I don't know if DD comes off as a know it all, but I'm sure she is proud of herself for finishing the problems quickly. She is also very talkative and last year she had problems remaining quiet when she was finished ahead of others.
My heart goes out to here as my son has faced this in the past. Eventually, in 4th grade, he got permission to read quietly at his desk, which helped, but I fear that he raced through his 'work' to get to his book, so that was a possible downside. Also, although his teacher told us that she was happy for him to have something to do, she apparently didn't tell the class tattletale, who really irritated DS, then 9, by 'telling on him' on a daily basis, reportedly without the teacher ever stepping forward and supporting DS. I guess I shouldn't have even gotten started on this topic. Anyway, to my mind it is a measure of how far I progressed in my mentality that year. In October when the teacher cued us in that she was allowing him to read books in his desk at will, we were pleased and relieved because we felt that would help him be better behaved and be a better classroom citizen. By the end of the year, as it became clear that he was reading during class discussion, with one hand on the book and another in the air to answer any question that the teacher might chance to ask him, I had started to believe that we Adults had some responsibility to get him into an environment where he had a chance to acutally learn some new material, and learn how to learn as well. By the end of the year the fact that he spend so much time reading in his desk was the sign of a problem that needed to be addressed. We had shifted from a 'can we help him behave well?' to a 'can we met his learning needs?' perspective.
Her teacher has not been in touch, so I think DD reads into the situation more than necessary. She is extremely sensitive and often seeks her teacher's approval. When she is questioned, she may think she is not doing it right.
This is a much more difficult issue, IMHO, and I have not advice for you here. I guess I would encourage you to take the first step and bring up the issue with the teacher to see what's on the teacher's mind, so that you can share with DD your perspective, instead of leaving her to her own devices. Our kids can be perspective in such a narrow way that the miss the big obvious, and I think, need our help.
I can certianly remember the times I was in a 'no news is good news' mode, but, fortunatly or unfortunatly, this didn't usually last more than 2 months with my externalizing DS.
Smiles,
Grinity
