Kids with a high IQ. Ever dealt with them?

[the crackhouse]

Just to know if some of you have or deal often (with) kids with a high Intelligence Quotient?

How do you feel about this difference and are you making a different approach of these kids?

Idance

[ebot9000]

nah man we're americans

[BrazenMuse]

Just to know if some of you have or deal often (with) kids with a high Intelligence Quotient?

How do you feel about this difference and are you making a different approach of these kids?

Idance...despite the comment from ebot...I do find myself working with honors classes of 9th graders...13 or 14 yrs old...busy as a sack of kittens, but quickly intuitive and generally willing to take more intellectual risks than other groupings of students...
why do you ask?

[ChiJAM]

Gifted students are a protected class (at least in our state)--just like special education students--so a different approach is mandated by State law. In our school district, students identified as gifted must receive instruction based on an individualized gifted education plan devised for the particular student.

ChiJAM

[Dolemite73]

Gifted students are a protected class (at least in our state)--just like special education students--so a different approach is mandated by State law. In our school district, students identified as gifted must receive instruction based on an individualized gifted education plan devised for the particular student.

ChiJAM

Myself, Huey Freeman and our youngest brother were all classified as gifted. The school psychologist said she had never seen 3 brothers classified as such in her 25 years (then) as beeing in the school system. When I got to the sixth grade, I would have to go to a different school (in Hyde Park) twice a week because my home school could not push me enough. In regards to elementary school, I was holding Ace's and King's and my classmates were holding Two's and Three's. So I had to go elsewhere during the week just to learn. Very sad IMO.

[ChiJAM]

Myself, Huey Freeman and our youngest brother were all classified as gifted. The school psychologist said she had never seen 3 brothers classified as such in her 25 years (then) as beeing in the school system. When I got to the sixth grade, I would have to go to a different school (in Hyde Park) twice a week because my home school could not push me enough. In regards to elementary school, I was holding Ace's and King's and my classmates were holding Two's and Three's. So I had to go elsewhere during the week just to learn. Very sad IMO.

In our school district they rely on the "pull out" process. For instance, a 1st grader gifted in math will attend a math class at his level, e.g., 3rd, 4th or whatever. The kids don't have to leave the school campus, so that is good.

ChiJAM

[BrazenMuse]

Myself, Huey Freeman and our youngest brother were all classified as gifted. The school psychologist said she had never seen 3 brothers classified as such in her 25 years (then) as beeing in the school system. When I got to the sixth grade, I would have to go to a different school (in Hyde Park) twice a week because my home school could not push me enough. In regards to elementary school, I was holding Ace's and King's and my classmates were holding Two's and Three's. So I had to go elsewhere during the week just to learn. Very sad IMO.

sad for you or for them? It's interesting. I was "Tracked" as gifted...so I was in the classes for those kids except for gym...it was odd because I really only saw people of certain ethnic backgrounds in my "gifted" classes and saw more diverse mixes of people in things that were general requirements like gym and sex-ed. It led to some interesting choices about who to hang out with after school. I had 2 sets of friends...it was very odd. I was often too "white" for one group and too "black" for the other, if u catch my drift. So was it damaging to you and your siblings socially? Or was it enlightening? I'd wonder about the racial/ethnic mix in your different situations...I'm not a Chicago kid, so teach please...

As a classroom instructor, I'm hearing a great deal about differentiated instruction b ut few schools have the budgets to truly implement it...it could eliminate the separating of students...but it increases teacher workload astronomically...not impossibly, but astronomically. As it is...having a class full of 19 students who are in the habit of not thinking for themselves and having 2 who are self motivated, well-read and not challenged by what needs to be covered by the rest of the class is DIFFICULT. It seems more fair to me to send those bright ones to an honors class where they can be better served rather than bored and making a nuisance of themselves...

its a tough call

[Dolemite73]

sad for you or for them?

It was sad for me and them. I dealt with a lot of crap because I was "different" from the other kids. I did not rub it in and I was very humble in regards to school, but there was a lot of hate thrown my way. Plus, who wants to have to go through the hassle of going to two schools during the week?

