Anonymous wrote:Anonymous wrote:
There are plenty of kids I know who are good kids who have their rough spots. There are a few kids I know who I would say are easy. There are fewer kids I know who I want to avoid because I think they are seriously problematic.
Right. Nothing to do with being gifted. Gifted doesn’t correlate with difficult.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:All moms think they kids are "gifted". Your will find a better solution if you stop thinking your kid is "gifted."
I'm sorry that you don't get it. If you have a "gifted" child, you will understand how difficult it is to raise one.
I don't know about that. My three "gifted" kids were gifted enough to attend college free. They still had to work hard. Why do you find it hard to raise your gifted kid? We had no issues whatsoever.
That is not fair. Different kids have different temperaments. Good for you for being a super great parent with all three of your kids or getting lucky enough to have three kids that were near perfect.
We have been lucky so far. DS has been easy but I am expecting that to change at any moment because kids are kids and most kids have rough spots were things are not easy for them or their parents. I will be thrilled if he gets through school without issues and we can say that we had no issues.
There are plenty of kids I know who are good kids who have their rough spots. There are a few kids I know who I would say are easy. There are fewer kids I know who I want to avoid because I think they are seriously problematic.
Anonymous wrote:Anonymous wrote:Anonymous wrote:All moms think they kids are "gifted". Your will find a better solution if you stop thinking your kid is "gifted."
I'm sorry that you don't get it. If you have a "gifted" child, you will understand how difficult it is to raise one.
I don't know about that. My three "gifted" kids were gifted enough to attend college free. They still had to work hard. Why do you find it hard to raise your gifted kid? We had no issues whatsoever.
Anonymous wrote:Anonymous wrote:All moms think they kids are "gifted". Your will find a better solution if you stop thinking your kid is "gifted."
I'm sorry that you don't get it. If you have a "gifted" child, you will understand how difficult it is to raise one.
Anonymous wrote:Anonymous wrote:Anonymous wrote:OP, the teacher and your child have a personality conflict. The problem is it is making your child hate learning, which is terrible! Pull him out and put him in a Montessori setting for a few years. He might be a bit behind in Montessori but he will catch up and learn the organization skills in the process.
The teacher sounds unskilled if she can't deal with a child who rolls their eyes. That is 1st year idiocy. When I was in teacher training my mentor teacher and I fought because she put a young man in the lowest spelling group to teach him a lesson because she called him sloppy
He had tested high in all his tests but she didn't like him because she found him disruptive and he rushed that his work
So teachers can be vindici to students they don't like
Unfortunately your son has such a teacher.
It doesn't make sense to just pull him out without looking further. OP, have you had a conversation with him? Not about how his behavior isn't good, but more gentle and trying to get at why he chooses not to do what his teacher and other kids do. I think you have to listen to him whenever he is willing to talk (2nd graders sometimes are not in the mood, esp. after coming home from school). I think it would help to know exactly what he thinks about it, and may point to where the problem is (perhaps it is truly a personality conflict with his teacher as PP mentioned, but it may also not be that at all). If the teacher feels he's not putting in any effort, she is right in reserving more advanced material unless he can prove that he is truly bored. If you can convince (not force) through a discussion with him what the teacher expects, and listen for how he responds and whether he agrees with you that he should improve, etc. For example, my 2nd grader is very expressive and honest but if he feels he was wronged in some way, he'll shut off and almost hold a grudge unless I sit him down and calmly explain things logically from both sides. When I do that he feels better and agrees with me. You may also get a better idea of how other kids are doing in class as well when he talks to you. Sometimes they're in the mood to talk what happens with other kids, etc, down to the details if you catch him at the right time.
I think he should understand that he needs to show his teacher that he can easily handle whatever work he is skipping. But if he doesn't (or he tries and his teacher refuses to accept giving him something more), you'll have to work with him at home a few times during the week. As an experiment, you can try emulating the teacher (give him some work, maybe mix in some challenging stuff) and see if he follows your directions (in terms of doing it), and how well he does overall. You're looking to see if he behaves the same way as school, or if he's fine and listens and does the work. That may also point to a personality conflict, or some other dynamic that only happens during class.
Right? He needs to act like an adult...
Just get through the rest of the year, OP. Whether AAP or general classrooms, 3rd grade will be much more interesting.
Anonymous wrote:Anonymous wrote:All moms think they kids are "gifted". Your will find a better solution if you stop thinking your kid is "gifted."
Did you read the post? Her kid has an IQ of 141. He is gifted. And even if you don’t like that word, the point is his performance in school does not match his very obvious abilities.
