On a different-but-related note: math. DS is talented in math but not smitten. He was offensive repeatedly last year by making odd little comments on his worksheets such as: "this problem is impossible" with arrows, and/or adding his own "cute" choices on multiple choice problems. E.g., one problem told a story about "Joe" making an error solving a problem and asked "where did Joe go wrong?" DS circled the correct answer, but added choice D. "Joe does not belong in Pre-Algebra."
He sometimes forgets (refuses?) to show his work but answers correctly. When pressed, it seems he really has no idea how he came up with the correct answer--something along the lines of "it came to me in a dream." Even with my direct coercion, he seems unable to resist the impulse to editorialize on his math worksheets. I have heard varying opinions on this. Some seem to think "show your work" is not that important while others say it is very important, especially if the student is going to excel in higher math or science. I don't think DS will take either route, more likely to be a Lib Arts or Visual/Musical type of career...but who knows.
Metacognition? Very poor.
His math teacher made the statement that even though DS fails to complete/turn in (mostly turn in) assignments, he "somehow manages to wing it on the test." IMHO, most of the time the math concepts come easily but when he hits a bump in the road--NO ability to ask for/receive help. Zero, nada. He had trouble learning slope last year but when older DS helped him, he understood it. Teacher's opinion was that DS decided to learn slope "once he understood why it was important" because older DS explained its importance in building his skills. My opinion is that he really struggled with the concept and didn't know how to ask for help. It seems to me the way the teachers view him is critical--but so far my attempts to shed light have been pretty ineffective.
