I agree that IQ is such a small part of the equation now as achievement, motivation and organizational skills are assessed by teachers.
Jen
And yet, Jen, and yet, I belief that motivation and organizational skills and the habits of achievement can be taught - at least to some degree - and they can certianly be trampled. And I do believe that the environments that help encourage these work habits will vary depending on many things - including level of Giftedness. I think that CTY and Think summer institute are great examples of environments that help encourage good work habits for gifted kids that would be de-motivating or nutral for kids with average IQs.
Maybe giftedness has always been a small part of the child's equation, but stuck in a preschool or elementary school environment this small part has attracted disproportionate attention?
I'm not really sure, but wanted to wander around in this. I guess it reminds me of how once I was in college, the environment 'allowed' me to forget my own giftedness, and think of the 'leftover' behaviors as 'personal quirks or failings' which allowed me to make major decisions of where I would live, and what context I would work in that sadly ignored my 'forgotten giftedness.' And how grateful I am to my son's experience in elementary school for 'forcing' me to reaquaint myself with this lost part of myself.
Yes?
Grinity