It was sad for them because some of these kids were in 8th grade, yet was getting scores on a 5th grade reading and math level in standardized tests. Most of these kids ended up either dead from gang/drug violence, pregnant at very young ages or crack addicted.

[BrazenMuse]

It was sad for me and them. I dealt with a lot of crap because I was "different" from the other kids. I did not rub it in and I was very humble in regards to school, but there was a lot of hate thrown my way. Plus, who wants to have to go through the hassle of going to two schools during the week?

It was sad for them because some of these kids were in 8th grade, yet was getting scores on a 5th grade reading and math level in standardized tests. Most of these kids ended up either dead from gang/drug violence, pregnant at very young ages or crack addicted.

Understood. I suspect much of my rather contrary nature comes from dealing with exactly those dichotomies. And I know quite a few from my graduating class who did not thrive but have ended up in the conditions you describe. It IS sad.
I caught a great deal of "u think u better than me" attitudes...got into fights til the bully squad realized that Yalla Gal was going to fight back...
The public school/private school thing was crazy. I begged to leave private school in my HS years because I couldnt' take being 1/3 of the non-white population of the prep school. I preferred the public school tracking system, possibly because from grades K - 7 it was what I knew, to the private school (grades 7-9) although it was fun to be challenged and not to be the "odd" person all the time in respect to intellect. The trade of intellect for race wasn't worth it in the long run. Got tired of people asking to touch my hair.:madani:

I guess I wonder about their home lives also. I know that academic success was not optional but mandatory in my home and in my family. I've had students who live in homes where there are NO books. it is very hard, at the level of school, to remedy that kind of lack because that lack is sometimes an indicator of academic non-support at home...what I do for your 14 year old doesn't just depend on what other teachers have done for 9 years...it depends on what you have done for all 14 years. And on whether you come to your child's school with a supportive and protective attitude or just a protective and combative one...having parents call us all kinds of MFs because we can't get their little whoever to behave and to work within the constraints of the school's systems...hello? not helpful really.

sigh.

[Dolemite73]

Understood. I suspect much of my rather contrary nature comes from dealing with exactly those dichotomies. And I know quite a few from my graduating class who did not thrive but have ended up in the conditions you describe. It IS sad.
I caught a great deal of "u think u better than me" attitudes...got into fights til the bully squad realized that Yalla Gal was going to fight back...
The public school/private school thing was crazy. I begged to leave private school in my HS years because I couldnt' take being 1/3 of the non-white population of the prep school. I preferred the public school tracking system, possibly because from grades K - 7 it was what I knew, to the private school (grades 7-9) although it was fun to be challenged and not to be the "odd" person all the time in respect to intellect. The trade of intellect for race wasn't worth it in the long run. Got tired of people asking to touch my hair.:madani:

I guess I wonder about their home lives also. I know that academic success was not optional but mandatory in my home and in my family. I've had students who live in homes where there are NO books. it is very hard, at the level of school, to remedy that kind of lack because that lack is sometimes an indicator of academic non-support at home...what I do for your 14 year old doesn't just depend on what other teachers have done for 9 years...it depends on what you have done for all 14 years. And on whether you come to your child's school with a supportive and protective attitude or just a protective and combative one...having parents call us all kinds of MFs because we can't get their little whoever to behave and to work within the constraints of the school's systems...hello? not helpful really.

sigh.
Respect. I can only imagine how tough it is out there to teach these children of the crack cocaine generation.

[BrazenMuse]

Respect. I can only imagine how tough it is out there to teach these children of the crack cocaine generation.
I don't have it as tough as some teachers in some districts. The one I'm in is pretty mild, comparatively speaking. But I teach honors 9th grade, Basic Skills 10th grade and regular 11th grade english...it's a challenge. Trust. Challenge enough for me.

But I still wonder why crackhouse asked...

[the crackhouse]

Why I asked?
Well, in Belgium all public schools are not taking any kind of measures for kids with HIQ, since you're talking only about school here, which is something that is also keeping this difference at a high level. (Don't get offended, I'm sure it's because it's the first subject that comes to mind when you think of #1 kids, #2 HIQ.)

