Anonymous wrote:10:50: I think peer group is part of it, but not all. It definitely helps that his entire day doesn't hinge on whether one person would play with him at recess.

He's the kind of kid that likes to show off what he knows, and he's in an environment where that's encouraged. In past years, we'd get complaints from teachers that he was disruptive because he'd be rolling around on the floor during reading time. Now, he's in a place where everyone recognizes that reading Eric Carle in group when you're at home reading Lord of the Rings is boring. So, the whole environment is geared to stimulate.

Having an engaging science project at the beginning of the school year doesn't hurt either. He loves nature/science. I think a big difference is he can talk with all his science knowledge and be encouraged rather than discouraged and teased. That makes him want to do the other things that may not be his favorite (like writing.)

This is an excellent way to explain it.

If your child didn't have these issues in regular ES, it doesn't mean they won't thrive in the HGC but it illustrates why some kids do need them. Love the example of rolling around on the floor!

10:50: I think peer group is part of it, but not all. It definitely helps that his entire day doesn't hinge on whether one person would play with him at recess.

He's the kind of kid that likes to show off what he knows, and he's in an environment where that's encouraged. In past years, we'd get complaints from teachers that he was disruptive because he'd be rolling around on the floor during reading time. Now, he's in a place where everyone recognizes that reading Eric Carle in group when you're at home reading Lord of the Rings is boring. So, the whole environment is geared to stimulate.

Having an engaging science project at the beginning of the school year doesn't hurt either. He loves nature/science. I think a big difference is he can talk with all his science knowledge and be encouraged rather than discouraged and teased. That makes him want to do the other things that may not be his favorite (like writing.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I just want to know what to expect in the coming months/rest of 4th grade and onto 5th. I've heard rave reviews of past years and I would like to know how/whether it has changed and whether there are still the same benefits.

I suggest e-mailing the teacher and asking for a conference.

She's not into conferences.

What does "she's not into conferences" mean?

It is her job to accommodate your reasonable request for a conference. If I were you, I would write an e-mail to the teacher like this: "Dear [Teacher], I am [child's] [parent]. I am having concerns about whether the HGC is the right place for my child, because [reasons]. Would you be available for a conference to discuss this? I am available at [various dates and times]. Or is there another time that would be better for you? Thanks, [name]."

If the teacher then responds that everything is fine and there's no need for a conference, then you respond, "Thank you for your reassurance, but I would feel more comfortable talking about these issues with you face to face. It shouldn't take more than 20 minutes. Would you be available any time this week or next week?" AND CC THE PRINCIPAL.

Anonymous wrote:Those are questions that only the teacher can really answer. None of us know.

But all of your questions revolve around what you want to know. How does your child feel about the program? Is child happy? Like school? Like the classroom? Inspired?

We don't need to know all the ins and outs of what's happening every day in the classroom. What I see in our house is a boy who quite honestly likes his school for the first time EVER and he tells me that. He actually talks about what he's doing, both in class and at recess. He plays with other kids on the playground nearly every day instead of roaming and looking for someone to play with for a half hour. He smiles a lot more and just seems more comfortable and confident.

I originally wasn't on the bandwagon for giving your spot to another child if you don't want it, but really, think about this. If your child isn't happy, it's not the right place. If child is happy, then all is good. And if your child isn't happy, then by all means, give the spot to someone who may be like my son and really and truly needs it.

So do you think it's just the peer group that is making your son happier?

Anonymous wrote:

Anonymous wrote:

I just want to know what to expect in the coming months/rest of 4th grade and onto 5th. I've heard rave reviews of past years and I would like to know how/whether it has changed and whether there are still the same benefits.

I suggest e-mailing the teacher and asking for a conference.

She's not into conferences.

Anonymous wrote:

I just want to know what to expect in the coming months/rest of 4th grade and onto 5th. I've heard rave reviews of past years and I would like to know how/whether it has changed and whether there are still the same benefits.

I suggest e-mailing the teacher and asking for a conference.

Those are questions that only the teacher can really answer. None of us know.

But all of your questions revolve around what you want to know. How does your child feel about the program? Is child happy? Like school? Like the classroom? Inspired?

We don't need to know all the ins and outs of what's happening every day in the classroom. What I see in our house is a boy who quite honestly likes his school for the first time EVER and he tells me that. He actually talks about what he's doing, both in class and at recess. He plays with other kids on the playground nearly every day instead of roaming and looking for someone to play with for a half hour. He smiles a lot more and just seems more comfortable and confident.

