lydamorehouse | Maybe Not So Much

Entry tags:

giftedness,
mason

Maybe Not So Much

I'd been thinking we made the right choice in not sending Mason into the gifted and talented magnet here in Saint Paul. Now, I'm not so sure.

Mason came home a couple of days ago with a book from the school library. It was a book he'd read last year (part of the MAGIC TREE HOUSE series), one, in fact, he already has at home. We asked him why he took that particular book out. He said, oh, this was his "AR" (reading testing book), and he'd picked something else out but his teacher said he should, "take it slow."

RED FLAG.

I told Mason that I'd ask his teacher about it when I went in to do folder volunteering today. For a moment, I thought I was going to miss her (it's her break time, as the students are all off at the I-Zone,) but we ended up having a very short conversation in the hallway. It went something like this...

Me: [retell the bit about the library book] and you said he needed to "start slow." What's that about?
Her: Well, he's only in first grade. Even if he can read at a seventh grade level I don't feel that he should.
Me: Why?
Her: We want kids to be kids. He's only six.
Me: And? We let him read whatever he likes at home.
Her: I'm worried that some of the older book are too emotionally advanced for him.
Me: [Internally sputtering, so only manage to say] I suppose I can see your point.
[We stare at each other for some time as my wheels continue to spin, she might at this point have gone on about emotional maturity, but honestly my brain was just sputtering.]
Me: But that's just fiction. He could test on non-fiction at any level, right?
Her: I suppose. *IF* he understands it.
Me: [Sensing I've lost this argument on some fundamental level, I say that I think he does and we sort of leave it at that.]

Wow, here I am facing the sound of my own music. How many times have I said that we don't want Mason to lose out on "being a kid," only to have that thrown in my face as a reason he should be denied access to books at the library?

Also, it was clear from the way his teacher talked about it, she does NOT believe his test scores. I mean, really, it must be some kind of fake. What six year old can read at a seventh grade level? (I wonder what she'd say if she knew he's actually reading fiction books at an adult level?) Worse, I was unprepared for this particular argument. I've been reading a book called GENUIS DENIED about profoundly gifted students and their problems, yet I wasn't ready for someone to look at his test scores deny the facts staring her in the face.

Worse, to decide that the test scores be damned. He's six, he'll read six year old books because they're good for him.

Are they? My feelings, to be fair, are mixed. But Mason has proven himself very good at deciding for himself what he can and can't handle, emotionally. That's the beauty of a book. Unlike TV, you can put it down with a lot more ease. For instance, he loves the GOOSEBUMPS series, but when he gets scared he puts them down. Or he skips to the end to see how things work out. Some days, I peek in his room and he's dug out the box of board books from under his bed and he's happily reading "Where's Maisey?" by Lucy Cousins. Other days he picks up SPLINTER OF THE MIND'S EYE a grown-up level Star Wars book and reads a chapter or two. Some days he wants CAPTAIN UNDERPANTS, others he wants an encylopedia of bugs written for college-level students with Latin species names and scientific discusions.

I could understand his teacher's objections more if she was concerned about, let's say, Mason picking up a book full of explicit sex.* But how likely is that he'd find that in the Crossroad's Media Center?

Also, I'm worried that implying that there are books he SHOULD and SHOULDN'T read (in terms of grade level) is going to make Mason more self-conscious about his choices. Since the "start slowly" comment, Shawn and I have noticed Mason has been preferring his old stand-by GARFIELD to the Star Wars books he'd been devouring. Shame is a powerful and subtle weapon. I would be absolutely livid if I thought Mason was feeling shamed about his ability.

And I can't help but feeling that this wouldn't happen if he was at a gifted magnet.

Though, it has slowly dawned on me, that perhaps one of the reasons Mason's teacher is having trouble accepting that Mason can read and understand what he's reading at such an advanced level is that he's not just gifted... he's profoundly gifted. As the book GENUIS DENIED suggested the difference is that his teacher has probably come across one in hundred students who are mildly to even quite gifted. But a six year old who can read and understand adult level books? She may only meet one student in her lifetime who is like that.

And most public school systems spend exactly $0 dollars on gifted students. They spend millions on students who need basic and rudamentary help. There's a place for the struggling student to go. There's no place for Mason. More than that, it's considered a waste because if he can get "A"s then he's supposedly not suffering.

You know the worst part? I KNEW this was coming. I just didn't think I'd have to have this fight now.

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*I read things that were sexually explicit far too early, and you know what? I just plain didn't get them. However, I will say that the things that did scar me were the scary things. I still get the chills over certain sceens in AMITYVILLE HORROR because I read them "too soon."

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As a teacher, that really bothers me. She should be overjoyed that he loves to read and give him the freedom to choose his own material; otherwise, he might get bored of reading altogether.

