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.

Outlines

00:00

🌟 Early Education Challenges for a Gifted Child

The speaker reflects on their childhood in the 80s and 90s, highlighting the lack of understanding and support for gifted children during that time. They describe their experience in a gifted program, where they felt exhilarated but also faced challenges due to their intense energy and behavior. The speaker recounts a specific incident with their second-grade teacher, Miss Baron Baum, where they were removed from a book fair for laughing too hard, illustrating the disconnect between their academic abilities and their behavior, which was often misinterpreted as a lack of discipline or focus.

Keywords

💡Intensity

Intensity, in the context of the video, refers to the speaker's high level of energy and passion, particularly when engaged in activities that interest them. It's a driving force that can lead to both positive and negative outcomes, such as being highly focused and enthusiastic but also being perceived as disruptive or disorganized. The speaker reflects on how their intensity affected their school experience, where they excelled academically but faced challenges due to their energetic and sometimes chaotic behavior.

💡Gifted

The term 'gifted' is used to describe individuals with exceptional abilities or aptitudes. In the video, the speaker discusses the lack of understanding and recognition of giftedness during their school years. They mention that their unique abilities were often misunderstood as disruptive behavior rather than a sign of intellectual potential. The concept is central to the narrative as it shapes the speaker's experiences and the way they were perceived by educators.

💡Understanding

Understanding, in this context, pertains to the recognition and comprehension of the speaker's unique needs and abilities as a child. The video highlights a lack of understanding from educators during the 80s and 90s, which led to misinterpretations of the speaker's behavior. The lack of understanding is connected to the broader theme of how societal perceptions can impact the growth and development of children, especially those who are gifted.

💡Discipline

Discipline, as mentioned in the script, refers to the rules and expectations set by the educational environment to maintain order. The speaker recounts an incident where they were removed from a book fair for their disruptive behavior, illustrating the school's disciplinary measures. This keyword is significant as it contrasts with the speaker's intensity and giftedness, showing the tension between a child's natural exuberance and the structured environment of a classroom.

💡Creative Writing

Creative writing is a form of self-expression that allows individuals to create original content, such as stories or poems. In the video, the speaker fondly remembers engaging in creative writing as part of their gifted program, which provided an outlet for their intensity and a space to thrive academically. The activity is an example of how the speaker's intensity could be channeled positively.

💡Book Fair

A book fair is an event where books are displayed and sold, often at schools to promote reading. In the script, the book fair is depicted as a significant event where the speaker's book was to be laminated, symbolizing a high honor. The incident at the book fair, where the speaker was disqualified for their behavior, underscores the theme of the consequences of not managing one's intensity.

💡Laminated

To laminate something means to cover it with a thin layer of plastic for protection or to make it more durable. In the video, having a book laminated is presented as a prestigious achievement, akin to winning a prize. The laminated book represents recognition and validation of the speaker's creative efforts, making it a key moment in their school experience.

💡Chaos

Chaos, in this context, describes the speaker's tendency towards disorderly or unpredictable behavior, which often led to misunderstandings with educators. The term is used to contrast the speaker's creative and academic abilities with their perceived lack of discipline. The speaker's chaos is a recurring theme that highlights the challenges faced by those with high intensity.

💡Academically

Academically refers to the speaker's performance and engagement in educational activities. The video script mentions that when the speaker was able to focus on academic tasks, they were seen as enthusiastic and thriving. However, the term also alludes to the challenges they faced when their intensity led to behaviors that were not conducive to a traditional academic environment.

💡Supports

Supports, in the context of the video, are the assistance or resources that could have been provided to help the speaker manage their intensity and thrive in an academic setting. The speaker reflects on the lack of such supports, which may have contributed to their struggles with organization, attention to detail, and prioritization.

💡Labeling

Labeling refers to the act of assigning a descriptive term or category to someone, often based on observed behavior. In the video, the speaker discusses how they were labeled with negative traits such as being disorganized or inattentive to detail due to their intensity. This labeling is significant as it reflects the misunderstanding and lack of support for the speaker's unique needs.

Highlights

The speaker reflects on how their intensity as a child affected their upbringing and educational experiences.

