There. I said it.
The dislike comes from what we call a traumatizing experience growing up. I remember being tested in Elementary School. But I don't remember being told I was not gifted. I don't remember being told that in Elementary School. That came later. In Elementary School, they still allowed me to get pulled out. I was able to go and do fun, challenging things with the AIG specialist at my school.
What I do remember is being in math class in 6th grade. It was also homeroom. Some of my friends received these letters. Looking back, I couldn't even tell you what they said or what they were about. I can tell you they went to all of the kids who were identified as gifted. And I didn't get one.
So I asked my friend Ashley. "What do you have there?"
"Oh, I was in gifted. This is telling me when I can get pulled out."
And there it was. The blow to my ego. I am self-described perfectionist. In school, I knew I was smart. And I was prideful about it. But, I also enjoyed the AIG class. I enjoyed the work and enjoyed being challenged. Most classes weren't really challenging to me in school.
From there, I asked my mom. And that is when she told me.
"Well honey. You didn't get the score you needed to. To be gifted you have to get a certain score, and your score was right below that. Principal Horton said you could continue to go to the gifted class because she knew you were able to do the work. Do you want me to see if we can make that exception now?"
I said no. My ego was blown, and I don't think I would ever look at the program the same again.
Years later, in High School I would try again. This time because I wanted to take an Independent Study. Again, I didn't get the score that I was supposed to. My mom and I talked again. Go through the appeal process?
To me, it wasn't worth it. In that moment, I knew what I still rings true in my heart today as I prepare to become a teacher.
You won't have to be gifted to receive challenge in my class. You won't need an IEP to receive support in my class. I'll differentiate because that is what should happen. All students should be able to learn at their appropriate level -- whether that means enrichment or support, extension or review.
As I learn more about the AIG program, from it's history to what really defines gifted I have spent some time reflecting on what it means to be "gifted," and whether I really was (or am?).
I don't think I am gifted. I think I am bright. Heacox (2002) lists characteristics for high achieving (bright) children and children who are identified as gifted (pg. 136). While things do generally come easy to me, I do not consider myself gifted for the following reasons:
- I knew the answers (bright), but I didn't ask the questions (gifted).
- I was interested in what I was taught (bright), but I wasn't high curious (gifted).
- I had good ideas (bright), but they weren't always original ideas (gifted).
- As time went on, things did become challenging. All of the sudden I had to work hard for grades; I needed more time to excel whereas gifted students do not need as much time to excel.
- I absorbed information (bright), but I didn't manipulate that information (gifted).
- I learned through repetition (bright), but gifted students only needed to be shown something once or twice!
- I understood ideas (bright), but I never made inferences (gifted).
As I enter the classroom, I hope to make learning challenging for all students. To make it something the students enjoy. I hope to help all students to recognize that they are more than the label they give themselves. They aren't gifted. They aren't autistic. They aren't their label. They are a student who works to learn at their academic level, wherever that may be.
So, readers. What does this look like? I am not entirely sure. I know I can be idealistic. I recognize that my goal may be hard work. But I am up for the challenge. I am up for taking what we have learned in our various readings and applying them to my future classrooms! What are your thoughts?
Resources:
Heacox, D. (2002). How do you differentiate for special populations? Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12 (p. 136). Minneapolis, MN: Free Spirit Publishing.
For a full list of bright vs. gifted students, click here.
Interesting comments Jaye P. I don't like labels but see how needed the gifted programs have been for my children. So I am not sure the answer other than teach the children to challenge them ALL like you said. I too missed the gifted identification. Apparently I was sick on the day of the test, but truly believe I am just a hard worker...most of the time:). My husband, who I believe is truly gifted but probably ADD too, was identified as borderline mentally retarded in early elementary school! This label was a massive blow to his school career. He is not in any way on the lower end of the academic spectrum. His issues were behavioral. So let's just wipe out all the labels!
ReplyDeleteJaye P. -
ReplyDeleteWOW! What a wonderful blog! I, too, know what it feels like to have your ego blown by a label! I remember in fourth grade, I was part of the AG program. I was pulled out at certain times throughout the day and was given opportunities to do work that I chose on the appropriate challenge level. However, in fifth grade, I was taken out of the program. I had not received the score that I needed to stay in this program. I was devastated! Not only had I made great friends throughout this program, but for once, I felt "smart". Being taken out of the program all on the basis of a test score made me feel as if I was no longer smart, that I did not deserve the challenge I was accustomed to receiving in school. Throughout the rest of my life, I remember teachers recommending me for advanced or AP classes and I would look at them like they were crazy and say, "Who me? You must be mistaken, I am not smart, I'm average." There is nothing wrong with being on grade level; however, once you've been labeled "gifted" and then re-labeled as "not gifted", it makes you rethink the "gifts" you actually have. Anyway, I see you and Carolyn's thinking about whether labels in school are necessary. As discussed by one of our guest speakers, Bev Sheiman, labels do not always have to be bad (i.e. for students with Autism) as long as we teach students how to use that label to advocate for themselves and for the services they need to be successful in school. I loved when you stated, "You won't have to be gifted to receive challenge in my class. You won't need an IEP to receive support in my class. I'll differentiate because that is what should happen. All students should be able to learn at their appropriate level -- whether that means enrichment or support, extension or review." You are right, this is a challenge, but I think it is one we are beginning to prepare for! I hope all of us, as a result of this course, have looked at our classrooms in a different light: a classroom full of learners all with different strengths, challenges, and needs who will look to us to meet them where they are at and help them to achieve their academic goals!
Jaye P,
ReplyDeleteI agree that multiple problems arise when we use labels, which is probably why we've been taught to use student first language. I really liked your list of bright versus gifted. Until Dr. Schrock presented to our class I wasn't able to make that distinction before. I also like your comment that Hayden posted, "You won't have to be gifted to receive challenge in my class." This is an insightful post.