Anonymous wrote:Did OP ever give the IQ are we talking 130 or >139?
Anonymous wrote:It's your contention that the Big 3 schools, over the years, haven't ever accommodated any of their "highly gifted" students with some kind of differentiation prior to 9th grade?
Anonymous wrote:Anonymous wrote:It seems that schools like Sidwell, GDS, and STA don’t allow differentiation until 9th.
I have a hard time believing that this statement is 100 percent true.
Anonymous wrote:Anonymous wrote:
PP, OP here again. We are eager to learn more about Nysmith.
Can you share what the social life is like? I imagine the schools has many commuter kids. How often do kids get together for play dates after school? Is there a close-knit parent community? Are kids who live farther away less apt to be part of the social life of the school?
We will have a significant commute.
OP, PP from overseas. While I guess most families live nearby, I met families commuting from Bethesda, Arlington, Alexandria and DC proper. DS had his first playdate three weeks after the school starts. He got quickly involved in activities with school mates (boys and girls) for which they had to meet regularly during weekends - so our schedule was packed. We also had quite a commute but were willing to do the extra mile (literally) to facilitate DS's social life. I guess we were not different from the other parents as some also drove a handful number of times to our place for playdates. The PTA is pretty active - but I was not involved at all due to time constraints.
Anonymous wrote:How is she different than the OP then? They both could have gone to Juilliard and chose a different path instead.
Anonymous wrote:PP who could have gone to Juilliard, here.
I'm not going to go through my qualifications in detail, but I had significant childhood accomplishments. I had the choice between top-notch conservatories and universities and chose the university path.
I was already good enough as a teenager to play professionally, and did. I've been able to continue to do so, and have during years when I've held jobs that haven't required a ton of hours. (Many major cities have multiple professional orchestras that are part-time, and there's always pick-up orchestra work too.)
By the way, your sister that went to Juilliard pre-college did not "go to Juilliard". No one in the professional world countenances that phrasing for pre-college students. The standard for the pre-college program is nowhere near the standard for the conservatory, and anyone who says they "went to Juilliard" when they were just at the pre-college program is seriously misrepresenting themselves.
Anonymous wrote:
PP, OP here again. We are eager to learn more about Nysmith.
Can you share what the social life is like? I imagine the schools has many commuter kids. How often do kids get together for play dates after school? Is there a close-knit parent community? Are kids who live farther away less apt to be part of the social life of the school?
We will have a significant commute.
Anonymous wrote:We started our private school journey thinking that social skills and emotional maturity were more important than a focus on intellectual achievement. We’re at a Big 3 elementary finishing up 3rd grade.
I’m starting to rethink our choices and wondering whether we made the wrong decisions, or at least should consider different choices.
Sadly, we’ve learned that our school doesn’t deal well with the emotional needs of gifted children. Our DC has the classic gifted kid emotional profile: emotional intensity, perfectionism, combined with a sensitivity that is consistently misinterpreted as “immaturity” and “overreacting.”
DC learns faster than peers, and is several years ahead of grade level in reading, math, and science. He is allowed some freedom to pursue advanced reading.However, in math and science, subjects DC loves, there is no opportunity for differentiation or advanced learning. Aside from reading, there’s no differentiation period. DC has complained for some time (since the start of 1st grade) about being bored and going over things that are too easy over and over again.
I’m wondering if it would better for DC to be in a school that allows for more differentiation in the elementary grades. Are Feynman and Nysmith the only private schools that allow gifted kids to go at their own pace? I worry about these schools lacking an overall balance. On the other hand, I remember what torture it was to be forced lockstep into a pace that didn’t fit.
It seems that schools like Sidwell, GDS, and STA don’t allow differentiation until 9th. I can see DC getting turned off from school and learning if forced to wait another six years before being allowed to pursue things at a pace that fits him.
I’m also wondering if a school that knows how to work with gifted kids’ emotional needs might be better. I worry that DC is being labeled as oversensitive, even as some teachers praise his empathy and compassion for other kids.
I know there are a lot of gifted kids at the Big 3s. I also know not all gifted kids have the emotional profile that includes intensity, perfectionism, and sensitivity. I’d appreciate if parents who have kids similar to mine could speak to their experience in the upper elementary and middle schools of the Big 3? Or, if you left for a school that specializes in gifted education, could you speak to that experience?
Anonymous wrote:Anonymous wrote:And if you question me: she went to the Juilliard pre-college program for double bass. She was taught by bassists from the Met Opera orchestra and the NY Philharmonic. These included Homer Mensch. She went to Tanglewood over the summers.
Hopefully that’s enough detail to convince you I know what I’m talking about.
You are the ridiculous one. How would you know what her music abilities were. Just because you have a sister who was a music prodigy and you weren’t, doesn’t mean this poster wasn’t a prodigious music talent either.
For someone who claims to have a IQ in the 140s, you sound amazingly closed minded.