Anonymous wrote:op again. Ok come on now - the other post just said how subjective the gbrs is- so this is a valid question.

What tips are you hoping for?
Have Amelia ask more questions in class, which translates to you reminding her, "Sweetie, you should ask more questions in class. You want to do# that?"

Have Amelia focus more on constructive/design play during free choice period. "Hey, honey, look I bought you some bristle blocks like I saw in your classroom. Do you want to build with Mommy? Yeah, you can build a zoo like this in school."

Think about how you're asking for advice to enhance the observations your child's teacher makes. Crazy!

Anonymous wrote:op again. Ok come on now - the other post just said how subjective the gbrs is- so this is a valid question.

The GBRS is not as subjective as some posters indicate. The GBRS is harder to game than the CogAT, as it is based on 1 1/2 years of observations rather that 2 hours. Things they might look at are the questions the kid asks (when they ask), the creativity shown in the writing...the jokes that the kid tells. What does the child do in down time? Does she pick up a book, or does he draw...if it is a book, what book? What are they drawing pictures of?

A shy child often has good GBRS, as they will factor in more than the child's assertiveness.

op again. Ok come on now - the other post just said how subjective the gbrs is- so this is a valid question.

This is ridiculous. One posterina thread says GBRS are really important and now we're trying to rig a teacher evaluation. Op, rethink your approach to yourchild's education.

Anonymous wrote:

Anonymous wrote:Buy a Porsche GT for the AART....works every time.

What about the 2nd grade teacher? Doesn't she have a bigger say?

A Mercedes or BMW roadster usually works for the classroom teacher. Not that I know from personal experience. It's just something I've heard. Yeah...that's it. Something I've heard...

Anonymous wrote:Buy a Porsche GT for the AART....works every time.

What about the 2nd grade teacher? Doesn't she have a bigger say?

Anonymous wrote:Buy a Porsche GT for the AART....works every time.

Buy a Porsche GT for the AART....works every time.

Anonymous wrote:Op here - my child doesn't like to stand out and will answer questions during group discussion but won't volunteer. Is this an issue?

My DS is the same way - very introverted and didn't like being in a class with 29 other kids. Got a GBRS of 12, test scores in the 140's and was accepted in to AAP. You might have to hope for good test scores if you think the GBRS might be tough.

Anonymous wrote:Op here - my child doesn't like to stand out and will answer questions during group discussion but won't volunteer. Is this an issue?

Relax. You're assuming that your child will not grow and change throughout school. How old is your child?

Op here - my child doesn't like to stand out and will answer questions during group discussion but won't volunteer. Is this an issue?

Oh brother. You're trying to prep your kid for a good GBRS. Please don't stress out kid - but make sure s/he's advanced academically, not shy in class, raise hands, answer questions, ask interesting questions, be excited about learning. Kids around me who got 15's and 16's all behaved well too, and quick to help out other kids and the teacher. In their "free" time, they created things, read books, wrote in journals, lead others in creative activities, etc. Good luck.

The easiest way is to raise a well behaved intellectually curious child. Teachers fill out the GBRS form; parents have little control over what they say.

The teachers complete the Gifted Behavior Ratings Scale. It is a rubric covering 4 areas that they observe during school.

Let your child be who he/she is. There isn't anything you should or can do. If she/he needs Level 4 services, it will be apparent.

For those who have btdt, what do you suggest kids/parents should do to help ensure a good gbrs? Who writes the gbrs? We have a younger kid and I'm trying to get an idea. Thanks.