In Belgium there's is no (from my research) private school dedicated to HIQKids either, some schools are giving the opportunity of little groups of students so the teachers can be more attentive to each.

Out of school, the contacts these kids can have with adults can be devastating, their -often- fragile sensitivity and quick-overall-understanding makes them feel injustice in many ways.
Let me clarify this: when these kids need a justification of why they should wake up early in the morning, why they have to go to school, why they can't talk when they want and say what they want to say... Adults can simply answer: "Cause that's the way it is."

Morals and society rules can be so harmfull to them that any fact can be discussed but will end by this "Cause that's the way it is.", which is not a conclusive response.

Do you feel me or do I need to put in another way (or better english?).
My subject is more focused on HOW you consider this difference and manage to change your casual way of talking to "normal kids.

Idance

[BrazenMuse]

Why I asked?
Well, in Belgium all public schools are not taking any kind of measures for kids with HIQ, since you're talking only about school here, which is something that is also keeping this difference at a high level. (Don't get offended, I'm sure it's because it's the first subject that comes to mind when you think of #1 kids, #2 HIQ.)

In Belgium there's is no (from my research) private school dedicated to HIQKids either, some schools are giving the opportunity of little groups of students so the teachers can be more attentive to each.

Out of school, the contacts these kids can have with adults can be devastating, their -often- fragile sensitivity and quick-overall-understanding makes them feel injustice in many ways.
Let me clarify this: when these kids need a justification of why they should wake up early in the morning, why they have to go to school, why they can't talk when they want and say what they want to say... Adults can simply answer: "Cause that's the way it is."

Morals and society rules can be so harmfull to them that any fact can be discussed but will end by this "Cause that's the way it is.", which is not a conclusive response.

Do you feel me or do I need to put in another way (or better english?).
My subject is more focused on HOW you consider this difference and manage to change your casual way of talking to "normal kids.

Idance

interesting questions...
1. most kids understand far more than adults give them credit for, but few adults actually listen to them.

2. i respond to children according to how they approach me and i tend to push them to think for themselves. i don't answer questions that seem to be based on a refusal to use resources and information at hand...in school or out of school. Actually, I'm the same way with adults...

3. i WILL give harder work and a bit more leeway to the brighter students if they earn it. Those who have been told "you are smart" are often not as motivated or interested or challenging in school or out, as those who have been told "you worked really hard, congrats."

I find the truly gifted young ones a pleasure to talk with. It's hard reminding them that they don't know everything because they ARE bright and are often keen observers of their environment...but this might be because i was one myself and hated being patronized or being ignored...

does that come closer to addressing your intent?

[the crackhouse]

interesting questions...
1. most kids understand far more than adults give them credit for, but few adults actually listen to them.
Couldn't say that in a better way. People tends to think that kids can't understand some complex or so-said "adult" subjects.


2. i respond to children according to how they approach me and i tend to push them to think for themselves. i don't answer questions that seem to be based on a refusal to use resources and information at hand...in school or out of school. Actually, I'm the same way with adults...
What do you mean? That you ask for sources in any serious discussion or that you wish to extend a subject launched from some info/observation?


3. i WILL give harder work and a bit more leeway to the brighter students if they earn it. Those who have been told "you are smart" are often not as motivated or interested or challenging in school or out, as those who have been told "you worked really hard, congrats."
Sometimes, dislexy, problems with writting can also deccelerate their fast learning process. But actually, I think that to tell the HQIK that they are smart is essential for their potential, but should remain as secret as their intimacy.
Without being rude and getting them into competition, it seems that they need to be intellectually saturated to see the limits of their abilities.


I find the truly gifted young ones a pleasure to talk with. It's hard reminding them that they don't know everything because they ARE bright and are often keen observers of their environment...but this might be because i was one myself and hated being patronized or being ignored...
Yes, the balance between their childish emotions and their intellectual maturity is definitly a paradox and very often a problem.


does that come closer to addressing your intent?
Yes, it sure is !

Idance

[BrazenMuse]

Couldn't say that in a better way. People tends to think that kids can't understand some complex or so-said "adult" subjects.


