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#11
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gifted acceleration
On Wed, 27 Jun 2007 16:55:43 -0700, Mary W. wrote:
On Jun 27, 7:29 pm, "Cathy Kearns" wrote: "Beliavsky" wrote in message oups.com... Yes, I think the tuition is less than $4K per year, which is much less than the average spending per student in publis schools. Furthermore, there are only about 20 students per grade and one teacher per grade, so "ability-grouped" classrooms will not be possible. Actually, Catholic schools don't have any incentive to keep classes small, so a class of only about 20 students is not all that common. A first grade classroom in a Catholic school in this area usually has 35 to 40 children. The upside is, being a Catholic school they can kick out disruptive children, so they might be able to handle 40 children with one teacher if none of them are unruly. That has not been my experience at all. In the Catholic school I attended, the one my nephews go to, the one my nieces went to, the ones my mother taught at and the one my daughter currently attends, class size was/is 25-28 students per class. Plus, the elementary grades (K-3 or so) have a teacher and an aide. (Note this covers 4 different states). That is large. Our school has a maximum of 20 students per class up to third grade. Kindergarten has AM and PM sessions with the AM teacher helping out the PM teacher and vice versa. They also have one or two parent helpers per day, so that can be 4 adults per 20 students. First through third, I don't know about how many parent helpers they have there, but the school has a high parent participation rate, so I'm sure it's at least two adults per 20 kids. |
#12
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gifted acceleration
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#13
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gifted acceleration
"Chookie" wrote in message ... The second was that he would do best with a teacher who would not interpret his enthusiasm (which can include calling out, bouncing in his seat, etc) as rudeness. My daughter is now almost 13 going into 8th grade and I'm still trying to deal with this. There are always a few enthusiastic kids in her class that tend to call out answers, and have been doing so since they were little. My daughter has alway started the year by raising her hand, as that is what the teacher asks the children to do. By teacher conferences two months into the year that is the one question she always asks I bring to the teacher (for 7 years now), do they really want her to raise her hand, as the child who calls out gets the attention. Should I push her to show her enthusiasm more by shouting out the answers too? I've suggested this to the teachers, they would prefer they have the chance to call on her, which they then never get to. By mid year my daughter has alternated calling out herself, which she doesn't feel comfortable with, and just withdrawing completely. To her it seems that since the teacher is allowing these other kids to call out answers, instead of raising her hand that the teacher doesn't like her. So despite the straight A's on her report card we always get the "doesn't participate enough" or "too chatty" or some other comment that is probably right on but is my daughter's way of coping with a teacher that is showing more attention to the kids who are too enthusiatic to follow the rules the teacher sets down. How exactly do I get my daughter to understand the special attention other kids get? Especially other kids in her advanced classes? I'd really like to get this right with this daughter, my older daughter is off to college, and is very assertive everywhere except in classrooms. I've seen that hurt her in high school. |
#14
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gifted acceleration
I am both a parent of a little girl that is gifted (she is going into
2nd grade) as well as a special education teacher in a primary school building. I have also struggled with finding the appropriate balance for her educational needs as well as her social needs. I have found through Kindergarten and first grade that the best solution is to work with the teacher on providing materials that are interesting as well as ensuring that she has all of the basic skills needed. For example, although my daughter already knew how to do basic addition and subtraction (including regrouping) before entering school, I had never even thought to expose her to pyramids and quadrilaterals, which are part of the first grade curriculum. Likewise, in science, she knew 90% of the curriculum but the other 10% was completely new to her because she had never been exposed to it. I worked with the teacher and we developed a plan for her that consisted of completing the assigned activities with the class, and although sometimes it was new information to her it was mostly a review. She then had the opportunity to work on the computer or read new, higher level reading books, to explore the topic in more depth. She was also given the opportunity to help other students in the classroom and this was a positive experience for both her and the other students resulting in a more positive self image as well as friends. Reading was always acceptable and she had many chapter books (some that I provided and others from the higher grades within the school) to read. I have found that this was a great solution. I worry about homeschooling very gifted children (My husband and I have thought about it so many times, I must admit) because these children tend to feel isolated as it is. They tend to have more trouble in social situations because they are simply in a different mind than the typical child. I want my daughter to learn how to interact at this very very influential time. She already knows she's different but is learning to play more than ever by being around children (especially in PE and recess and lunch). I feel that by the 4th grade we are going to have to reevaluate the goals she has and we want her to have but also know that many school programs offer gifted education programs by this time. Outside agencies also provide accelerated curriculum classes after school for interest areas (my daughter is a science kid and we enrolled her in a science exploration class and it was so much fun!) Good luck, I understand how difficult this can be but also urge you to give the teacher and the school the opportunity to work with him. And please remember that at this tender age it is almost as important that the children learn problem solving, social and sharing (information) skills as it is about basic skill mastery. Give your child a big hug and remember to listen to what he wants as well . . . after a few months and lots of work and collaboration with the teacher, you may be surprised how happy he can be. Jaime |
