Gifted Issues Discussion homepage Forums Age or Ability Specific Forums Stupid Question - About H.S.

No, I don't. That acceleration makes a big difference for him. It is funny because math is his weakest academic subject and the only one he is accelerated in. I think it is because the elementary teachers were able to find lots of challenging materials in his strong subjects. They panicked at the thought of teaching him math and jumped at the chance when I suggested a homeschool self-paced math curriculum I could send with him. Partly, too, because it is not his strongest subject, he does need to be taught it. He catches on fast, but doesn't intuit the way he intuits other things.

He started math acceleration in 3rd when he told the teacher he was bored with 3rd grade math. He finished pre-algebra in 5th and started with the first year of the High school sequence (with the honors 8th graders) in 6th. Now he is in the 2nd year of the sequence and goes to the high school for that one period.

I should add that he does not crave learning math. But he couldn't stand being bored in it either.

For some kids, staying with agemates is really important. Sports, Scholarships and Academic Comeptitions come to mind as potential reasons to avoid full grade skips.

I agree that personality plays a large role. Learning pace is key. I think that LOG is key in that it shapes so much of how people respond to a kid. In my son's first school, they just couldn't see the difference between him and their handful of bright kids, except that he was twitchier and crankier and less willing to do things their way.

Some kids will find other interests. Some schools will 'see' HG kids for who they are. Some schools will offer more flexibility. Some parents will demand afterschooling right from the begining. Some people are naturally more easy-going than others.

I think the luck of finding a friend makes a huge difference - or a mentor or a favorite teacher. I think the biggest benifit to my son with the grade skip is the chance to develop his work ethic, but the social aspects are a close second.

((Picture a 6th grade kid, who walked around the house saying:I'm so sad. None of my classmates can name all 4 Beatles. Most of my classmates can't name one Bealtes song))

The older kids just seem to know more of the world (I'm not suggesting that Beatles-knowledge correlates with intelligence) and 'get' his jokes. One of the nice things about High School is that the grade levels mix more freely.

Just some thoughts,
Grinity

I could kiss you! That sounds like it would be a great thing for GS9 at this time. All the other subjects are easy enough to add depth with additional books, but math has quickly become limited. Additional logic & brain teaser books seem to be just a temporary fix, he's mostly reading fiction books during math now.
How did you go about getting this implemented? Did you get the teacher to buy into it, then approach the principal? Did you need to go higher than the principal? Did they approve the curriculum? Can you tell me what curriculum you are using? Who graded his tests? Did he stay in his regular classroom and do his math while his classmates did their math? If he needed help, did the teachers help or did you help him in the evening?

So true! This is something I have taken to heart - our DS is HIMSELF, not me nor my DW, nor my dad or anyone else.

DS actually asked for the first attempt at acceleration which was simply working through the fourth grade book with a couple other kids while in 3rd grade. They kept getting distracted, though, so the GT teacher helped them out a couple times a week. She saw what DS was doing and ultimately suggested that we try the homeschool curriculum for 4th grade. At that point the Virtual Academy for our state was underenrolled so they actually accepted DS as a dual-enrolled student for their online charter school. So he got credit for the work he did. The principal signed off on the dual-enrolment paperwork, so she was supportive. (NOTE: Our virtual academy is now packed and probably would no longer accept a student like our DS. We lucked out in that we asked for this when they were still new and trying to get the word out.)

The curriculum was K12. They did a computer pre-test and put him in 5th grade math. Then when we got a textbook and a book of worksheets and instructions and tests. I organzed his sheets and instructions at the beginning of each week which he took to school and he worked on it on his own during his class's math time. Typically, I would have him take the end of chapter test at the beginning of each chapter so I could see what he needed to learn and what he already knew, then I only sent the lessons on stuff he needed and we skipped the ones he didn't. When he passed a lesson, I marked it on the computer. He knew most of 5th grade math already so that went by in a couple months and he then did 6th grade math while still in 4th grade. We did pre-algebra the same way in 5th, but we slowed down a bit so we could do more concept stuff from a college text a friend loaned me.

Teachers were often intrigued by what he was doing and sometimes helped him when he was stuck and sometimes even shared fun assignments with the rest of the class. The GT teacher would invite him to her room to do some of his math when she was free and then they could talk about it. But mostly he had to be self-sufficient. I did all the true teaching at home, usually over dinner or while running errands. DS is auditory, even for math, so we covered a lot of material while doing yard work etc.

Because we could skip through stuff he already knew, it worked way better than a skip. Once he got to algebra, he was at his challenge level and I think is not bothered by the pace anymore. In fact, as soon as he got his hands on a TI83 calculator for his algebra class, he has been a happy camper. LOL!

I felt very lonely most of the time.

Part of being a friend is having stuff to talk about and being able to talk at the same level. Since I could talk as an adult about most topics when I was in the 2d grade, outside of sports, there was nothing I had to talk about with my age peers. It was like being a talking human on the Planet of the Apes, and most adults treated me pretty much like the Apes did Mr Heston, too.

The biggest thing in retrospect was that I was either motivated to be engaged with my class or not. Being challenged made me engage, otherwise, I tuned out not only the class, but those around me. Sports were challenging, so I enjoyed them. School was not.

It was not until HS that my age peers caught up with me - that and the fact that the HS was the top one in that district - and attracted the best students in the area - whose parents worked at the research labs. I lucked out. If it had been another HS or a rural school, I'd still been lonely. Once I was in the AP-level classes, I ended up making friends, going on dates, even worked in and acted in some plays, edited the paper, etc. It was cool to use big words and talk about books so I really opened up. I was respected for my mental skills and others found me attractive for that reason. I found other kids interesting as well.

I did enjoy sports all the way to HS and Scouts, as well as worked at local museums, too. The fact I was a bookworm was held against me during pick up games until I proved myself. Sports was one area where I could relate with anyone as a peer.

So I would have to say yes, but the caveat is that, off the playing field, I still hung out with those much older than I was, AND it was the top HS in a large metro area.

My kids have skipped 1 grade and so far insist on no additional skips (they don't want to stand out more than they do). Adolescence has been hard because my guys develop a year or two (they were summer babies) later than their classmates. DS14 grew a lot this year so he finally fits into high school better. I cannot believe how sensitive high schoolers are. They're so conscious of their clothes, hair, complexion, what I say, what they said--everything! I would find it very difficult to encourage another skip in the midst of hormone city. But they're still receptive to honors, AP, advancement, contests. The motivation seems to have changed from what's purely interesting to what's cool or what could I make money from or what would look good on my resume.

I have to say I'm having so much fun with DS10 who just loves learning and wants to take online courses, discuss philosophy & politics, read novels, watch documentaries, recite poetry, etc. He's such a sponge and enthusiastic...I'm just waiting for those hormones.

We have observed this as well--when puberty hits it isn't subtle. There are definitely ways (not all ways, just some ways) in which DS13 was so much smarter at this time last year.

Cym and CFK,

Thats interesting.