Anonymous wrote:You describe the conundrum that most parents at nysmith faced - of course, there are children that aren't absolutely off the charts because people send siblings etc - but they embrace the personality that goes along with the giftedness. In fact, they even say on their website that most highly gifted children are less emotionally mature, so they spend a lot of time working on those areas with the kids.
As you get older at nysmith, the academics are intense and parents are gunning for TJ - if your kid can handle and thrive in the academics, he'll be great.
Is it perfect? no, but the differentiation in academics is impressive.
Anonymous wrote:I feel like I'm not quite getting whether it's a bad teacher or whether he's overreacting to things at school. In any case, I would look at books on parenting a kid with sensory sensitivities or sensory processing disorder (many will be aimed at kids with ADHD but the same strategies apply), at Dawn Huebner's books (She has a series including "What to do when you worry too much" - and a bunch of others about handling intense feelings--they are all excellent).
Anonymous wrote:Anonymous wrote: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.
I don't know about Sidwell or GDS, but STA does not offer any differentiation until 7th and that's just honors math and choosing your language. There is honors Spanish in 9th and honors chemistry in 10th. However, there are a lot of choices that junior and senior year.
It is correct that there isn't much differentiation in 9th and 10th (although in addition to math and language, they identified a cohort to do AP Chemistry in 10th last year). In fact, I think the school is extremely uncomfortable with kids who have advanced beyond a year or so of their peers. I don't want to spell out too many details about our own situation, but you should not plan on putting a 4th grader in Algebra at STA despite the fact that there are brilliant boys at the school.
Anonymous wrote: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.
I don't know about Sidwell or GDS, but STA does not offer any differentiation until 7th and that's just honors math and choosing your language. There is honors Spanish in 9th and honors chemistry in 10th. However, there are a lot of choices that junior and senior year.
Anonymous wrote:Anonymous wrote:I recommend CTY outside of school, and lots of enrichment. I think you may have to make peace with a school that provides less than you're seeking academically.
As a separate issue, I would encourage you to consider your son's sensitivity and emotional reactions apart from his need for higher-level academics. I don't think attaching it to his giftedness is all that helpful here. There are profoundly gifted kids without these issues, and un-gifted (to use an awful term) kids with them. Maybe reading about 2E kids would be helpful, or teaching some of the self-regulation strategies used for kids with ADHD or ASD.
It sounds like his lack of ability to self-regulate is causing friction at school and needs addressing, and the giftedness lens may not be the most useful way to achieve that.
It's causing friction at school to the extent that his teachers are putting negative labels on him when he responds to other kids' upset or pain. He has many friends and is a fairly popular kid.
I doubt you are an expert on giftedness, as those who are know that there is a set of characteristics that often present together in gifted children. Yes, it's true that not all gifted children have them, but many do. It's not an issue of self-regulation so much as one of input processing. If one child observes and is aware of 30 different things while another only notices 3 things, the child who is processing more has a greater processing load on a continuing basis.
DS is highly empathic and sensitive to others' emotions. It's not easy for an 8-year old to handle, nor is it for older kids and adults who have similar qualities.
Anonymous wrote:Anonymous wrote:What’s the criteria for being considered PG? My IQ is 147 and my sister’s is 153. We were both educated in public schools and then top privates and top universities. We were definitely bored in public school (even in gifted programs), but felt challenged in our private schools. We went private for MS and HS (my sister) and HS (me).
I wouldn’t call either of us profoundly gifted, so I guess I’m just wondering the point at which you get to people who truly need special accommodations.
It depends on the test. PG is generally considered to be 99.9% and above IQ.
http://www.hoagiesgifted.org/highly_profoundly.htm
Anonymous wrote:Here's an opinion from another Big 3 parent, as opposed to the public/AAP/GT contingent. There are lots of "average" children in the 140+ IQ range in the Big 3 classrooms. It's handpicked group, so there is a very different distribution than the public schools. And the issue of whether to feed your child's interests/desires for acceleration is a frequent question raised by parents.
My DC is no genius -- so your concerns may be completely different -- but she was academically well ahead of classmates throughout the elementary years. For us the it always seemed that she was flipping through the next grade's books and figuring out things for herself before her friends in the next grade or two. She complained about having to do group projects with others who couldn't figure things out as quickly. And her ERBs were always in the top few percentiles for private school students.
Our priority for DC in elementary school was to learn to master her emotions and impulses and how to work effectively with groups, figure out how to lead others, and relate to classmates of varying maturity levels. The school did a great job of doing just that. The stereotype of math science nerds exists for a reason - its too easy for parents to let smart kids to focus on their academic strengths and let their social and emotional skills lag.
Academically, we fed DC's academic interests outside of school when needed. She was a little kid, so it wasn't exactly hard to provide the content. A little multiplication here, a YA book there, and extended conversations about what was in the news or what she saw in a museum. Math games and crossword puzzles were great ways to build skills and vocabulary without drill and kill. We did enough that algebra in 6th grade was pretty intuitive and she coasted through the rest of high school math.