I was in a spot much like Mason's, in the first and second grade living in Rio de Janeiro. There was an English language school, the Escola Americana (and note that this is Portuguese -- there are a lot of otherwise intelligent people out there who are firmly convinced that they speak Spanish in Brazil) and I was told not to read anything beyond the second or third grade as it would be too advanced. Meanwhile, I was reading adult science fiction magazines and novels at home. (My parents went through a science fiction kick, without which I might very well never have become a fan.) What wound up happening was that I eventually decided to ignore the library and the librarian completely and just read whatever my parents brought home. This decision made it impossible for me to be traumatized by the narrow-mindedness of school staff, as I was ignoring them completely. Then there were two years in Rosario, Argentina, where the only English language library was in the school where my father taught (so no problem checking out whatever I wanted), and then to Vashon Island, Washington, where we all went to the library together, and if a book or two I wanted was officially "adult," my parents would check it out. (The main librarian's daughter, who became a friend of mine, was also quite bright.) If there is anything to learn from this, it is as follows: You don't need the library; you don't need the librarian; you and Mason can make an end-run around those. I made the end run and it worked. (And sending him to the library or to the drugstore book rack with enough money to buy one or two books will be a realistic plan of attack in a couple of years; you'll be the judge of when he's ready.)

Nate

I'm horrified. Seriously, seriously horrified by this teacher's response, especially if it's indicative of the entire school. I am over and over again shown how fortunate I was at my school. (I went to a public school, but every teacher and librarian I ever had was overjoyed at my love of reading and were constantly suggesting more difficult texts, not *less.* I was never as advanced for my age as Mason clearly is, but *still*.)

And like you, I've found that most kids (myself included) when faced with something they "aren't ready for" just ... don't get it, and keep on going, completely unscarred.

It sounds like this is going to be a continuing battle, not just with this instructor, but with all of them.

The actions of that teacher and many in the education system are terrible when it comes to exceptional students, students whose needs to not fit in within the normal range. But this problem exists for both students who are gifted and those who have learning disabilities. Saying "There's a place for the struggling student to go" is not a fair statement and it doesn't help anybody. It is really frustrating to see parents of children on both side of this complain that gifted/struggling students are more attended to. Both are poorly attended too. My parents went through hell dealing with the public schools. I spent a ton of time reading under my desk because I was bored, my sister had major issues to overcome being very bright but also dyslexic, and my brother has down syndrome, and getting the schools to do more for him than stick him in a room with old books and puzzles was near impossible. The system needs to be fixed, but parents of exceptional students on both sides would be better off working together instead of fighting over who should get more money.

As someone who experienced both sides (what a rare privledge!), I can say with absolute confidence that both the special needs and the gifted levels could use some work. I was fortunate to have a few teachers in my scholastic career take a special interest in me, and books were never restricted (but I finished elementary school before the serious book leveling with numbers and the like, I find that horrifying, truth be told). I can say that what hurt me the most socially, but saved me academically, was my parents pulling me from the school where I had been tracked as a special needs kid (it's very difficult to get out of the track once you're there, like you don't ever change or something) and put me in an elementary school where the teacher decided to give me a fresh start. Does Mason like his school? Do you suppose he'd like to visit the other school to see what it's like?

-Mel

I would have told the teacher that was inappropriate and called for a meeting with her, the principal, and a member of the administration.

I was in the same situation as Mason at that age. I eventually just read what I wanted and ignored my teachers. Unfortunately, this meant that I developed a terrible work ethic at school. I didn't finish my homework (since I found it pointless), and I spent a lot of my time secretly continuing my independent studies.

That's ridiculous. I'm sure that Google can help, and if not Google, a friend with an ERIC account to muster educational research that says this is wrong.

I was a similar reader to Mason. (I don't know about the other parts of his intellectual gifts--don't think I understood upper level biology! I just read adult fiction books. Though first grade I read The Boy's King Arthur and The Boy's Robin Hood and other old-fashioned kid's books like those.) I remember reading the SRA cards they used to use in the 1970s in the first grade, while the other children had phonics instruction. I was bored out of my skull and the emerging readers were more bored still. At least they didn't stop me from picking out what I liked in the library!

Go to bat for him. When my mom was a girl, they used to try to turn left-handed children into righties. Same educational theory.

My kid isn't an early reader, but his school does a lot better about accommodating his strong interest in math. They don't say, "you shouldn't be trying to do those kinds of problems yet." You know?

If she were concerned about a specific book, I could see her point, but if she's just thinking "all advanced-level books are bad," that's an issue.

I was a bright kid and I had teachers who didn't know what to do with me, but I never had one who actively tried to prevent me from reading upper-level material. As long as Mason isn't picking up GOSSIP GIRL or something, why make him read things he'll be bored with? And he definitely shouldn't be made to feel ashamed of his abilities.