#15
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gifted acceleration
In article , Cathy Kearns
says... "Chookie" wrote in message ... The second was that he would do best with a teacher who would not interpret his enthusiasm (which can include calling out, bouncing in his seat, etc) as rudeness. My daughter is now almost 13 going into 8th grade and I'm still trying to deal with this. There are always a few enthusiastic kids in her class that tend to call out answers, and have been doing so since they were little. My daughter has alway started the year by raising her hand, as that is what the teacher asks the children to do. By teacher conferences two months into the year that is the one question she always asks I bring to the teacher (for 7 years now), do they really want her to raise her hand, as the child who calls out gets the attention. Should I push her to show her enthusiasm more by shouting out the answers too? I've suggested this to the teachers, they would prefer they have the chance to call on her, which they then never get to. By mid year my daughter has alternated calling out herself, which she doesn't feel comfortable with, and just withdrawing completely. To her it seems that since the teacher is allowing these other kids to call out answers, instead of raising her hand that the teacher doesn't like her. So despite the straight A's on her report card we always get the "doesn't participate enough" or "too chatty" or some other comment that is probably right on but is my daughter's way of coping with a teacher that is showing more attention to the kids who are too enthusiatic to follow the rules the teacher sets down. How exactly do I get my daughter to understand the special attention other kids get? Especially other kids in her advanced classes? I'd really like to get this right with this daughter, my older daughter is off to college, and is very assertive everywhere except in classrooms. I've seen that hurt her in high school. Yeah, it's a problem; the teachers aren't going to say that they don't want kids to hold up their hands because they'd really rather and they're loathe to tell a parent otherwise, but they aren't going to be sticklers about it in the face of a lot of kids just shouting things out. Putting those who'd *like* to be polite and follow the rules in a dilemma. (See - some people expect and like sticklers, some don't ;-) Stuff like this comes up time and time again. I'd encourage your daughter to notice how these things are going in whatever venue she is in, and if the other kids are just speaking up and getting the attention, she should too. Adapt to the environment. In the meantime, I'd be upfront with teacher about this if it comes up - if she wants the rules followed, she needs to follow through too and recognize only the students who do that. And that you can't put your daughter at a disadvantage by telling to raise her hand if the teacher isn't holding up her end of it. Banty |
#16
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gifted acceleration
"Cathy Kearns" wrote:
"Chookie" wrote in message ... The second was that he would do best with a teacher who would not interpret his enthusiasm (which can include calling out, bouncing in his seat, etc) as rudeness. My daughter is now almost 13 going into 8th grade and I'm still trying to deal with this. There are always a few enthusiastic kids in her class that tend to call out answers, and have been doing so since they were little. My daughter has alway started the year by raising her hand, as that is what the teacher asks the children to do. By teacher conferences two months into the year that is the one question she always asks I bring to the teacher (for 7 years now), do they really want her to raise her hand, as the child who When I was in 6th grade, I found that the teacher would not call on someone who waved their hand in the air wildly and wanted to answer. (I don't think calling out the answer was allowed.) This was because if you raised your hand, she knew that you knew the answer, and she wanted to involve the students who did not know the answer. I dealt with this in two ways. One - If I really wanted to give an answer, I pretended to not be paying attention, or to have dozed off so that the teacher would call on me. Two - if I found the discussion boring, I would hold my hand in the air and read a book under my desk as I knew that if I raised my hand, I would not be called on. I don't know if something like this would work for your dd or not. calls out gets the attention. Should I push her to show her enthusiasm more by shouting out the answers too? I've suggested this to the teachers, they would prefer they have the chance to call on her, which they then never get to. By mid year my daughter has alternated calling out herself, which she doesn't feel comfortable with, and just withdrawing completely. To her it seems that since the teacher is allowing these other kids to call out answers, instead of raising her hand that the teacher doesn't like her. So I think it is more likely that the teacher has to deal with those who really don't understand the material and need help, and your dd doesn't. I think this may be different when she gets to HS because she will have a lot of different teachers. But in the meantime, you might just have her raise her hand on the more difficult questions. And also analyze what the teacher is doing - making a chart of who calls out answers and gets away with it and who doesn't call out and gets called on and the reverse. despite the straight A's on her report card we always get the "doesn't participate enough" or "too chatty" or some other comment that is probably right on but is my daughter's way of coping with a teacher that is showing more attention to the kids who are too enthusiatic to follow the rules the teacher sets down. How exactly do I get my daughter to understand the special attention other kids get? Especially other kids in her advanced classes? I'd really like to get this right with this daughter, my older daughter is off to college, and is very assertive everywhere except in classrooms. I've seen that hurt her in high school. |
