Originally Posted by bluemagic
The problem is when the GT program becomes geared towards those kids instead of the students it was originally designed to help. My son's 6th grade GT class was so full of high achievers, that the homework load was over the top. The peer pressure between the kids was intense and the teacher expected perfection. They expectation was the kids were as organized as a senior in high school. It wasn't all bad, there was a very high level of discussion, the students did a lot of interested and open ended projects. But the district doesn't really give one much of a choice, it's either this program, your kid sitting bored in the regular classroom or homeschooling or private school.


Just who do you think it was originally geared for? Have you viewed the description of definition of "Gifted and Talented" as it is defined by the school you're referring to?

A teacher with certification in gifted and talented education should know how to do the very thing for their students that they're in there for, to be DIFFERENTIATED for. If a GT teacher is attempting to give the same work to all students in the program, that's actually pretty laughable and completely defeats the whole mindset of differentiation. This is why I spoke about levels of service. Good GT teachers understand and practice this. If yours isn't, you should be asking why not.