I say the following as a teacher (more than as a parent):
When I hear about my students' giftedness from their parents, 99.9% of the time it is in this context. It amounts to a declaration of abstract "potential," or of abiding parental belief in their child's ability. And that is GREAT. Really. So much better than the alternative.
But.
What it means is that every conversation about giftedness should really begin with an extended semiotic analysis of the terms being employed.
Do you mean "gifted," or "Gifted," or "GIFTED"? In what context? By what measure? And how instrumental have YOU been in MAKING this happen?
And so on. Ad infinitum.
All of which tends to make me less prone to discuss DD's abilities and interests... because coming from me, as her parent, it seems pretty meaningless, really.
This.