What do you mean? That you ask for sources in any serious discussion or that you wish to extend a subject launched from some info/observation?

I listen to what they say and respond based on that. In class, if I have given u the wherewithal to answer a question, I will point u to the resource, but i will not answer ur question. That's ur job...u hv 2 learn 2 think! i'd rather extend a subject from wherever they start out and press them on logical fallacies,...


Sometimes, dislexy, problems with writting can also deccelerate their fast learning process. But actually, I think that to tell the HQIK that they are smart is essential for their potential, but should remain as secret as their intimacy.
Without being rude and getting them into competition, it seems that they need to be intellectually saturated to see the limits of their abilities.

Telling a kid that they are smart makes them anxious about looking not-smart...so they take fewer risks. If you tell them that they worked hard and u see the work they did, they will continue to work for u instead of copping out. I don't value "knowing" a bunch of facts as much as I value knowing how to figure things out for yourself. Some bright kids (I'm a bit worried abt the use of IQ as a criteria) have learning disabilities also and it makes for a challenge, especially if they've been coddled and not taught to work with it...or if they keep getting told that they don't really have a problem and that it is somehow a flaw of the teacher or school.
Got one of those families to cope with right now...she's bright but not as high perforiming as her aunt wants her to be and her aunt is pushing her by telling her she's better than others, that she shouldn't have ever been put in skills classes...she wants to go to regular classes, but she would not thrive. I push her pretty hard because she claims she wants to get out of the basic classes...so she needs to step her game up. I won't lie to her, I talk to her about acting out in class and about strategies for remembering as best she can. If she can pull her self up to the level of a regular class, I might recommend it. I won't let her or her aunt push her beyond her capabilities however. She needs, for instance, to always type because she has issues with writing...that's not a big deal. But she also doesn't read at grade level although she can think through things if u talk with her for a while...


Yes, the balance between their childish emotions and their intellectual maturity is definitly a paradox and very often a problem.


Yes, it sure is !

Idance

Hmmm...

[the crackhouse]

This is not an easy subject.
While you can always try to help them using their potential (And I don't take IQ tests as anything bible-ish), it's always hard to think that a national scholar program can be good for them, when it's not even engaging for the common student.

The blurred part is between the abilities of the kid and the program. How will (s)he learn? From the program or by using the program as a basic reference?
When I see a lot of children being "socialized" by school, they also get into the competition, which looks to be more accepted as a valid mentality in the US (but I hope you'll tell me more about that because I may be totally wrong, this is an assumption).

The motivation/agressive/competitive pattern is not always a path in Europe, where you can find (inside public and private schools) some alternative pedagogy like Decroly, Freinet, Montessori or Steiner.
The scholar works are motivated or oriented by the observation of facts, or daily life.
Do you have the same pedagogy in the US or which one would you name as alternatives?

Idance
PS: I know this is a "touchy" topic, and I certainly don't want to preach or compare anything, just want to kow how it can be for other kids in other places.

[The Buddy Love Show]

It was sad for me and them. I dealt with a lot of crap because I was "different" from the other kids. I did not rub it in and I was very humble in regards to school, but there was a lot of hate thrown my way. Plus, who wants to have to go through the hassle of going to two schools during the week?



The isolation was the hardest part. I always went to schools far from the hood. I got a great education but was socially stunted in certain areas

[Perql8r]

It is kind of ironic how my being "gifted" came close to keeping me back in school. I was not tested until 3 years of BARELY passing to the next grade. What some of the instructors initially saw as laziness (I always aced exams but would not turn in homework, and was a constant sleeper in class) turned out to be boredom. What they did initially to remedy this was not very helpful. There was a class for "gifted" students held once a week - the class was not subject-specific, but I guess they figured that getting us out of a normal classroom once a week would keep our minds refreshed. I cannot speak for the other kids, but it did not work for me - I remained bored on the days I did not attended the gifted class (they called the class "Target").

Not until high school, where I was actually allowed to attend classes based on my level of knowledge, did my grades finally balance out.

I now have the pleasure of being somewhat of a father figure to a young lady who reminds me very much of myself when I was younger (ex g/f's daughter). Luckily, her school system was MUCH better in their approach - she is now in her Jr year in college (dayum I feel old - met her mom when she was 9).

