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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous] I am not the previous poster but the solution is to groups kids together by level for math and reading classes.[/quote]

I'm not OP, but I do think it's funny that everyone is so incredulous that a kid might be bored in a classroom with no differentiation.  Do you really think it's so implausible that a kid might be too smart to be interested in the general offerings in a classroom?  Boredom just doesn't exist?  I agree that boredom shouldn't be an excuse for bad behavior, but it sure as heck can be a reason for lack of focus on the task at hand.  If the task at hand is something you've done already over and over and over again.  I was that kid in school, and I didn't have ADHD.  I was freakin' bored.  Until i got to a small private where the teacher could actually differentiate because the classroom size was very small.  I had to do the regular work, but she challenged me to do it as quickly as possible so I could get my logic puzzles.  In reading/writing, same thing -- she'd get the assignments the next grade was going and tell me I could have them after i did the regular work.  It didn't spoil me; it kept me interested in school.  I ended up being a very hard worker and a very high achieving student.
I know a lot of kids really do have ADHD.  But I do think it's a crime that when a smart kid is bored, we would rather conclude ADHD than give the kid some challenging work.  Like being ahead is a disorder.[/quote]

Boredom is one thing. But the OP seems to think her daughter is truly gifted and therefore above the rules of the classroom, yet she admits that she is not above grade level in math. I'm willing to bet that if her daughter were -truly- gifted, the teacher  and county would have figured out some sort of differentiation, whether it be extra worksheets, pull-outs, etc. Simply being an advanced reader and having already read through what the teacher is teaching doesn't have anything to do with comprehension - and doesn't mean she can disregard it.

Idk, OP's attitude kind of rubs me the wrong way. I was a bright kid and I was bored in class sometimes. But I always wanted to please my teacher and be a good listener. OP should be encouraging her daughter to seek out learning outside of the classroom, and to suck it up and follow the rules inside of it. As others have said, it's a good lesson for the rest of her life. You don't get to do whatever you want at work just because you're "bored." [/quote]

But OP didn't say she's above the rules of the classroom.  Later posters inferred that, because on DCUM anytime you say your kid is smart, people like to smack you down.   You don't believe a kid can be ahead verbally but not in math?  That seems odd.  Also, you all seem to believe that teachers all are great at differentiating and offering extra work.  Which OP said she specifically requested and the teacher said wasn't feasible.  In my experience in public school, it wasn't an option either, until you got to the later grades after the "gifted" program kicks in.  Also, what if OP's kid isn't "gifted"?  So what?  Doesn't mean she might not be ready for more challenging work in one or more area/s.
Yes, the kid has to behave, but why do we set them up to fail this way?  Make it as boring as possible and then blame them for not focusing?  Because we can't do any better in a large classroom, right? Not the kid's fault.[/quote]

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