#17
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gifted acceleration
Thank you for sharing this information. My ds1 is also entering 2nd
grade, and even though we spoke to the teacher a number of times this past year, I (and my son) never quite felt satisfied that he was being challenged enough. Reading was fine, as they were grouped by ability and he was in the top group with another boy and a girl. Writing also was handled well, as that is a more individualized effort. But in the areas of math and science, he often complained of being bored and was practically begging for more challenging work. In math and similar areas, he was always given bigger numbers to work with, or say with clocks, was working with more subdivisions of the hour than the other children, but he still thought the work was too easy. I don't know that he qualifies as "gifted", but in a lot of areas I think he's at least borderline and capable of more challenging material. I'd love to hear more ideas you can offer for approaching his new teacher, and without seeming pushy or like one of those parents who thinks their child is the second coming of Einstein. Karen jaime wrote: I am both a parent of a little girl that is gifted (she is going into 2nd grade) as well as a special education teacher in a primary school building. I have also struggled with finding the appropriate balance for her educational needs as well as her social needs. I have found through Kindergarten and first grade that the best solution is to work with the teacher on providing materials that are interesting as well as ensuring that she has all of the basic skills needed. For example, although my daughter already knew how to do basic addition and subtraction (including regrouping) before entering school, I had never even thought to expose her to pyramids and quadrilaterals, which are part of the first grade curriculum. Likewise, in science, she knew 90% of the curriculum but the other 10% was completely new to her because she had never been exposed to it. I worked with the teacher and we developed a plan for her that consisted of completing the assigned activities with the class, and although sometimes it was new information to her it was mostly a review. She then had the opportunity to work on the computer or read new, higher level reading books, to explore the topic in more depth. She was also given the opportunity to help other students in the classroom and this was a positive experience for both her and the other students resulting in a more positive self image as well as friends. Reading was always acceptable and she had many chapter books (some that I provided and others from the higher grades within the school) to read. I have found that this was a great solution. I worry about homeschooling very gifted children (My husband and I have thought about it so many times, I must admit) because these children tend to feel isolated as it is. They tend to have more trouble in social situations because they are simply in a different mind than the typical child. I want my daughter to learn how to interact at this very very influential time. She already knows she's different but is learning to play more than ever by being around children (especially in PE and recess and lunch). I feel that by the 4th grade we are going to have to reevaluate the goals she has and we want her to have but also know that many school programs offer gifted education programs by this time. Outside agencies also provide accelerated curriculum classes after school for interest areas (my daughter is a science kid and we enrolled her in a science exploration class and it was so much fun!) Good luck, I understand how difficult this can be but also urge you to give the teacher and the school the opportunity to work with him. And please remember that at this tender age it is almost as important that the children learn problem solving, social and sharing (information) skills as it is about basic skill mastery. Give your child a big hug and remember to listen to what he wants as well . . . after a few months and lots of work and collaboration with the teacher, you may be surprised how happy he can be. Jaime |
#18
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gifted acceleration
On Jun 29, 7:20 am, jaime wrote:
I am both a parent of a little girl that is gifted (she is going into 2nd grade) as well as a special education teacher in a primary school building. I have also struggled with finding the appropriate balance for her educational needs as well as her social needs. I have found through Kindergarten and first grade that the best solution is to work with the teacher on providing materials that are interesting as well as ensuring that she has all of the basic skills needed. For example, although my daughter already knew how to do basic addition and subtraction (including regrouping) before entering school, I had never even thought to expose her to pyramids and quadrilaterals, which are part of the first grade curriculum. Likewise, in science, she knew 90% of the curriculum but the other 10% was completely new to her because she had never been exposed to it. I worked with the teacher and we developed a plan for her that consisted of completing the assigned activities with the class, and although sometimes it was new information to her it was mostly a review. She then had the opportunity to work on the computer or read new, higher level reading books, to explore the topic in more depth. She was also given the opportunity to help other students in the classroom and this was a positive experience for both her and the other students resulting in a more positive self image as well as friends. Reading was always acceptable and she had many chapter