Iin language arts-she is a talented math/science student, and scores very high in non verbal ques. But in Language arts, she doesn't apply. She's in a gifted level class for world lit. I'm going to have to hold her hand to get her through this class with a B.
Does she "not apply" because the work is harder or partly because she's not interested in it? I think that once a student is in high school and starting to formulate their own ideas about what types of study they want to pursue, sometimes it's ok to give up the "gifted"/accelerated/etc classes in the area they aren't really that interested in, unless they are completely unsure of what they want to study after high school or where their interests are. Dropping down to an easier class in one subject area doesn't mean a student won't have an opportunity to learn how to do challenging work - but let the student find the challenge in the classes they love. There's so very little free time and free choice (where I live) in the # and types of classes students can take, I would focus on taking as much and as challenging in the area of interest, and not over-challenge in the other. If being in an honors class means having a parent have to help support a neurotypical 16 year old though it just to get a B, jmo, but that's not worth it unless it's a class that is specifically focused in the student's area of interest.
in ballet out side of school. She has been dancing for 12 years, and we just moved to a school that will give her a chance to perform more on stage-something she has always wanted. But she feels like she isn't as good as the other girls, who all have years more performing experience, and is skipping rehearsals-pretty much guarantying that she will not be prepared for her performance.
I agree with the advice above, but also wonder if there might be something more to this situation. Moving into a new school etc can be difficult during the teen years - and it might not be all due to your dd's perception. Have the other students welcomed her? Does she feel like she fits in during class (socially, not just ballet skills)? Are the other dancers cliquish or do they have tight friendships that have developed through years of working together, or are there other girls at the school who are new to it? Did she know any of the new school's dancers before she switched into it? What are the teachers like? Is it possible that there is a subtle message coming across in the way they instruct that might lead your dd to believe she's not doing well? Can you observe classes? Also wondering, did she switch schools specifically so she *could* have more opportunities to be on stage, or did she switch schools for a different reason?
Best wishes,
polarbear
