So would you be concerned?
Yes, I would be concerned. The teething may explain everything... or possibly the things in the mouth which in turn may explain illnesses. My concern for the tantrums/meltdowns and walking in circles is that there may be something overwhelming him (beyond the teething). Have you had conversations like, "I've noticed you've got your fingers in your mouth, can you tell me about that?" Some have had success with looking at websites and medical books about teeth and teething, as a conversation opener. Looking together at the awesome ways the body is changing and new teeth are growing in may help a kid explain where it hurts, feels pressure, is like a headache, or seems raw like a skinned knee. Seeing the normal progression of growing teeth, assuring a kid that it is only temporary and even marking days on the calendar for growing teeth may also help. If I recall, the pressure/swelling may lead to ear infections. Walking in circles may be a way to avoid reclining to sleep and experiencing ear pressure.
Allergies also come to mind. The sense of needing constant motion (walking in circles) and over-reacting (tantrums/meltdowns) may be signs of system-wide internal pressure from allergic reaction.
DS could be having uncomfortable physical symptoms or he could be responding to something of an uncomfortable cognitive/academic/social/emotional nature. But any change in a child's behavior is worth checking into.
GT co-ordinator who handed you extra basic facts worksheets when you asked about extension or a teacher who is inexperienced and has no GT training but is willing to listen to parents and work with them
GT Coordinator...
1) may have more influence on the teacher than the teacher may have on the GT coordinator...
2) some GT coordinators have little training or expertise for their role... is the GT coordinator relatively new?
3) the GT coordinator may have had the best intentions to help but may not have had a plethora of resources to choose from
4) did you thank GT coordinator for support, share how quickly DS completed the worksheets, suggest what he might like as a next extension, assure that you would also look for resources to share with her?
Teacher...
1) may be influenced by GT coordinator and others while establishing niche at school
2) have little training or expertise in GT and may appreciate resources
Before deciding, I would probably find a few interesting articles and resources to share with each of them over time... possibly delivering each one with a simple note card asking their thoughts. I would probably choose the one most positive in their responses, whether a note, e-mail, casual comment in passing, or something they said to or provided for DS... anything which hints of the energy needed to stay in front of a gifted child's characteristically rapid pace of learning and desiring to move on to new things to think about.
Just my 2 cents.
