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Gifted and talented

Talk to other parents about parenting a gifted child on this forum.

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Original poster

Are you a member of NAGC??

122 replies

chillikate · 25/08/2011 20:46

And if so, please tell me - is it friendlier than here??

I'm kind of holding out to join, until DS starts school in 2 weeks and we eventually get an "experts" view of his once his teacher gets to know him.

OP posts:

Original poster

chillikate · 13/09/2011 19:41

He went straight in without a second glance and came out bouncing. It seems like the teacher has gone straight in with the structure (like the register) which he loves.

Oh and I got some Dr Seuss bookes on the recommendation from someone here. Not read them myself. Wocket in my Pocket - hilarious!!!

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newtermnewname · 16/09/2011 21:41

Thought Chillikate would have been back by now!

Original poster

chillikate · 17/09/2011 19:52

I am here!!!

Hes doing fine, settling in well. Hes been allowed to go full time next week and they're putting in a lot more structure next week.

Not much to say really, hes just been settling in.

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blackeyedsusan · 17/09/2011 22:50

and expect him to be settling in for another year at least [cynical emotion] though not all schools are as odd as ours, nor do all children hide their talents as successfully as dd at school! (too easily distracted)

homework was counting things around the house. I have been checking dd understands hundreds tens and units.. and teaching her to group things into tens to count them. not sure that the teacher expected us to have 315 pens lying around the place though i had to extract the box of felt-tips from the back of the cupboard i think we were supposed to be counting things up to 20, touching one object at a time, not grouping them into 2's and 10's and 100's to count. don't think she found it that difficult either so am a bit trying to remember, but I think would have expected a few of this age group to be able to do this and it does not seem that unusual.

blackeyedsusan · 18/09/2011 09:44

late night sleep deprived waffle.

newtermnewname · 18/09/2011 10:08

DD - year 3 - has had to write down a x table to practice over the weekend. She has chosen 12's. Apparently the teacher was expecting 2's or 5's.

blackeyedsusan · 18/09/2011 20:26

new term, that is good to hear. when did she learn her tables and when was she "supposed" to learn her tables?

do you ever feel you ought just to do the homework as set and get on with your own stuff at home? we are still working our way through red band books, whilst just starting flat stanley at home. I just can't work out what is going on at school, whether it is the system or whether dd is to distracted or whether she is just not doing it at school. obviously there is lot more support and encouragement to stay on task at home with me breathing down the back of her neck. I have got to motivate her to stay on task at school too.

Original poster

chillikate · 18/09/2011 21:13

I've never challenged him on it but I reckon DS could get the 2 times table quite easily. Is that really a Year 3 thing??

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newtermnewname · 18/09/2011 21:17

No, ChilliKate; they are expected to know well 2, 5 and 10 by the end of year 2, although they start COUNTING in 2's, 5's and 10's in reception at my DD's school, IIRC. My DD2 just has a fantastic memory for facts, like x tables and wanted to learn more.

lisalisa · 18/09/2011 21:31

My eldest dd had a friend who was on the g and t register in reception and clearly years ahead. She was off the reading scheme in recpetion and free reading ( no joke). Now at high school they are in yr 10 together and after an expectedly brilliant start for this girl she is now still in top sets but in the middle of those sets and my dd outshines her in maths regularly ( in recep;tion my dd was no great shakes - about average). So it really does even up sometimes.

blackeyedsusan · 18/09/2011 23:14

dd leant the 2x table really quickly, in a few minutes... but we had been working on learning doubles from memorry for quite a while beforehand and i told her the 2xtable was the same as doubles so i can't honestly say that she learnt them in less than an hour

she had also done counting in 2's, 5's and 10's in reception at school and home and i had been intoducing the concept of groups of and sharing for quite a while already. she liked counting in other numbers too... and sometiomes liked to make me count in random numbers like 14 or 27 which required moe brainpower than i thought healthyat bedtime.

Original poster

chillikate · 20/09/2011 13:04

I said I'd keep you up to date.

DS is now in his second week and only his first week full time.

DS has 2 modes, normal 4 year old mode and super sonic speed learning mode where he just can't get enough information into him.

He usually has 4 weeks of calmer time followed by 2 weeks of hyper.

Why has he chosen to go into hyper learning mode now?? And why is he not asking these questions at school but saving them up for me?? This is his first year of preschool all over!!

This morning he told me school was boring. He was bored of playing with babyish toys (they had out sticklebricks, mark making, pirate ships and dolls). I'm not going to accept that after just over a week in a new environment he is bored.

I'm at my wits end with that boy!!!!

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blackeyedsusan · 20/09/2011 14:10

and people think it must be so wonderful to have a bright/gifted child...

I think I am lucky, dd seems placated with a book... we have the odd manic question asking phase... but I doubt i could cope with manic learning... i think my head would explode...

can you challenge him to do something inventive with the toys they have out? what does he like doing? have you worked out why he is bored? (are teachers saying he has got to use equipment in a certain way?)

oh and he has chosen to go into hyper learning mode because sod's law indicates it is the most invconvenient time for this.

Original poster

chillikate · 20/09/2011 16:08

I need not have worried.