Anonymous wrote:Has anyone run into this issue? My son has had issues performing in class this year (though he was fine in K and 1). His second grade teacher has him in an intervention group because his I-ready scores were at the beginning of K level. I asked during the conference about the grade 1 and K iready and she didn't know but was told by her instructional coach that the intervention was a good idea. I asked for the scores and found out that he topped out in first (send of third grade across the board in language arts and well into the second grade in math). I asked my kid and he basically admitted to clicking blindly to get to the games. He does this with his school work as well, rushing through or blowing it off, etc.
I had him tested for ADHD and as part of it he was given a WISC and his FSIQ is 141. He took the COGAT and his total score was 138 with a 144 in verbal and his NNAT was 135. The ADHD testing did not indicate any issue and the psychologist noted that he seemed more engaged in the more difficult tasks
He's in pool and being screened for AAP and we included the WISC. But I imagine the GBRS will be dismal. All of the school work samples we were given did not reflect any sort of "Critical" or "Creative" thinking. It was just worksheets. My son has never even met or knows who the AART is and he's never mentioned any special lesson beyond going to his intervention group (where he is constantly getting in trouble for goofing off). He complains about the DRA because the books are repetitive and he finds the retelling boring. His teacher says he can talk about the book, how it relates to things he knows or learned about, ask questions and pose theories about the plot, but he is terrible at retelling and she said he rolled his eyes once at her which she found frustrating. I asked if he needed books that were more simple and she said she tried that and it got worst. She said he did better with books that were more challenging, but the school's position is that they don't DRA to exhaustion because of timing so she has no idea where he might truly land. It's frustrating.
I am trying to figure out how to get my kid more engaged in school and don't want to be that parent who blames misbehavior on being bored (We are constantly talking to him about staying on task, trying his best, etc.).
Any advice on how to get my son to take things more seriously?
Anonymous wrote:Anonymous wrote:OP, the teacher and your child have a personality conflict. The problem is it is making your child hate learning, which is terrible! Pull him out and put him in a Montessori setting for a few years. He might be a bit behind in Montessori but he will catch up and learn the organization skills in the process.
The teacher sounds unskilled if she can't deal with a child who rolls their eyes. That is 1st year idiocy. When I was in teacher training my mentor teacher and I fought because she put a young man in the lowest spelling group to teach him a lesson because she called him sloppy
He had tested high in all his tests but she didn't like him because she found him disruptive and he rushed that his work
So teachers can be vindici to students they don't like
Unfortunately your son has such a teacher.
It doesn't make sense to just pull him out without looking further. OP, have you had a conversation with him? Not about how his behavior isn't good, but more gentle and trying to get at why he chooses not to do what his teacher and other kids do. I think you have to listen to him whenever he is willing to talk (2nd graders sometimes are not in the mood, esp. after coming home from school). I think it would help to know exactly what he thinks about it, and may point to where the problem is (perhaps it is truly a personality conflict with his teacher as PP mentioned, but it may also not be that at all). If the teacher feels he's not putting in any effort, she is right in reserving more advanced material unless he can prove that he is truly bored. If you can convince (not force) through a discussion with him what the teacher expects, and listen for how he responds and whether he agrees with you that he should improve, etc. For example, my 2nd grader is very expressive and honest but if he feels he was wronged in some way, he'll shut off and almost hold a grudge unless I sit him down and calmly explain things logically from both sides. When I do that he feels better and agrees with me. You may also get a better idea of how other kids are doing in class as well when he talks to you. Sometimes they're in the mood to talk what happens with other kids, etc, down to the details if you catch him at the right time.
I think he should understand that he needs to show his teacher that he can easily handle whatever work he is skipping. But if he doesn't (or he tries and his teacher refuses to accept giving him something more), you'll have to work with him at home a few times during the week. As an experiment, you can try emulating the teacher (give him some work, maybe mix in some challenging stuff) and see if he follows your directions (in terms of doing it), and how well he does overall. You're looking to see if he behaves the same way as school, or if he's fine and listens and does the work. That may also point to a personality conflict, or some other dynamic that only happens during class.
Anonymous wrote:OP, the teacher and your child have a personality conflict. The problem is it is making your child hate learning, which is terrible! Pull him out and put him in a Montessori setting for a few years. He might be a bit behind in Montessori but he will catch up and learn the organization skills in the process.
The teacher sounds unskilled if she can't deal with a child who rolls their eyes. That is 1st year idiocy. When I was in teacher training my mentor teacher and I fought because she put a young man in the lowest spelling group to teach him a lesson because she called him sloppy
He had tested high in all his tests but she didn't like him because she found him disruptive and he rushed that his work
So teachers can be vindici to students they don't like
Unfortunately your son has such a teacher.