[the crackhouse]

What some of the instructors initially saw as laziness turned out to be boredom.

Instant classic!

It seems that US students are for the most part tested to see if they are "gifted"?

Idance

[Perql8r]

Instant classic!

It seems that US students are for the most part tested to see if they are "gifted"?

Idance

That was the case in my school systemm back in the day (Cobb County Schools in GA). It seemed that a student either had to display said "boredom", or they're parents had to request it (or their teachers). In my case, 2 of my teachers suggested it to my parents after countless parent/teacher calls in rageards to my grades. You'd think SOMEONE would have figured SOMETHING out. Let's see - no homework, sleeping through most classes, yet acing quizzes and exams. I was never the most popular kid in the world growing up - on the contrary, I was notoriously shy.

This was well over 20 years ago, though - the schools are doing much better in that regard now (I should hope).

[BrazenMuse]

Parents up this way tend to fight for that testing, but part of it is also teacher observation and reporting to guidance.

crackhouse, I can't really answer that deeply. My degrees are in my subject, not in education; i'm learning.

and it varies from district/system to district/system

[Hippie]

My son was diagnosed with Asperger. Thats what alot of those high Iq kidz are. Gates, Jackson and alot of other talented people are aspergers. My biggest problem besides him being over sensitive to sounds (can't stay in a auditorium 5 seconds before he starts freakin) is that I have to remember that alot of things he does are part of his condition and so i try not to get to upset with things he does cause alot of times it's just him experimenting learning things but it can be scary. He turning 5 next week and funny thing is he knows most of the theme songs to alot of movies and has a great ear for pitch. Pirates, Jurassiac Park and Et the boy can hum the themes on key and in tune. LOL funny cause we don't hear hip hop or pop but jazz and classical is what we allow him to hear at night when he goes to sleep (it helps him sleep).

We started my son in Pre-k last year and the school threw him out cause he was acting out and fighting with some of the other kidz. that's when we took him to a specialist and was diagnosed with Asperger. Started a new school and the Specialist and the new teachers have worked out a program that is perfect for him and he's been doing great ever since. There are other kidz in his class with special needs so thats how he was accepted in the class. Apparently for some kidz that stage will pass by first grade but if it doesn't then he will be in special classes.

[Perql8r]

Wow - now I am questioning my own "gifts" after the wealth of grammatical errors in my last post.

[BrazenMuse]

My son was diagnosed with Asperger. Thats what alot of those high Iq kidz are. Gates, Jackson and alot of other talented people are aspergers. My biggest problem besides him being over sensitive to sounds (can't stay in a auditorium 5 seconds before he starts freakin) is that I have to remember that alot of things he does are part of his condition and so i try not to get to upset with things he does cause alot of times it's just him experimenting learning things but it can be scary. He turning 5 next week and funny thing is he knows most of the theme songs to alot of movies and has a great ear for pitch. Pirates, Jurassiac Park and Et the boy can hum the themes on key and in tune. LOL funny cause we don't hear hip hop or pop but jazz and classical is what we allow him to hear at night when he goes to sleep (it helps him sleep).

We started my son in Pre-k last year and the school threw him out cause he was acting out and fighting with some of the other kidz. that's when we took him to a specialist and was diagnosed with Asperger. Started a new school and the Specialist and the new teachers have worked out a program that is perfect for him and he's been doing great ever since. There are other kidz in his class with special needs so thats how he was accepted in the class. Apparently for some kidz that stage will pass by first grade but if it doesn't then he will be in special classes.

I'm glad you guys figured it out early on and sorry to hear that he has Aspergers Syndrome. I have a young man with it in one of my honors classes, and he's been a bit of a challenge behaviorally, but as ninth graders, everyone is a challenge by the last period of the day...he fits in very nicely. He's brilliant, absolutely encyclopedic memory for many things...he types his work, however, because writing it seems to be problematic (problem: i can't read his writing).

Peace unto you and yours.

[Shalewa]

Just to know if some of you have or deal often (with) kids with a high Intelligence Quotient?

