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Joined: Dec 2010
Posts: 170
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Joined: Dec 2010
Posts: 170 |
Other than the timed math and the uneducated psych, are you and your son happy with the school? Why did you meet with the psych to discuss it? Is the school concerned about it?
My DS8 is not a fan of timed math facts and his HG SWAS does not do them - in fact they don't even do math facts - the drill (as need be) is done at home. However, last year, his class (regular public school) did do timed math and he was not good at the beginning but got faster as time went by - he did not freeze though. MY DS is also just naturally slow and has an average PSI on the WISC IV. I guess I say this because I don't really think it is that unusual for HG+ kids to be slow on timed math facts and I don't really understand why the school would want to meet about that.
Is this something that the FC could help with? It seems to me that the psych (and maybe the school?) needs some education about PG kids. Maybe your FC would be willing to send an email or make a call?
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Joined: Dec 2010
Posts: 1,040 Likes: 1
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Posts: 1,040 Likes: 1 |
1-SBV scores are elevated and only used by people trying to get their kids into gifted programs and that they are not reflective of true ability I'd bet dollars to doughnuts that she is confusing the SB-V with the SB-LM.
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Joined: Jul 2010
Posts: 1,777
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Joined: Jul 2010
Posts: 1,777 |
Tell her to quit assuming and put away her crystal ball and deal with the reality of his IQ and achievement as it stands today. Everybody knows Carol Dwecks Fixed Entity Intelligence theory says IQs fluctuate and are malleable. I believe she's right. So what does that have to do with educating your little boy here and now. If she's gotta crystal ball she's in the wrong business and need a job in the stock market or working for the president.
As far as #s there's books that I just bought that I think explains them: "Anno's Mysterious Multiplying Jar". and "How Much Is A Million?"
Have not read them yet. "We got 100 ways to get to 100" awhile ago. That book was just like it sounds like, hopefully these other ones will be too.
On a more practical note I agree that it's better to bypass the counselor if she's not offering help and is only trying to be a hinderance. What does the teacher think? Is the counselor speaking for the teacher? Is this gifted school private or public? If it's private talk to the principal. If it's public start researching how the decisions are made there.
Youth lives by personality, age lives by calculation. -- Aristotle on a calendar
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Joined: Sep 2008
Posts: 1,898
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Joined: Sep 2008
Posts: 1,898 |
1-SBV scores are elevated and only used by people trying to get their kids into gifted programs and that they are not reflective of true ability I'd bet dollars to doughnuts that she is confusing the SB-V with the SB-LM. Ha, yes, I bet that's it. Pretty shocking for someone working in a gifted school, though! I think a polite but shocked letter to the principal is called for.
Email: my username, followed by 2, at google's mail
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Joined: Dec 2005
Posts: 7,207
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Joined: Dec 2005
Posts: 7,207 |
The first question is....so what?
Is the school trying to hold him back because of it?
Is the teacher yelling because of it?
Is he going to get a bad grade?
Is he going to feel badly about himself or math?
The answers to these questions will inform your approach.
Parenting me own son gave me great insight into my inner elementrary school student and let me tell you....she was getting too large a proportion of her self esteem from those smiley stickers and red 100s. It is an interesting thing to notice about oneself!
Anyway...the thing to do is figure out how important it is and how much effort you want to but into being a fake X year old. Do talk to the teacher and get his/her idea of how much effort this is worth at this time and how well the other kids do actually. Be sure you know how well the slowest acceptable kid is doing.
Coaching available, at SchoolSuccessSolutions.com
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Joined: Dec 2005
Posts: 7,207
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Joined: Dec 2005
Posts: 7,207 |
Continued...
Then find out the exact task and testing conditions.
Then sit down with DS and discuss Asynchronous development....and how it will stop mattering so much by 4th grade but here is the scientific explaination...talk about the height chart at the pediatrician office and ask if it would be fair to say that all 1st graders have to be able to look into a particular peephole without the help of standing on a box. Show him how the shortest 25% might have to wait until next year or the year after but eventually everyone will get tall enough.
Have him devise some bell curve type tests of his own and then brainstorm tests that are roughly half a matter of growth and half other things. List what the other things are...practice...effort...repitition....problem solving ability.
Find out if he is interested in exploriing the role of a scientist...a scientist explores an unknown question as fairly as possible. Makes a prediction about the anwser and takes notes and does tests but stays more loyal to the process than to any particular outcome. It is all about adding information to the universe and writing it up for the next kid in his situation.
So at this point I would guess that everyone is quite excited and it is off to the races. Research on the question of what is known (ask here). Brainstorm various tests to tease out the various abilities that go into winning the task. Keep a journal or start a private blog. Let us know the results.
/Mary Poppins channeling
Smiles
Grinity
Coaching available, at SchoolSuccessSolutions.com
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