Since he started school, all ds1's teachers have considered him to be G&T material. In infant school, the G&T programme was fantastic, he was thrilled by it and looked forward to participating. In the juniors he is bored by it, utterly unenthused, and was quietly dropped last year. Which, when we discovered it, made us furious! Apparently, according to the written tests he is borderline for his junior school's cut-off point to be included in the G&T programme. And this despite his consistent academic record and the opinions of his techers. So this year we have fought to get him back on, as the quality of his schoolwork was dropping and he was getting bored.
But despite a good start, when the G&T co-ordinator really did seem to make an effort to get ds1 engaged, it has lapsed back into extra work. Instead of enriching and diversifying his learning, he simply has extra work, and it's putting him off again.
I don't see the point of making ds work more. I want him to want to go to school, to want to do his best, to enjoy a sense of achievement in his work. I want to withdraw him from the G&T programme, but dh disagrees. I think we need to concentrate on encouraging ds in his regular work, and to provide the enrichment ourselves.
I'm really not certain what we should do now.
Please don't let this thread become another debate over the 'label'. I, too, don't like the G&T label, but we need to call it something, and these children need the extra help it provides. Otherwise they risk being frustrated at school, their behaviur will deteriorate and that they will not fulfill their potential, and we can see this happening already, with ds's schoolwork and behaviour.
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AIBU to want to withdraw ds1 from the G&T programme?
12 replies
PrettyCandles · 12/11/2009 23:40
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PipinJo ·
13/11/2009 01:31
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