I was one of the last to collect as as it was quiet I haven't really spoken to the teacher since his first day i asked the TA if he had setlled in OK. She said he had and told DS to show me his sticker. Apparently it is a very special sticker only given by the teacher for very, very good effort . Teacher must've heard and came over & asked if I realised I had such a bright boy. Apperently hes played up a bit the last few days and she'd commented to the TA that she thought he might be a "bright one". So today she'd got out some phonics work out to see who was interested and what level they were at. She described some sort of stand off where DS obviously wanted to join in but said he didn't want, but then gave in.

I do appreciate that it does take a very special teacher to have picked this up so early.

I am a very proud mummy, but mostly very happy that the teacher has him sussed. I'd love to be a fly on the wall when they first talk about numbers!!!

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blackeyedsusan · 20/09/2011 19:55

I would like to see him do it too. what is he doing in maths?

I am thinking that dd is probably showing more at home because of the 1:1 attention keeping her on task, and knowing what she can and can't do so will not accept silly answers.... which she may give at school and of course the teacher will think (quite reasonably) that she doesn't know. I hope your ds shows what he knows and isn't a so easily distracted space cadet like dd.

PrettyCandles · 20/09/2011 20:37

I've only skimmed the thread, so I don't know whether anyone has mentioned the NAGC's Big Weekend (or Family Weekend? I don't remember the exact title). It is an event held once or twice a year on a half-term weekend, at a school or university in a fairly central part of England. There are activities for the children, which are designed so that children of all abilities can participate fully. At the same time there are workshops and seminars for the adults on all sorts of topics related to parenting or teaching children with high learning potential. We have found many of these seminars very useful.

It's true that on MN there can sometimes be an unpleasant attitude to parents trying to support their 'different' child. The NAGC events that we have attended have been as non-judgemental an environment as MN usually is on other matters.

Original poster

chillikate · 20/09/2011 20:44

LOL - I remember DS going through a phase at about age 2 at nursery where he would intentinally give the wrong colour / shape. I remember a report coming home saying that he was making good progress with learning a circle, square and triangle but at home would consistently get oval, rectangle, hexagon, diamond etc...

Anyway, I digress. Hes no maths genius, he's only 4 - but I believe is operating a good level above his peers. He can count / read / write numbers up to 99. Addition of 2 or more numbers up to 5 (i.e. 5 + 3 or 5 + 3 + 2). Subtraction of smaller numbers and he is starting to make groups (early mutiplication??), and he can recognise simple patterns in numbers. Not rocket science, but not "average" either.

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PrettyCandles · 21/09/2011 07:11

The point is not maintaining his precociousness, but ensuring that he is not bored, and maintaining his joy in learning.

blackeyedsusan · 21/09/2011 09:00

ahhh, that is similar to dd. i would suggest doing stuff with him at home... dd made almost no progress in maths last year because we did reading and did not have enough time for maths. one more and one less to 10 and beyond, counting in 10s/5s/2s (etc) how many sides on a square/circle/hexagon etc. of course your school may be better at doing something with him.

when is he 5?

diamond? diamond? no, rhombus, rhombus RHOMBUS (4 straight sides, same length, not necessarily right angled corners) and a square drawn to "stand" on its corner is still a square.

guess who went into reception knowing rhombus and came out saying diamond.

I am wondering about asking the teacher not to say that you can't take away a big number from a small number too as she has just discoverred counting back past 0 (on a numberline)

Original poster

chillikate · 21/09/2011 12:45

Hes 5 in 3 weeks time, so he's one of the older ones.

LOL @ rhombus!! He was only 3 at the time and I doubt half the nursery staff would know what a rhombus is!!!

Time at home is scarce :( I work full time but do all I can. Hes pretty exhausted by the time we all get home at 5.30 (but loving picking him up from school at 3.15 this week!!).

Weekends we go out and love to be busy.

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ays25 · 21/09/2011 14:25

i have known for a while that my son is quite advanced, he has just started nursery at which in our area they are given 15 hrs a week (4 half days and 1full day), so at the moment he is doing 5 half days, and normally they would start their full 1 day a week after the October half term, i was approached by his key worker today and she said he has settled in very well and shown great maturity and he can start his full day next week (he only started last Monday!!!).
he has been complaining about not wanting to leave school, as most of the children are clinging onto their parents to go home in the mornings.
in the nursery's hand guide it says that some children are entitled to 30 hours per week, if they meet a certain criteria, ie special needs, special educational needs. a friend of mine his daughter is the same age as my son full time already as social services are monitoring her.
i wanted to find out if he would fall into the educational needs category, as by being full time it would benefit him a lot more.
he knows his numbers up to 100 in english, he also taught himself the numbers from 1-30 in french, spanish and german. he is bi lingual aswell. he knows all objects, body parts, planets, foods, animals, and so forth.
can anyone give me some advice or guidance?
thanks

blackeyedsusan · 02/10/2011 17:53

chillikate. you definately need school to challenge him then. 5.30 is too late to be doing much and he just needs to chilli

to be honest we don't spend long at the weekend doing extra work. we try to do it in short bursts and adjust for how tired dd is feeling orr whether we have other thiings on. dd loves to read so a lot of general knowledge stuff is done by providing her with books from the library/book people. [lazy emotion] we also do a lot of talking whilst out and about. we spend 1-2 minutes most days keeping maths ticking over with 5 questions. (she forgot a lot last year due to lack of practise. )

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