Both, attended TAG programs, skipped a grade, was constantly criticized for not applying self more
Both lol. In elementary school I got very good grades and teachers really liked me. Except the ones that minded that I was constantly writing stories and drawing during lessons.
I got scolded often for not paying attention (who cares, I’m getting good grades, let me do my thing!!!) and some teachers would even confiscate my writings and drawings to keep me from being distracted.
One teacher especially didn’t like that I could not pay attention in class and still get good grades. She took away a story I had been working on for a while and never gave it back. I still get mad when I think about it.
Eugenia, if you’re reading this, I will never forgive you!!! >:(
That’s a pretty shitty thing to do to a child
I was in the “we’re going to put you in advanced placement as a form of special ed, because you get bored and start asking questions that are too advanced for the rest of the class” group.
Yes, those advanced “you’re so gifted and talented, so we’re going to put you in a cool class where you get to do logic puzzles instead of regular math” classes were a form of special ed. They were designed to sequester you away from the rest of your class. Not as a punishment, but because the modern school system relies on students in each class actually being at the same level. If students are above or below a certain range, they slow down instruction for the entire class, as the teacher is forced to spend extra time with just those individual students.
Most people think of special ed as just being the disabled kids, but the reality is that special ed is any kind of class that pulls you out of the rest of the class. Again, because class time is focused on the 80% of students who are at the same level, not the 10% who are above or below it. If you’re too far below, the teacher has to spend extra time rehashing material. And if you’re too far above, you end up asking a ton of questions that the teacher hasn’t built the groundwork to answer yet.
Maybe your class is learning module {A}, and students will tend to ask questions about {A} or maybe {B}. But you immediately grasped the concept of {A}, read ahead to {B} because you were bored, found a shortcut to get to {C}, and are asking questions about {D}. All while the rest of the class is still learning {A}. And the questions you’re asking won’t even be relevant until you get to {C} or {D}, so devoting time to answering them would be a waste of time for the 80% of the class that is learning {A}. So instead of letting you slow the rest of the class down, they ship you off to a “gifted and talented” class once or twice a week, to be with kids at your own level.
Yep
I was “would do well if applied self and stopped getting distracted” when - things were too new, too hard, too boring, too distracting (not engaging), too much memorization of random facts and rules (history/geography/language).
I was “gifted and pleasure to teach” when - I got all the support I needed and I was shown that there was a system that was logical that I can understand if I just tried (math/physics/chemistry).
I was the former. It went really well until college when I actually needed to study. I struggle to learn by reading and am terrible at being internally motivated so… College could have gone better.
Same. Honestly, even in college things were OK until social relationships got in the way, and then I couldn’t manage. Things fell apart so fast…
Yes
I got sent to a special ed school that didn’t even have actual classes cause they thought us autistic kids were too stupid for that
The first one K-5th grade, the second for the remainder.
Interesting. What caused the change?
Becoming a teenager presumably
That for the most part yeah, but also school assignments/projects were becoming more lengthy and tedious to the point where I stopped taking them seriously. I’ve always had pretty good memory so I didn’t form the habit of using planners/calendars until college when it finally sank in that I couldn’t just juggle everything in my head.
Ahhhh I see
My mom stopped being a sahm and went back to work. This resulted in a significant increase in processed foods in my diet, due to the ease of providing these foods relative to home cooked meals, and my unsupervised access to an essentially endless supply of junk food and soda. Additionally, it resulted in less time outside performing physical exercise and less time spent positively socializing with other people. And also, reduced attention given to my sleep habits and personal grooming. These changes resulted in me going from a fairly happy and bright, if odd, student; to a rather poor but untroublesome student who was overweight, ungroomed, constantly sleep deprived, had poor executive function, and who suffered from somewhat severe social anxiety and depression.
Both. You’d get different answers from different teachers.
Teachers who knew their shit and were flexible, would say the former.
Teachers who were authoritatian and barely knew enough of their field to pass minimum standards for teaching would claim I was “lazy” or “obstinate”.
I was the “does not work well with others”
Mostly because they excluded me
Quiet and polite in class. Bored because she can do the work. Once I was unable to coast, they got mean.
The first one ☺️ and I still like being called a good boy to this day 😇
Depends on which class lol. My art teachers thought I was a dream, math and english not so much.
Wow, I never took art seriously (was always screwing around), but was always great at math (at least when I wasn’t lazy).
The second half. I’d get failing grades in final projects (e.g. math) because I failed to read the instructions, would complete only one side of a test because I forgot to the check the other side, would tell long stories to my teacher in class, would just not take science seriously, but studied my butt off for history (which was so much reading). I don’t think my teachers generally liked me (some didn’t at all), but that sort of changed when I moved states from red to blue and got better instruction.