books (some that I provided and others from the higher grades within the school) to read. I have found that this was a great solution. I worry about homeschooling very gifted children (My husband and I have thought about it so many times, I must admit) because these children tend to feel isolated as it is. They tend to have more trouble in social situations because they are simply in a different mind than the typical child. I want my daughter to learn how to interact at this very very influential time. She already knows she's different but is learning to play more than ever by being around children (especially in PE and recess and lunch). I feel that by the 4th grade we are going to have to reevaluate the goals she has and we want her to have but also know that many school programs offer gifted education programs by this time. Outside agencies also provide accelerated curriculum classes after school for interest areas (my daughter is a science kid and we enrolled her in a science exploration class and it was so much fun!) Good luck, I understand how difficult this can be but also urge you to give the teacher and the school the opportunity to work with him. And please remember that at this tender age it is almost as important that the children learn problem solving, social and sharing (information) skills as it is about basic skill mastery. Give your child a big hug and remember to listen to what he wants as well . . . after a few months and lots of work and collaboration with the teacher, you may be surprised how happy he can be. Jaime I totally agree with you, we tend to put too much emphasis on one area and ignore the others. academic achievement is important but not the ONLY objective. Social skill, fun, and other activities are all important to develop a kid. Schools re-evaluate themselves constantly with different criteria to improve their ratings and I have no doubt public schools in US are of high quality compared to others. The key of successfully teaching is to keep kids interested in the school itself (classroom, playground, friends) Earning good grade is natural extension of understanding the materials, having funs with friend is also important. Learning is a life long process, make them think. |
#19
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gifted acceleration
On Jun 30, 3:59 pm, Sushi Fish wrote:
On Jun 29, 7:20 am, jaime wrote: I am both a parent of a little girl that is gifted (she is going into 2nd grade) as well as a special education teacher in a primary school building. I have also struggled with finding the appropriate balance for her educational needs as well as her social needs. I have found through Kindergarten and first grade that the best solution is to work with the teacher on providing materials that are interesting as well as ensuring that she has all of the basic skills needed. For example, although my daughter already knew how to do basic addition and subtraction (including regrouping) before entering school, I had never even thought to expose her to pyramids and quadrilaterals, which are part of the first grade curriculum. Likewise, in science, she knew 90% of the curriculum but the other 10% was completely new to her because she had never been exposed to it. I worked with the teacher and we developed a plan for her that consisted of completing the assigned activities with the class, and although sometimes it was new information to her it was mostly a review. She then had the opportunity to work on the computer or read new, higher level reading books, to explore the topic in more depth. She was also given the opportunity to help other students in the classroom and this was a positive experience for both her and the other students resulting in a more positive self image as well as friends. Reading was always acceptable and she had many chapter books (some that I provided and others from the higher grades within the school) to read. I have found that this was a great solution. I worry about homeschooling very gifted children (My husband and I have thought about it so many times, I must admit) because these children tend to feel isolated as it is. They tend to have more trouble in social situations because they are simply in a different mind than the typical child. I want my daughter to learn how to interact at this very very influential time. She already knows she's different but is learning to play more than ever by being around children (especially in PE and recess and lunch). I feel that by the 4th grade we are going to have to reevaluate the goals she has and we want her to have but also know that many school programs offer gifted education programs by this time. Outside agencies also provide accelerated curriculum classes after school for interest areas (my daughter is a science kid and we enrolled her in a science exploration class and it was so much fun!) Good luck, I understand how difficult this can be but also urge you to give the teacher and the school the opportunity to work with him. And please remember that at this tender age it is almost as important that the children learn problem solving, social and sharing (information) skills as it is about basic skill mastery. Give your child a big hug and remember to listen to what he wants as well . . . after a few months and lots of work and collaboration with the teacher, you may be surprised how happy he can be. Jaime I totally agree with you, we tend to put too much emphasis on one area and ignore the others. academic achievement is important but not the ONLY objective. Social skill, fun, and other activities are all important to develop a kid. Schools re-evaluate themselves constantly with different criteria to improve their ratings and I have no doubt public schools in US are of high quality compared to others. The key of successfully teaching is to keep kids interested in the school itself (classroom, playground, friends) Earning good grade is natural extension of understanding the materials, having funs with friend is also important. Learning is a life long process, make them think. Our 2 and a half year old is scary smart! Homeschooling is definitely what we are doing! Tom www.itspuresoap.com www.seo9oneone.com |
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