That being said, while it isn't quite the same as the gifted/non-gifted school question, my parents never let me skip a grade because they did want me to have a "normal" school experience. I've never regretted that decision on their parts. I think the points that other readers have raised are valid: is the problem with the system as a whole, or is it this one teacher? No school is going to be perfect.

UGH.

The one large thing his teacher overlooked is that Mason is a VERY emotionally mature and aware individual. (exhibit A: I babysat him once when he was three or four and he came up to me and said "I'm sad." A:"Mason, why are you sad?" M:"Because Mom and Ima are gone." A:"You know they'll be back." M:"Yes I know. I'm still sad." A 3-4 being able to explain that? Incredible.)

Being a genius doesn't only mean elevated booksmarts. It's elevated brain function in general. I understand some things being too scary, but he knows exactly when to stop reading/watching/looking at things. BECAUSE HE'S MATURE. I'm furious with that teacher. I do not want Mason to end up bored because he's too ashamed of his ability. I know what boredom in schools does (exhibit B: my own brother who out-scored the valedictorian of his class in the SATs but dropped out shortly thereafter).

One thing I can say is that with such excellent and encouraging parents, plus his overall attitude/awesomeness, Mason is sure to stay interested. I just wish teachers wouldn't make decisions like that for children. Grr.

I agree that you should sit down with the teacher and other staff members of your school. This sounds more like you drew a weak teacher and not a bad school. Stand up for young Master Mason, but don't trhow in the towel so quickly on your school. I'm appalled at the teacher's comments, but I also believe you can work together in spite of the apparent mind set of Mason's teacher. Ask administration for another opinion from a different teacher.

As a parent of one poor student, two straight-A students and a child with Aspergers, I can tell you the teachers are doing what they can in most cases. My child with Aspergers, after being correctly diagnosed, made great strides at greater expense because of the extra staff required to deal with all the issues related to the condition. Without that extra help, which we were fortunate enough to get through the public school, he would not be nearly as functional and independent.

My youngest daughter is in 6th grade. She failed Media Center (Unsatisfactory was the actual grade)because she only checked out 2 library books last year from the school media center. Never mind that she is reading well above her level. Never mind that she is always getting books from the local library at any level she wants. Never mind that every room in our house has at least one bookcase there are close to 3,000 books in the place. Never mind that I work at the library and Uncle Hugo's. We know our child and her capabilities just as you know Mason's. Set up a meeting now and don't leave until they blink.

P.S. We have lots of used Star Wars books if Mason wants to come by the Uncles. :)

Accelerated Reader is so much a part of the problem here. Gifted/talented/Bored/ Normal - AR can suck the fun and life out of any book.

All three of my daughters struggled with AR - one because there were not enough AR books at a significantly interesting level for her to read in the library, and they had to read AR books to make their "goal."
And two that hated the strictures of AR - one likes non-fiction and the school hadn't purchased those tests and the other struggled with the Baatan Death March of forced reading.

I teach 7th grade, and there are books that kids read when they are too young for them. A student can read all the words and understand what happens but miss a lot of the subtext. I'd put the Philip Pullman books in this category. Great stories, fabulous action - hey, did you catch that whole indictment of organized religion thing going on? Now, I'm SO okay with not getting all the subtext and inference the first time through EXCEPT when a student thinks that they have "read" it already and won't think to reread it when they can get all that other stuff. What a shame to read "Sense and Sensibility" and not think it is funny. So, a student should read anything that they can. And yes, his teacher is short sighted. Besides, the AR levels are mostly based on vocabulary, which is why a book like Holes (easy vocab) is a 4th grade level book when it has that odd palindromic, time shifting timeline. Easy vocab. Complex narrative. Who is the book for?

Some people just LOVE AR. I, as a reader and teacher, hate it.

As a librarian, this makes me sad. I was definitely reading well above grade level-- no idea how far-- I was never formally tested, and wasn't particularly challenged reading-wise in public school; on my own I was allowed and encouraged to read anything I wanted from the library (I think my mother suggested I wait till I was older to read something exactly once-- and she was right, I would not have understood what was going on emotionally at the time, and probably would've gotten bored and given up anyway). As others have said, it certainly sounds like Mason can judge his comfort levels well, but his teachers certainly shouldn't be discouraging him/making him uncomfortable. Feeling shame/awkwardness about one's abilities sucks-- while kids should get to be kids, I think gifted kids also maybe miss out if they're pressured to conform or don't get to interact with other kids who understand their interests-- there's got to be some way of finding a balance, right? I'd add that I'd hope the school librarian and public librarians could be/are being helpful in terms of suggesting books that will be at Mason's reading level/challenging without being too complex for his level of emotional development. I assume you have local resources, but if not, I can ask the K12 folks here at the library school for some ideas.

You might want to talk to Greg Ketter and his wife Lisa about their son and the public school system. His teacher (former now) wanted him to blend in with the rest of the students instead of excelling beyond them.

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Maybe Not So Much

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