AAP classroom. I might ask the teacher if she sees my child exhibiting behaviors that indicate the need for the AAP. If she does not, I would reinforce with my child that different children need different types of classrooms and that she is where she needs to be to get the most out of her classes each day.

No one is advocating "giving" a better education to one child over another. The idea is for children to be taught in the way that is most effective for them. Not every child needs the AAP classroom in order to learn. I would say if a child is getting straight As in the regular classroom, than that class is a good match for that child's learning style.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yikes take a chill pill lady!

I get I am not saying what you want to hear but this is a real issue that so many of you seem to not give a crap about. Fortunately there are a few of us who actually care that "all" children get a fair shake.

All children do get a fair shake. I suggest you familiarize yourself with the appeals process.

Yes and I have an tropical island for sale in Kansas!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yikes take a chill pill lady!

I get I am not saying what you want to hear but this is a real issue that so many of you seem to not give a crap about. Fortunately there are a few of us who actually care that "all" children get a fair shake.

All children do get a fair shake. I suggest you familiarize yourself with the appeals process.

Oh I am very familiar - really wish I wasn't then it would piss me off so much. So if you are the teacher who posted the "personality of a gifted learner" then answer my questions. If not, I suggest you see a therapist to work on your narcissism.

Such a fine role model for your children, aren't you?

Be careful -- your pettiness is showing.

[Anonymous]

Anonymous wrote:Oh my god. You all are so "entitled" you can not see "past your nose". I understand it is "all about you" and "your children" but, contrary to your belief, my argument is for all children not just "mine".

My question to this "great" teacher is, Is a smart, high achiever, all around good (kind to others, no bad behavior, participates, is attentive), never has to "study", totally frustrated with the process of teachers "repeating" the same information "over and over"(so others in class can "get it"), "straight A" student, not worthy of having "advanced academics"?

Why would a miss behaved, refusal to do work, straight A student be given "advanced academics" over a truly good "academically advanced - straight A" student?

I totally get that a few children need a more rigorous academic curriculum. The issue here is not the "giving" of what a child needs but the "giving" of "advanced academics" to a select few because they can not function in the general classroom. The label of "advanced academics" and the "giving" of a better education, in a "full immersion" program is absolutely wrong if the same is not given to the "good", "advanced academic student". Why should they get total immersion when a strait A, good student, could benefit as well?

Possibly the answer is a FCPS "alternative learning center" school for these children. Is this FCPS's way of leveling the "school" achievement scores? Whatever the reason it is truly flawed and really a "joke of a program".

I have seen statements like this about AAP students needing to be unable to function in a regular classroom, but where do they come from? I don't see any reference to inability to function on the GBRS form (see link below) or parent questionnaire (see link below). Only positive traits are mentioned and no proof of inability to function is required. Behavior and grades do not need to be a problem. Students otherwise qualified for AAP may have issues with behavior or study habits, and those issues should not rule them out for participation in the program, but they are not required.

GBRS:
http://www.fcps.edu/is/aap/packet/Fillable_AAPGBRSwithCommentary.pdf

Parent questionnaire:
http://www.fcps.edu/is/aap/packet/Fillable_AAPParentGuardianQuestionnaire.pdf

[Anonymous]

Anonymous wrote:Oh my god. You all are so "entitled" you can not see "past your nose". I understand it is "all about you" and "your children" but, contrary to your belief, my argument is for all children not just "mine".

My question to this "great" teacher is, Is a smart, high achiever, all around good (kind to others, no bad behavior, participates, is attentive), never has to "study", totally frustrated with the process of teachers "repeating" the same information "over and over"(so others in class can "get it"), "straight A" student, not worthy of having "advanced academics"?

Why would a miss behaved, refusal to do work, straight A student be given "advanced academics" over a truly good "academically advanced - straight A" student?

I totally get that a few children need a more rigorous academic curriculum. The issue here is not the "giving" of what a child needs but the "giving" of "advanced academics" to a select few because they can not function in the general classroom. The label of "advanced academics" and the "giving" of a better education, in a "full immersion" program is absolutely wrong if the same is not given to the "good", "advanced academic student". Why should they get total immersion when a strait A, good student, could benefit as well?

Possibly the answer is a FCPS "alternative learning center" school for these children. Is this FCPS's way of leveling the "school" achievement scores? Whatever the reason it is truly flawed and really a "joke of a program".

Straight A's would indicate mastery of the material being taught, but they would not necessarily indicate that the child had the capability to handle a more advanced curriculum or generate original ideas. I imagine that the selection committee is looking for signs that the child is already going beyond the standard curriculum on his/her own.

(Who is getting letter grades in elementary school in FCPS? Don't all the kids get numbers on the report card?)

[Anonymous]

Anonymous wrote:
I have seen statements like this about AAP students needing to be unable to function in a regular classroom, but where do they come from?

http://www.fcps.edu/is/aap/column/columntwicelearners.shtml