Anonymous wrote:Anonymous wrote:The OP's son is obviously gifted. So is the OP, probably extremely so. But she's not so gifted that she's any different from the majority of this generation's parents. Blame the school. Blame the teacher. Tell other parents who offer constructive advice that they just don't understand. No consideration of the possibility that the real problem is looking at you through the mirror.
If a school is telling a parent that their child is or has a problem, it's because the child is or has one.
Sounds like someone with Mr. Trump’s level of intelligence and analytical capability.
Anonymous wrote: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.
I don't doubt there are plenty of bright kids at Big 3 schools (and other top private schools). However, this idea--often propagated on DCUM--that a kid with a 140+ IQ is "average" anywhere except for, perhaps, a top physics PhD program or some other rarified environment is ridiculous, precisely because it is too rare. A very rough mathematical exercise proves this point.
A 140 IQ is present in about 1 in every 261 people.
Assuming a random distribution of people, that would mean approximately 23,500 people in the DC area (which has 6.1 million people) have an IQ of 140. Let's assume the true number is slightly higher than that, since the DC area is above average, from an educational standpoint. Obviously when you get above 140, the rarity increases dramatically. Judging from the rarity chart here (https://www.iqcomparisonsite.com/iqtable.aspx), my very rough guesstimate would be that no more than 32,000 people in the DC have an IQ of 140+. About 25% of the area's population is school-age, so let's assume there are 8,000 kids with an IQ of 140+ in the DC area.
Given those parameters, it is exceedingly unlikely that the Big 3 schools have an average student IQ of 140+.
Anonymous wrote:Anonymous wrote:Anonymous wrote:If a kid is gifted enough, no school is going to be the perfect fit. You have to decide what you are willing to give up.
You are right, but we’re not looking for the perfect fit, just the best possible fit. We started out thinking social/emotional development was more important than intellectual and academic challenge. Now, I think we need greater balance between the two.
We had dismissed both Nysmith and Feynman when DC was 4, but will now give both a closer look. We had also not wanted him to spend time outside of school on gifted enrichment programs, because we do believe play is very important. I think he may now enjoy CTY-type enrichment. We still want him to have after school playtime with his friends, so I’m not sure how to fit everything together.
Thanks to everyone who has posted with helpful information and advice.
I’d really appreciate recommendations for OTs who work with sensitivity in gifted children.
I have the ASD kid with sensitivity. First of all, if you're going to do OT, you need someone you like who relates well to kids; sensitivity is sensitivity and it's not like there's one version of OT for the gifted and one for regular kids. Secondly, I would not bother with OT for an 8 year old for sensory issues. I haven't seen any evidence (scientific or anecdotal) that it works (the benefits for us were more in traditional OT areas like developing small motors skills). For us the most effective thing has been CBT with an excellent psychologist to address social skills, managing feelings, etc. I would try that if you haven't already.
Anonymous wrote:Anonymous wrote:We knew that a pressure cooker wouldn’t be great for him. And we decided that there are benefits to him getting near perfect grades with a moderate amount of effort. It’s not zero effort - it’s a moderate amount. Enough that he has free time each evening even with sports. And we like that.
It’s not the right decision for everyone, but he’s a sensitive perfectionist. I was worried for his mental health if we put him in a very aggressively competitive place.
I love this post so much. It mirrors my views exactly. I'd much rather have my child slightly unchallenged academically in a way that leaves much more time for extracurricular activities/sleep/fun with friends than challenged to the max and less time for non-academic pursuits.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Again, OP has to tell us what IQ we’re dealing with here. Otherwise she isn’t being helpful.
The reason I brought up my IQ is because I have a frame of reference for academic experience at that IQ level. If her son is more like 160+, my experience isn’t going to be helpful, but if her son is within a few points of my IQ, then perhaps it will be. That’s the reason I brought it up.
Until she shares that information, we can’t really help her.
She’s told you he is profoundly gifted. Why don’t you just believe her and give her helpful advice, if you have any, based on that? Several other posters have managed to give her helpful tips without getting every speck of personal information.
Because everyone thinks their kid is gifted. I’m not inclined to take people at their word on that without a shred of evidence.
Anonymous wrote:Anonymous wrote:Again, OP has to tell us what IQ we’re dealing with here. Otherwise she isn’t being helpful.
The reason I brought up my IQ is because I have a frame of reference for academic experience at that IQ level. If her son is more like 160+, my experience isn’t going to be helpful, but if her son is within a few points of my IQ, then perhaps it will be. That’s the reason I brought it up.
Until she shares that information, we can’t really help her.
She’s told you he is profoundly gifted. Why don’t you just believe her and give her helpful advice, if you have any, based on that? Several other posters have managed to give her helpful tips without getting every speck of personal information.
Anonymous wrote:We knew that a pressure cooker wouldn’t be great for him. And we decided that there are benefits to him getting near perfect grades with a moderate amount of effort. It’s not zero effort - it’s a moderate amount. Enough that he has free time each evening even with sports. And we like that.
It’s not the right decision for everyone, but he’s a sensitive perfectionist. I was worried for his mental health if we put him in a very aggressively competitive place.
Anonymous wrote:The OP's son is obviously gifted. So is the OP, probably extremely so. But she's not so gifted that she's any different from the majority of this generation's parents. Blame the school. Blame the teacher. Tell other parents who offer constructive advice that they just don't understand. No consideration of the possibility that the real problem is looking at you through the mirror.
If a school is telling a parent that their child is or has a problem, it's because the child is or has one.
Anonymous wrote:Again, OP has to tell us what IQ we’re dealing with here. Otherwise she isn’t being helpful.
The reason I brought up my IQ is because I have a frame of reference for academic experience at that IQ level. If her son is more like 160+, my experience isn’t going to be helpful, but if her son is within a few points of my IQ, then perhaps it will be. That’s the reason I brought it up.
Until she shares that information, we can’t really help her.