How do you feel about this difference and are you making a different approach of these kids?

Idance Was one. Am raising one. Teach many. I have three guiding principles:


I value and encourage questions. I asked them as a kid and I answer them more freely than most adults answered mine. I am ok with a fair amount of noise in my classroom. I can deal with talking back from kids if they are engaged and involved.
I am very, very, very process oriented. I was always looking for the shortcut as a kid which caused me to miss a lot. As the adult now, I try to explain why the process matters. My son is a get over king and we are always struggling around process.
I believe in accountability. I strongly believe too many gifted children are not taught how to handle life's misadventures because they are seldom held accountable. Mess ups and mistakes are a normal part of every life, even a brilliant person's. Own up to them and keep it moving. Don't let a loss paralyze you.

[BrazenMuse]

Was one. Am raising one. Teach many. I have three guiding principles:

I value and encourage questions. I asked them as a kid and I answer them more freely than most adults answered mine. I am ok with a fair amount of noise in my classroom. I can deal with talking back from kids if they are engaged and involved.
I am very, very, very process oriented. I was always looking for the shortcut as a kid which caused me to miss a lot. As the adult now, I try to explain why the process matters. My son is a get over king and we are always struggling around process.
I believe in accountability. I strongly believe too many gifted children are not taught how to handle life's misadventures because they are seldom held accountable. Mess ups and mistakes are a normal part of every life, even a brilliant person's. Own up to them and keep it moving. Don't let a loss paralyze you.

I like the principles!!

I found this article back when it came out (posted it here too) and found that it explained a great deal about my experience and solidified some of my thinking on the subject...the focus on process is VERY important...


Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas’s one of them, and he likes belonging.
<!--end paragraph--> <!--begin paragraph-->
Since Thomas could walk, he has heard constantly that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top one percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top one percent. He scored in the top one percent of the top one percent.
<!--end paragraph--> <!--begin paragraph-->
But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t.
<!--end paragraph--> <!--begin paragraph-->
For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, he mastered cursive, but not without a lot of cajoling from his father.)
<!--end paragraph--> <!--begin paragraph-->
Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges?
<!--end paragraph--> <!--begin paragraph-->
Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.
<!--end paragraph--> <!--begin paragraph-->
When parents praise their children’s intelligence, they believe they are providing the solution to this problem. According to a survey conducted by Columbia University, 85 percent of American parents think it’s important to tell their kids that they’re smart. In and around the New York area, according to my own (admittedly nonscientific) poll, the number is more like 100 percent. Everyone does it, habitually. The constant praise is meant to be an angel on the shoulder, ensuring that children do not sell their talents short.
<!--end paragraph--> <!--begin paragraph-->
But a growing body of research—and a new study from the trenches of the New York public-school system—strongly suggests it might be the other way around. Giving kids the label of “smart” does not prevent them from underperforming. It might actually be causing it.

Rest of the Article: http://nymag.com/news/features/27840/

[kara]

i have a high i.q. but i am dumb as nuts some times:conf44:

:rofl5:

my sister has a way lower i.q. but she does many things better than me.

sometimes i think it woulda been better if we weren't told what our i.q.s were.
i became a major underachiever once i figured out i could do well on very little effort.
eventually that caught up to me.

:conf44:

[Alanda Marquette from DiscoLadyLand]

I know my 13 yr-old has a high iq. My 6 year old son hasn't been tested yet but he is smart as hell, my 7 year old is on the honor roll but neither my son or youngest daughter haven't been tested yet for their iq. NOW my 4 year old is a computer wiz, I give him work to do and he breezes through it so he can play the Playstation. That boy played a game for a month (not all day) and managed to complete it. When the time comes I will have them all tested to check out the iq's. I encourage and challenge them to keep their minds sharp. My kids love to hear the teachers talk about how well they are doing.

My husband and I have high iq's. The difference between he and I, My mother prevented me from getting advanced in school, she felt I wasn't mature enough to be with older children. Yet that is all I grew up around. Darryl went to an academic program from 5th to 12th grade at the University of Chicago for 6 days out of the week and he was promoted. That's probably why the kids are so damn smart.