Gifted AND: A Story about Twice-Exceptionality
Summary
TLDRThe 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
🌟 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.
Mindmap
Keywords
💡Intensity
💡Gifted
💡Understanding
💡Discipline
💡Creative Writing
💡Book Fair
💡Laminated
💡Chaos
💡Academically
💡Supports
💡Labeling
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]
[Applause]
[Music]
[Applause]
[Music]
you
[Music]
関連動画をさらに表示
5.0 / 5 (0 votes)