What Time Is The Kentucky Football Game On Saturday What Should Be on the Tombstone of Gifted Education: Part 1 – Invasion of the "Gifted" Snatchers

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What Should Be on the Tombstone of Gifted Education: Part 1 – Invasion of the "Gifted" Snatchers

Each of us in the pre-retirement set remembers what it was like in school. It was a tiny little microcosm of fragmented social groups. Some groups were popular while others banded together to rebel against the popular crowd. Even within these groups, further stratification was based on who was interested in schoolwork and who was not. Not that academic success mattered within the group, you were still accepted as a member and given the status you thought you deserved. As we graduated, we moved from high school groups to college or community groups and tried to maintain our status as long as we could. Generally speaking, most of us have been successful in life in one way or another and have given birth to the next generation that will run through the fence until they settle down again.

Each generation that has passed through public education has seen fit to allow the cream to rise to the top and take their place as leaders in upholding the American social and political ideal. Gifted students have been given unique and redundant resources to enable them to develop their talents so that they can graduate from high school and take their place among their peers for honors in college. From this table of Phi Beta Kapans and Research Associates, it is assumed that a gifted student will maintain the grades and quality of work necessary to transfer them to graduate school where they will earn academic credentials. This would catapult them into the elite of medicine, law, politics, science, etc. Here are our leaders! They achieved their goals with the blood, sweat and tears of their high school teachers.

Let’s fast forward to the 21st century where the number of gifted students has soared like on academic steroids. Today’s gifted students are not so different than they were in the 20th century. However, their numbers and membership have been affected by the greatest disease produced by the beginning of the 21st century: Equality with a side dose of righteousness! If you walk into my employer’s high school starting right after Labor Day, you will see a sea of ​​students wearing tags. Some of those tags will say “504”, others will say “SPED”, and quite a few will say “Gifted”. Many of these gifted children will have a gifted sticker from their early primary days and carry it with them ever since. However, once you start working with these kids, the “g” and “I” begin to shed their gifted label. They whine and cry and complain about how difficult it is for you in class and start opening their ipods while you try to teach them. Wait a minute! Are these the same children who were gifted all along? What happened to their ability to step up and take on those extra tasks and research work to build their future? You start to wonder if they really earned those grades or if they just passed them on to you from the previous teacher to get out of the way.

Yes, in the name of equality and fairness, the gifted class has been invaded by formerly mediocre students who were once content to sit in regular classes doing their nails and debating the series of plays from the Friday night football game. As I sit and work with gifted classes these days, I see how the best (They’re always there) work to achieve their future goals. But now they have to sit in the same classes with the popular set whose parents insisted they be labeled as gifted and go to higher level classes. Instead of the gifted teacher spending quality time educating them to achieve those awe-inspiring goals, the gifted teacher must now spend that resource on those students who do not need to be in the gifted class. Equality suggested that there should be no class of students above another. Fairness suggests that it is wrong to punish those poor mediocre students for doing their nails in class. They should be given the right to be gifted.

The second part follows: Why there should be a special “Gifted” program in all schools.

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