My DD8's teacher said this to me at conferences and I was taken aback. On the one hand, it shows she knows my DD is capable of more complex work, but on the other hand, why should she HAVE to work beyond the class? I think this just goes along with what I always see at conferences, which is that no matter how far ahead your child is, they always have to find something "constructive" (read: critical) to say. Argh!
Funny...my mom said basically the same thing about the comments. More complex work is the key thing, I guess. I don't feel that DS should have to do anything in excess of what the other kids are doing (ie. projects, research papers, etc) - more challenging? Absolutely! A few extra worksheets to help fill the time? Maybe, although I'd prefer he just be able to do his homework.
One thing that I find....puzzling? is that DS skipped 4th and yet, according to his teacher he's still near the top of the class. I know that's a 'goal' (if you will) for a successful grade skip, but I sometimes wonder if the teacher is really aware of the implications? She knows he's doing well, but does she see that as a warning light? I just don't know.
Sometimes a little change can help. Can they pull him out to learn Spanish or an instument? Our school did this for one student. Could he work ahead of the class on something that he already knows rather than waiting for everyone to get it? My DS went ahead of the class on his Daily Math Paper and then was able to get out his Mindware Math Book which he loves.
Unfortunately, with the current state of our state's education system, I highly doubt anything like this would happen (although, to be fair, I haven't inquired). He does try to work ahead of the class - he tries to get his homework done while the teacher is still going over it - that's a big no-go in her class. I think she sees him as very unfocused and distracted, when he's very focused....on getting his HW done so he has more time to play after school
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What if he isn't interested in in researching related topics in greater depth? In which case why would he be interested in going beyond minimal expectations. Does this then lead him to stretching the time out to complete tasks in class to finish in the required but no earlier as it would appear he either do this or do more work he is not interested in. I guess he sounds a lot like my son and it always grated on my nerves that the assumption was made that because he "did well" academically he would want to examine everything in depth!
I hear ya! I feel the same way and have the same thoughts running through my head. For many more reasons than I'll go into right now, I feel there is the belief that gifted=high/over-achieving here.
I personally don't see the big deal in allowing him to continue with his homework or whatever if he has completed his assigned work and isn't bothering anyone else. What is the teachers problem with this?
Couldn't tell you, I wish I knew. The resounding theme in all conversations is "unfocused", "distractable", as if someone is waiting for me to look into a diagnosis. The biggest problem I have with all of this is that he's getting his work done, and done well, and it's done by the time it's due. I really don't know what more they expect from him - other than to sit down, be quiet, follow along, and don't deviate from the norm. But he can't do his HW in class, and she doesn't give him 'filler' work - I'd hazard a guess that he'd do some extra worksheets (IN class) just to keep the boredom at bay.
When they say group work do they mean working in smaller groups particularly for projects? In our experience my son hated this type of work because the expectation (from the group) was that he would do all the work. He eventually refused to participate and I had to go to the school and state his case so he wasn't penalised and was actually allowed to work on his own.
You know, I'm not really sure what group work they're doing, DS hasn't ever mentioned anything. I do know that reading aloud with a group is really hard for him. He's becoming more aware of the fact that there are (what he refers to as) "smart kids" who aren't able to read as fast or as well as he can. He doesn't seem to understand why some of the smartest kids in class are still slowly sounding out words that come so easily for him. I've had the "everyone is different with different abilities at different times" talk with him, of course. But, I'm not quite sure what to make of it - is he beginning to see himself as so very different? Therefore, working with a group really isn't anything he's interested in? I just don't know.
All I am certain of is that I do want him to learn those valuable lessons of conforming when necessary, patience with others, and respect for the teachers who take the time to teach him. However, I wonder what effect forcing him to go with the flow of the classroom is having on his desire to learn.
That was much longer than I planned. Thanks for reading and being a sounding board.
