Monthly Archives: May 2014

That Mom

When my son’s kindergarten teacher said to me ‘I think its because he’s gifted’ that’s all I heard. I was in car line and honestly wanted nothing more than to peel out to get home to tell my husband – she thinks our child is GIFTED!!

Doesn’t that sound amazing?

Little nutIt wasn’t until years later, reflecting back, that I realized she had just given me a laundry list of bad behaviors – something we had been dealing with all year, that preceded the words ‘I think its because he’s gifted’. It would take me a long time to put these puzzle pieces together.

The next few weeks another mother, finding out that my son had been labelled gifted and being much further along on her journey than I, started chatting me up in the corridors while we waited for our kids to get out of school. “CHALLENGE my child” she would complain, often loudly enough that I felt embarrassed. “Why doesn’t anyone provide any services for these kids?” she would lament in front of others. She was vocal. She was in the faces of the teachers, and the administrators, she didn’t seem to mind what other people thought when she said her child was gifted.

I was concerned about how I looked to others, I didn’t want people to think I was bragging. I didn’t want to stand out and be noticed and be vocal and loud. I didn’t want to be ‘that’ mom.

Instead I quietly watched as my son made it through kindergarten (whew). Then in first grade, every day was a ‘how was his behavior today?’ day. In second grade I found myself trying to explain to his teacher why he was refusing to write anything on his math tests – “just give him harder work” I pleaded (oh, I’m starting to sound like ‘that’ mom).

“We can’t do that. They have to work within the second grade curriculum. Besides, he won’t prove that he knows how to do this work, I can’t give him harder work yet.”

He was moved to a ‘gifted classroom’. The rest of second grade went by…we made it (whew). Third grade was the same old story. Every email, every time my phone rang, my stomach sank with dread. When I was faced with ‘yes, he is being called names, yes, he is being excluded and yes, he is being laughed at but, really, he brings it on himself’ I tried to work with the teacher and with my son to see what we needed to change. When I met with administrators and I could see their contempt for my child dripping from every word that came out of their lips, I tried to make them like me – maybe if they liked me and knew that I was trying really hard they wouldn’t be so hard on him.

When I saw my precocious, energetic, confident 8 year old start to turn pale, have crying spells for no reason, start to retreat into himself and not want to talk to anyone, I was terrified. When I saw that same child come home from school with a fury of energy and “build” his own library in his room, complete with library cards for every member of our family I was elated! I came to find out that the librarian at the school had offered to let him spend some time there every day – reading and shelving books. He was on cloud nine. But then his teacher insisted that the only way he was going to be allowed to take advantage of this offer was if his behavior was 100% perfect – not one complaint. And of course, he never got to go. Ever. Again. That’ll teach ’em.

ER quoteWhat no one seemed to understand was that he needed something different. He is wired differently. He wasn’t able to do what they needed him to do because they weren’t giving him what he so desperately needed. We ended up pulling him out of school.

Man I wish I could have been ‘that’ mom – her kid is still in school. She is doing something right. She is so much braver than I was.

So if I could offer up one trick that I wish I known from the beginning, one tip that could have saved us all so much heartache or one tool that I know every parent of any child who is different –  any parent of any child at all, needs to have in their arsenal, I would say to be brave. Be more brave than you ever thought possible. Be the brave that you imagine you would be if you had to go up against 400 pound black bear to protect your child. Be the brave you are when you know, in the deepest pit of your soul, that you could lift a 16 wheeler and toss it the length of a football field if it meant that your child would have the opportunity to live the life that you wanted for them. Don’t worry about what other people think. Be bold and courageous and brave. Be that mom for your child.

This article is written as part of the May 2014 Gifted Homeschoolers Forum Blog Hop.

Click on the graphic below for more Tips, Tricks and Tools for Gifted/2E Kids.

May 2014 GHFBH image

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A Checklist For Exceptional Education

One of my posts Why Parents of Gifted Children are Turning to Homeschooling, generated some very heated comments. One very passionate teacher had this to say:

I do love my job, but I am making plans to leave it. The problem is that I just cannot meet all of the demands I’m under without compromising individuals’ experiences, and my own failure to reach some of these kids is emotionally damaging me in ways I could have never anticipated before I took on this career. Today, I had a surprise walk-through evaluation in one of the most
hectic weeks of my career (5 brand-new students, one on an IEP, one with a 504, and one who speaks no English and whose language is so rare my translator app cannot accommodate her- I teach freshmen English). Despite this week’s thousands of challenges, I was conducting a wonderful lesson in which each student took part in enlightening their peers in an investigative research report. The kids were quiet, well-managed, respectful, and they had impressive projects. I was so proud!

The principal, in the four minutes he stayed, did not see several of the checklist requirements within those four minutes of student presentations, and I got a mediocre review. His biggest criticism? A student was wearing a hat when he walked in. I have 150 students throughout my class in a day. I have noticed when they are depressed, high on drugs, hurting themselves, or in violent moods. But I did not take care of that hat. I get a mediocre review.

We aren't just failing our students, we are failing our best teachers too.

We aren’t just failing our students, we are failing our best teachers too.

We aren’t just failing our students, we are failing our best teachers too.

I think her story strikes at the heart of what we are struggling with in education right now. We feel the need to measure everything with checklists and data. The problem is, the things (I think) we want from education aren’t so easily measured.

We want innovators, leaders, creators, critical thinkers, and hard workers. We want people who are going to change the world, who are going to lead in science and technology and arts and humanities, who are going to be able to tackle the big problems currently facing our planet. We want students to be confident and bold, compassionate and caring.

Faced with a hectic week and several unexpected curve balls, the teacher focused on what was important and led her class through a lesson. A lesson that resulted in impressive projects. In one period, she was able to give those students an example of innovation, leadership, and hard work. She modeled how to be confident when faced with challenges, and when she was proud of what they accomplished, the students experienced genuine compassion and caring.

She led by example, she was a role model.

But what she did wasn’t on the checklist, so she got a mediocre review. I think anyone can tell just by the paragraph she wrote above, she is not a mediocre teacher – she is what our school system needs more of.

Great Teachers Inspire

Great Teachers Inspire

 

We need to inspire curiosity, we need to empower students to take risks and make mistakes instead of penalizing them for doing either. We need to give children time to pursue their own interests, we need to teach them how to set goals and how to achieve them, we need to teach them how to value each other and how to lead effectively, we need to teach them how to co-operate, how to embrace or at least entertain radical new ideas, how to think critically and how to believe in themselves. We need to let them soak up great literature, we need to give them space to enjoy and understand art, we need to show them history – show them how it helped, hurt or changed the world, show them how we learned from it and how we can use it to create a better world going forward.

And just how can we do that?

We have to trust each other more. We have to hire great leaders who can inspire our teachers to empower our children. We have to believe in them and recognize that this doesn’t always translate into high standardized test scores. We have to spend money on art and PE and music and nutritious food, not on big corporate testing contracts or empty initiatives with fluffy names. We have to care more about students than we care about test scores and we have to value teachers who are creative and compassionate and who try to make learning about more than getting test results.

 When we are able to let go of standardization, when we are able to see children as people and not as statistics, and when we value teachers for their ability to nurture learning and inspire questions rather than memorize answers, then we will have education that can accommodate all different learning styles, speeds and abilities. Then we will have a system that will accommodate the diversity in our children instead of trying to stamp it out.

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