In the 80s and 90s, there was a lack of understanding that a child could be gifted and have complex things happening in their mind.

The speaker's behavior in school, such as getting out of their seat and being easily distracted, was misinterpreted rather than seen as signs of giftedness.

Miss Baron Baum was a second-grade teacher who recognized the speaker's giftedness and placed them in a gifted program.

The gifted program involved creative writing exercises, such as writing about a word on the board.

The speaker excelled in creative writing and had a massive journal filled with their work.

Second graders in the gifted program wrote their own fairy tales, showcasing their creativity and imagination.

The speaker's book was selected to be laminated during a book fair, a prestigious honor at the time.

However, due to a moment of chaos and laughter in class, the speaker was removed from the book fair, highlighting the disconnect between their academic achievements and behavioral issues.

The speaker questions why they were punished academically for behavior unrelated to their studies.

Throughout their education, the speaker was labeled as disorganized, inattentive to details, and sloppy, rather than receiving support for their needs.

The speaker's intensity was both helpful and hurtful, as it led to enthusiasm and engagement in academics but also resulted in misunderstandings and punishments.

Teachers appreciated the speaker's enthusiasm when they were engaged in academic pursuits.

However, the educational system struggled to accommodate the speaker's high energy levels and intensity.

The speaker's experiences highlight the need for better understanding and support for gifted children with complex needs.

Transcripts

[Applause]

[Music]

so how do you think that your intensity

affected you when you were growing up so

I think one of the things about you know

going to schools and in the 80s and the

90s is that there doesn't appear that

there was a lot of understanding that a

child could be gifted and there was a

lot of you know Kyle might be gifted but

you know he's getting out of his seat

all the time he's always doing all these

things he's you know whatever he's

always throwing things off task and he's

always forgetting everything and he

always when he finishes 80% of stuff and

he checks out if he doesn't like to do

it so like a lot of gifted but rather

than gifted and because I don't know

that at that time and even to many make

sense today that people can stomach the

idea that children can have a lot of

complex things happening in their minds

all at once so as a child what that

looked like is a lot of things that

really really stuck with me like at a

second-grade teacher her name was Miss

Baron Baum

it was my first year being in the gifted

program and I remember I was exhilarated

but being in his gifted program the

first day I showed up I didn't know what

everybody was doing but what are we

doing then one word on the board and

everyone was just like writing about

what you are writing well there was a

word on a board like green and I turn

next me there was a kid his name was

Kyle the girl what do you write he is a

green he's right about green I'm like

what are you talking about but I guess

every single day we started with

creative writing somebody ended a year I

had this massive journal of creative

writing

so other grade second class a second

grade classrooms at my school were

learning fairy tales we wrote our own

fairy tales and I remember it was

bookfair and this is kind of an example

of the intensity right like there was

his book fair where the top six books

would be laminated and I don't know if

you remember but back in the day getting

a book laminated getting anything living

in school was essentially like winning

the lottery there's nothing cooler than

getting something laminated so my book

was where Emma made it it was gonna be

something I got to read at the book fair

and then one day in class I was doing

what I do which is pure chaos pure

shenanigans laughing I might have been

rolling on the floor because I didn't

laugh like a normal kid I thought

something was funny I would probably

like be close to dying of laughter quite

literally and Barry Baum said you know

what that's it you're out of the book

fair and I remember how that felt even

today and I just remembered like why am

I being punished academically for

something that has nothing to do with

academics and when I think about what

that looked like going forward what that

looked like if I missed assignments or

if I got the wrong thing copied down or

if I didn't get these directions like I

got punished

I got labeled like Collin doesn't pay

attention to details Carla's not that

organized and Collin you know doesn't

prioritize stuff Collins still sloppy

and nobody ever really thought to just

kind of give me a helping hand or see

what kind of supports that I need it so

I think the intensities that I had were

kind of helpful and hurtful all at once

it was helpful in that like when I

locked into something academically

teachers love to see an enthusiastic

child that's thriving a door they need

to do I think the other part about that

though is that they couldn't handle

everything that came with that level of

energy

[Applause]

[Music]

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you

[Music]