Comments on: 3 Ways Teachers Battle Students’ Giftedness http://www.byrdseed.com/3-ways-teachers-battle-students-giftedness/ Gifted Classroom Ideas & Lessons Thu, 02 Sep 2010 04:55:00 +0000 hourly 1 By: queenlbg http://www.byrdseed.com/3-ways-teachers-battle-students-giftedness/comment-page-1/#comment-189 queenlbg Tue, 01 Sep 2009 21:30:15 +0000 http://www.byrdseed.com/?p=156#comment-189 My son is young...just started 2nd grade, but last year, when I approached his teacher about giving him more challenging work etc., her response to me was that since he did not know HOW he came to the answer, he was not doing the work "properly" that he was given..therefore, he did not need HARDER work. <br><br>Anyway, I know from the young ones that the practice of (for example) giving a story problem & expecting the answer to accompany "drawings" was a nightmare for my son. For example, if the question was, "Mary has 5 dogs, Susie has 4 dogs, how many dogs do Mary & Susie have together?" The standard practice was that the children were to draw Mary's 5 dogs, then Susie's 4 dogs...then count them and that is how they were to arrive at the number of 9. Well, I could not begin to try to explain to my son WHY he had to draw all of the dogs if he knew the answer "by heart". Even when I told him the importance of following directions...even if they don't "make sense" to him, he pointed out that the directions also stated to finish the worksheet and "if he had to be drawing all of those pictures, he might not get finished and that ALSO would not be following directions."<br><br>*sigh* My son is young…just started 2nd grade, but last year, when I approached his teacher about giving him more challenging work etc., her response to me was that since he did not know HOW he came to the answer, he was not doing the work “properly” that he was given..therefore, he did not need HARDER work.

Anyway, I know from the young ones that the practice of (for example) giving a story problem & expecting the answer to accompany “drawings” was a nightmare for my son. For example, if the question was, “Mary has 5 dogs, Susie has 4 dogs, how many dogs do Mary & Susie have together?” The standard practice was that the children were to draw Mary's 5 dogs, then Susie's 4 dogs…then count them and that is how they were to arrive at the number of 9. Well, I could not begin to try to explain to my son WHY he had to draw all of the dogs if he knew the answer “by heart”. Even when I told him the importance of following directions…even if they don't “make sense” to him, he pointed out that the directions also stated to finish the worksheet and “if he had to be drawing all of those pictures, he might not get finished and that ALSO would not be following directions.”

*sigh*

]]> By: queenlbg http://www.byrdseed.com/3-ways-teachers-battle-students-giftedness/comment-page-1/#comment-117 queenlbg Tue, 01 Sep 2009 17:30:15 +0000 http://www.byrdseed.com/?p=156#comment-117 My son is young...just started 2nd grade, but last year, when I approached his teacher about giving him more challenging work etc., her response to me was that since he did not know HOW he came to the answer, he was not doing the work "properly" that he was given..therefore, he did not need HARDER work. <br><br>Anyway, I know from the young ones that the practice of (for example) giving a story problem & expecting the answer to accompany "drawings" was a nightmare for my son. For example, if the question was, "Mary has 5 dogs, Susie has 4 dogs, how many dogs do Mary & Susie have together?" The standard practice was that the children were to draw Mary's 5 dogs, then Susie's 4 dogs...then count them and that is how they were to arrive at the number of 9. Well, I could not begin to try to explain to my son WHY he had to draw all of the dogs if he knew the answer "by heart". Even when I told him the importance of following directions...even if they don't "make sense" to him, he pointed out that the directions also stated to finish the worksheet and "if he had to be drawing all of those pictures, he might not get finished and that ALSO would not be following directions."<br><br>*sigh* My son is young…just started 2nd grade, but last year, when I approached his teacher about giving him more challenging work etc., her response to me was that since he did not know HOW he came to the answer, he was not doing the work “properly” that he was given..therefore, he did not need HARDER work.

Anyway, I know from the young ones that the practice of (for example) giving a story problem & expecting the answer to accompany “drawings” was a nightmare for my son. For example, if the question was, “Mary has 5 dogs, Susie has 4 dogs, how many dogs do Mary & Susie have together?” The standard practice was that the children were to draw Mary's 5 dogs, then Susie's 4 dogs…then count them and that is how they were to arrive at the number of 9. Well, I could not begin to try to explain to my son WHY he had to draw all of the dogs if he knew the answer “by heart”. Even when I told him the importance of following directions…even if they don't “make sense” to him, he pointed out that the directions also stated to finish the worksheet and “if he had to be drawing all of those pictures, he might not get finished and that ALSO would not be following directions.”

*sigh*

]]> By: elonahartjes http://www.byrdseed.com/3-ways-teachers-battle-students-giftedness/comment-page-1/#comment-115 elonahartjes Tue, 01 Sep 2009 00:24:56 +0000 http://www.byrdseed.com/?p=156#comment-115 Thanks for reminding us that gifted kids "just get it" . Students often tell me they just get it but can't explain how they get it an d are frustrated beyond belief when asked to explain how they got it. Perhaps this is an accommodation that needs to be in the IEP. Thanks for reminding us that gifted kids “just get it” . Students often tell me they just get it but can't explain how they get it an d are frustrated beyond belief when asked to explain how they got it. Perhaps this is an accommodation that needs to be in the IEP.

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