Gifted AND: A Story about Twice-Exceptionality

Summary

The speaker reflects on growing up with unrecognized giftedness in the 80s and 90s, where the intensity of their behavior was misunderstood. Despite being in a gifted program, they faced punishment for their energetic and chaotic nature, which was unrelated to academics. This led to labels like disorganized and inattentive, rather than receiving support. The speaker's experience highlights both the benefits and challenges of their intensity in an educational setting.

Takeaways

• 📚 The speaker reflects on the lack of understanding regarding gifted children in the 80s and 90s, highlighting the challenges they faced in school settings.
• 🧠 There was a misconception that gifted children were not capable of complex thought processes, leading to misinterpretations of their behavior.
• 👦 The speaker shares personal experiences as a child, including being in a gifted program and the mixed reactions from educators.
• 📝 A vivid memory of creative writing and the impact of a teacher's decision to exclude the speaker from a book fair due to disruptive behavior is shared.
• 🏆 The importance of recognition, such as having a book laminated, is illustrated as a significant motivator for children, akin to winning a prize.
• 😂 The speaker's unique sense of humor and the consequences of their intense reactions in a school setting are described.
• 🤔 The script touches on the issue of punishment and labeling of gifted children for behaviors unrelated to their academic performance.
• 🔍 It points out the lack of support and understanding of the specific needs of gifted children, rather than just focusing on their academic abilities.
• 🌟 The duality of the speaker's intensity is highlighted, showing how it could be both beneficial for academic engagement and problematic for classroom management.
• 👏 The applause suggests that the speaker's story resonates with the audience, possibly because it addresses common experiences or misconceptions about giftedness.
• 🎶 The use of music in the transcript indicates a multimedia presentation, possibly a talk or interview, that aims to engage the audience emotionally.

Q & A

What was the general understanding of gifted children in the 80s and 90s according to the speaker?

The speaker suggests that during the 80s and 90s, there was not a lot of understanding that a child could be gifted. Instead, gifted children were often seen as disruptive or out of their seats, and their behaviors were not associated with their intellectual abilities.

What was the speaker's experience in the gifted program during second grade?

The speaker's experience in the gifted program was exhilarating, but also confusing at first. They started each day with creative writing and wrote their own fairy tales, which was a stark contrast to the rest of the school's curriculum.

What incident during the book fair stands out in the speaker's memory?

The speaker's book was chosen to be laminated as one of the top six during the book fair, which was a significant achievement. However, after a disruptive incident in class, the teacher, Miss Baron Baum, removed the speaker from the book fair, which left a lasting impression.

Why did the speaker feel punished for something unrelated to academics?

The speaker felt punished because they were removed from the book fair for a behavior that was not academically related. They questioned why they were being punished academically for a behavioral issue.

What labels did the speaker receive due to their behavior in school?

The speaker was labeled as not paying attention to details, not being organized, and being sloppy. These labels were given without considering the possibility of needing support or understanding their unique needs.

How did the speaker's intensity manifest in their academic life?

The speaker's intensity was both helpful and hurtful. It was helpful when they were engaged academically, showing enthusiasm and thriving, but it was also problematic because teachers struggled to manage the energy that came with this level of intensity.

What was the speaker's reaction to being removed from the book fair?

The speaker remembered the incident vividly and felt it was unfair to be punished academically for a non-academic issue, highlighting a lack of understanding or support for their needs.

What did the speaker mean by 'pure chaos' and 'pure shenanigans' in the context of their behavior?

The speaker described their behavior as 'pure chaos' and 'pure shenanigans' to illustrate their tendency to act out in a disruptive manner, such as laughing excessively or rolling on the floor, which was out of the ordinary for a child.

How did the lack of understanding about the speaker's giftedness impact their school experience?

The lack of understanding about the speaker's giftedness led to them being labeled and punished for behaviors that were not recognized as signs of their intellectual complexity. This impacted their school experience negatively, as they did not receive the support they needed.

What was the significance of getting a book laminated during the book fair?

Getting a book laminated during the book fair was a significant achievement for the speaker, as it was akin to winning the lottery or receiving a prestigious award in school.

How did the speaker's experience in the gifted program shape their perspective on education and support?

The speaker's experience in the gifted program, particularly the incident with the book fair, shaped their perspective on the need for understanding and support in education, especially for children with complex intellectual needs.