So for the last two years, DD11 has been in the fortunate position where she can jump ahead as necessary in school. And we've learned during this time to to trust her need to move ahead. She's working 2-3 years accelerated across all subjects at this point and has been happy and engaged for the most part (there is still the occasional class that's too easy). In areas where she struggles (like math) she's been making progress in learning how to apply herself in steady regular doses.
However, this past term she ran up against her first AP level science class and kind of hit a wall. There has been much complaining (whining!) and struggling and some tears. She talked with the teacher to get advice (with my strong encouragement) and has been trying alternate sources (online videos along with the text). She's been meeting with a tutor a couple of times a month for extra help. But she's also been slacking off, avoiding the day to day work because it takes her forever to make any progress. We've tried to help her learn to navigate the text (not everything is important) but it still takes her a long time to get through the work. She's complaining that nothing makes any sense and she doesn't know any of the answers in class. She loved doing the lab report, but did need some additional help from me to get through it. So basically it's a big challenge and she's asking to drop it next term.
The trouble is that DH and I have no idea what's really going on. How do we know? Is it...
a) The fact that she is really having to study hard for the first time and it's a terrible shock?
b) The fact that the class is inverted (with all the learning outside of class and lab and quizzes in class) and she hates it -- she hasn't been shy about telling us?
c) The fact that this class just really is too difficult right now, she's missing middle school chemistry, and she needs to slow down?
What we tell her is based on what's actually going on here.
If it's a) then we'd want her to stick with it and work through it... after all, perseverance, effort, and even failure are critical lessons that she's not had to really learn yet. We don't actually care if she comes out of the class ready for the test or even having retained most of the material. For us it's about the effort.
If it's b) we'd still want her not to give up, but might be more willing to find a different or supplemental class (online for example) with more direct instruction (lecture classes are how she learns best).
If it's c) well, it's not a race. She could just drop it or replace it with an easier offering.
It's hard because we just don't know and this is a new experience for us.
