As someone who faced the same issues as a child--gifted in some areas, behind in others--I say go for it. There's high likelihood that the challenge will be better for him long-term than boredom.
My biggest concern is that he is *happy* at school this year. He likes both his teachers and is willing to work for them. Last year, his teacher gave a lot of worksheets, which Luke loathed and despised. I feel that perhaps by pushing to have him moved, I'd be fixing something that doesn't need fixing right now. On the other hand, his teachers at the current school may be awful next year.
not having a kid who can walk yet.. but is already talking and having been that kid.. I 2nd what livia said.
really tell him it that he can do this extra special program but he would have to get more organized and will have to do some work at home.
Also what worked with me with reading was work... the only way I could get out of field work was reading for one whole summer.. plus the library had AC which the house did not. I got bribed to spell, I still cann't spell but one of the things we tried that worked the best was the shape of the word with the meaning (where has here in it but were does not all words that start wh are a problem to me.), was well as latin route words also helped alot.
Also, telling a kid how smart they are can breed arrogance. I have seen this in one nephew, while the ones who were raised that intelligance is a given (and who were also in gifted programs) are not arrogant at all.
Also, doodling can indicate boredom, but not always. I have always doodled, and I found it was because I multi-task even when I don't mean to multi-task. Doodling actually would help keep me focused on the subject matter, whether it was math, science, art or history. I just always have "things" going on in my brain, and I focus better if the hands are occupied. Just a different perspective (since I think the idea that a child "must" have quiet hands is stupid. Just so long as they aren't a distraction to others).
Oh, and I COMPLETELY agree not to interrupt the current school year. Uprooting a child part way through the year is cruel. And definitely give Luke a say in the issue. It is, afterall his education and his future.
Having been both that kid and the parent of that kid, I say go for it. Fitting into the schedule of the curriculum and keeping track of your hat are not good measures of intelligence; I wouldn't worry about them.
I agree with all the "smart" comments-- it's easy to expect "smart" to be enough. The problem I had was trying to explain to Amy that just because she WAS so smart was why the teachers expected more. I felt sure she got it but it could still be discouraging foro both of us. I was a smart kid too, both parents teachers, and I never felt like I did well enough for my mother because she kept pushing me to do BETTER. Now that she is old and getting demented she is willing to tell me how proud of me she always was. Sigh.
BTW, I forwarded your post to Amy to ask what she thought. (My very gifted daughter)
just because she WAS so smart was why the teachers expected more.
This frustrated me so much when I was in school, and continues to annoy me to this day. I'm smart. Teachers expected more of me - so I had to do more work than the other kids in my class, and much of it was busywork that was no more difficult or challenging than the original assignments. Now in the office my managers expect me to finish my work quickly, so that I can do more of it... but I don't get paid any more than my slower-working colleagues.
I didn't have the impression that they gave her more busy work, but certainly graded her harder. And now expecting more work for the same pay b/c you're smarter? Sucks big time. Whoa.
I got a bunch of "If you've finished with your worksheet, you can have another to do." And now, yes, my pay remains the same but if I finish my assigned tasks I'm expected to go looking for more work.
Both of these things are incentive to work more slowly, aren't they?
Is there another school that yov can send him to, that has a gifted programme that has a wider circvmlvm? My sister went to one - they did arts and all. And the 'distracted bvt extrememly intelligent' type is a recognised type, svrely. There mvst be programmes in place to accept him, and have him be happy and at his fvll potential.
No, not unless we either moved or paid tuition for a private school. There is one local private school that would be a good fit for him, but we can't afford 10K in tuition a year. (But if we could? Definitely.)
that's so not fair! That yovr gifted son can't get the best edvcation becavse of $$. My sister's school was a pvblic one - bvt that was in the 80's when they had a few 'experimental schools'. I remember it was in a pine forest.....
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really tell him it that he can do this extra special program but he would have to get more organized and will have to do some work at home.
Also what worked with me with reading was work... the only way I could get out of field work was reading for one whole summer.. plus the library had AC which the house did not. I got bribed to spell, I still cann't spell but one of the things we tried that worked the best was the shape of the word with the meaning (where has here in it but were does not all words that start wh are a problem to me.), was well as latin route words also helped alot.
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Also, doodling can indicate boredom, but not always. I have always doodled, and I found it was because I multi-task even when I don't mean to multi-task. Doodling actually would help keep me focused on the subject matter, whether it was math, science, art or history. I just always have "things" going on in my brain, and I focus better if the hands are occupied. Just a different perspective (since I think the idea that a child "must" have quiet hands is stupid. Just so long as they aren't a distraction to others).
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BTW, I forwarded your post to Amy to ask what she thought. (My very gifted daughter)
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This frustrated me so much when I was in school, and continues to annoy me to this day. I'm smart. Teachers expected more of me - so I had to do more work than the other kids in my class, and much of it was busywork that was no more difficult or challenging than the original assignments. Now in the office my managers expect me to finish my work quickly, so that I can do more of it... but I don't get paid any more than my slower-working colleagues.
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Both of these things are incentive to work more slowly, aren't they?
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