I originally wasn't on the bandwagon for giving your spot to another child if you don't want it, but really, think about this. If your child isn't happy, it's not the right place. If child is happy, then all is good. And if your child isn't happy, then by all means, give the spot to someone who may be like my son and really and truly needs it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Suggest you go back to your home school and give your child's spot to a kid on the wait list who really wants it.

So why do you think that the kid on the wait list should really want it? My child really wanted it but I am trying to figure out how it is different. Is it mainly the peer group or the curriculum? How is it different?

I guess what I'm saying is that it is, for kids who really need it, a critical, critical educational step. It's the peer group, the level of engagement, the teaching, the projects ... I know there are kids on the list (and I'm not referring to mine, who did the HGC and are now in MS) that really need this opportunity and will languish in their home schools. If your child isn't benefitting or you don't think it's a good fit, don't continue to take up that spot.

I just want to know what to expect in the coming months/rest of 4th grade and onto 5th. I've heard rave reviews of past years and I would like to know how/whether it has changed and whether there are still the same benefits.

I think the implementation of curriculum 2.0 last year pushed a lot of parents to look at the HGC for our kids This is true for my family. Pre-2.0, my child was accelerated and enjoyed working at a level that was appropriate for her ability level. Last year, under 2.0, that acceleration was pulled back and everyone had to move at the same pace. It was awful. So, we applied to the HGC and enrolled my DD. Well, now we're almost 2 month into 4th grade at the HGC and from what I can see, even this program has suffered and diminished under curriculum 2.0. I'll point to math in particular. In years past (pre-2.0) kids at the HGC (and at the home schools too for that matter) were accelerated into whatever appropriate level of math. This year, REGARDLESS of your child's math ability, readiness, etc., your child will either do "math 4" or "compacted 4/5." My DD does compacted 4/5 and it is SIMPLE. These kids are bored with the math. The teachers aren't allowed to accelerate farther than the 4/5 curriculum regardless of the needs of the child. It is a shame that kids are essentially being held-back from their potential simply because the county has a new way of doing things.

Anonymous wrote:

Anonymous wrote:Suggest you go back to your home school and give your child's spot to a kid on the wait list who really wants it.

So why do you think that the kid on the wait list should really want it? My child really wanted it but I am trying to figure out how it is different. Is it mainly the peer group or the curriculum? How is it different?

I guess what I'm saying is that it is, for kids who really need it, a critical, critical educational step. It's the peer group, the level of engagement, the teaching, the projects ... I know there are kids on the list (and I'm not referring to mine, who did the HGC and are now in MS) that really need this opportunity and will languish in their home schools. If your child isn't benefitting or you don't think it's a good fit, don't continue to take up that spot.

Anonymous wrote:Suggest you go back to your home school and give your child's spot to a kid on the wait list who really wants it.

So why do you think that the kid on the wait list should really want it? My child really wanted it but I am trying to figure out how it is different. Is it mainly the peer group or the curriculum? How is it different?

Anonymous wrote:Did you go to the open house today? I've been thinking that the curriculum isn't much different from a regular school and not the same as what I'd heard from past years and other families. But I was impressed with what I saw at the open house and the level of discussion as compared to my child's classroom last year.

I do think that they've changed what they are doing this year b/c of the new curriculum.

I went to the open house but unfortunately the only thing that I was able to observe was math (with a math specialist).

Due to the selection process - the peer interaction in the class is at a higher level than any homeschool because they all are very bright kids.

While 2.0 is affecting the pace at which acceleration happens for Math, the HGC teachers have a lot of flexibility in how they teach the curriculum. They are not going to reinvent how they were teaching and the projects they were assigning because of 2.0. There is a lot of rigorous work going behind closed doors, even if acceleration is not as rapid as previous years.

Some teachers also do not believe in giving a lot of homework. This is not a bad thing. It allows them to gauge for themselves how much the student is able to apply what he has learned by himself.

Is your child finding it hard to find friends in HGC or has he/she complained about not being challenged? Perhaps getting in touch with other parents would help to make you fee more confident about what is being taught?

Sometimes some kids are able to breeze through school work because they are not worriers...and if you were expecting your kid to be stressed and burdened and if he is not...you may be thinking that the work is too easy?

Agreed! The level of discussion is possible because the kids all tested into the class. Listening to them interact with each other and share ideas etc. was eye opening. This type of discussion simply wasn't possible(and didn't happen) at our home elementary b/c there were too many trouble-makers wasting everyone's time.

Did you go to the open house today? I've been thinking that the curriculum isn't much different from a regular school and not the same as what I'd heard from past years and other families. But I was impressed with what I saw at the open house and the level of discussion as compared to my child's classroom last year.

I do think that they've changed what they are doing this year b/c of the new curriculum.