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I’ve always said that I’ve been at a disadvantage since birth.The meaning of disadvantaged, in this situation, doesn’t mean inferior, but more like tragically unlucky .As a child I would find myself getting into trouble more than usual due to my constant curiosity .Along with this, I was a brainwashed Gifted kid, and I was convinced my entire childhood that I would be famous. Due to large bouts of anxiety, constant questions about where I would fit in, and a obsession with being the best at everything I became who I am today. I think the world was lacking in something magnificent, before I was born, and that is the reason why I was born premature. I was brought into existence on June 16, 1998 at a random hospital in Louisiana. Being that …show more content…
Not for ADHD, Polio, or the next great leader of America, but for Gifted and Talented.When one hears the words Gifted and Talented together, it causes the idea of being the next Oprah or Dora the Explorer character to pop into one’s head.The reality of what was to come was shocking.I passed the test that consisted of addition,matching,putting blocks together,and other things a fresh faced 2nd grader might enjoy in their spare time.I passed the test and then came the changes,I had to switch from a predominately ethnic school to a school where whites were in the majority,and I had to buy new uniforms. It was strange how one test changed my life and caused people to question whether or not they would become Hollywood’s next famous child …show more content…
I was considered surface based because I could never connect to any emotional piece of work, not because I didn’t want to,but because if I let myself open up to much I would fall apart. Not mentioned in this body of work is that I was plagued with anxiety and strong bouts of sadness during not only middle school, but until my junior year in high school. I guess the bullying,the pressure I put on myself to be the best,and a lack of self-confidence affected me more than I thought . Being in gifted actually caused me to put more pressure on myself and I constantly felt as if I wasn’t good enough because the people around me were doing much better.When one thinks of Gifted and Talented, thoughts of pressuring young kids to compete and be the best should come to the forefront of one’s
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
I remember being especially motivated by the movie Stand and Deliver, which I saw when I was in elementary school. The movie depicted the real life story of Jaime Escalante, a mathematics teacher of a Los Angeles school with mostly minority students. In the movie, most administrators and teachers doubted the abilities of these students based on stereotypes of their cultures and where they grew up, but Mr. Escalante decided to prove them wrong and pushed the students to a point that even the students started believing in themselves. His class worked so hard that they eventually passed a rigorous Advanced Placement exam in calculus, not without some controversy, but the
Special focus needs to be allotted to not only the kids struggling but the kids who are excelling. Learning is the sole purpose of school, and for advanced students who already mastered the classroom skills, they need an extra challenge so they are learning too. Gifted education is essential for fully developing and engaging precocious children. Lubinski said, “If you’re trying to solve problems in the world like climate change and terrorism and STEM innovation, and transportation and managing our health care, you want intellectually precocious youth who have had their intellectual needs
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
Having a family of low socioeconomic status inevitably leaves me to reside in a low-income neighborhood which makes it more likely for me to witness the tragedies, adversities and hardships that people go through [not excluding myself]. Being conscious of this kind of environment, and these kinds of events, creates a pressure on me for having the aim to achieve social mobility in order to escape the aforementioned environment so that my own children could witness one less abominable aspect of life. Moreover, my family’s low socioeconomic status does not authorize me the privilege of being raised with the concerted cultivation method that kids of high socioeconomic status are more prone to being raised in. My family did not have the financial resources that granted us access to extra classes or lessons of instrumental classes, swimming practices, karate practices, or any other extracurricular activities that people of high socioeconomic status would be able to afford. This invisible fence that prevents me from these extracurricular activities enables me to having more appreciation towards the hobbies and talents that other people have. Plus, the fact that my family’s low socioeconomic status acts as a barrier from enjoying expensive luxuries in life creates a yearning [in me] to enjoy them later on in my life, in addition to acting as the fuel to my wish of achieving social mobility in anticipation of providing my own children with the luxurious vacations, gadgets, beachhouse, new cars that I could not
There is a quote, of contested origins, having no rightful owner. That quote is recited as follows: "Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” While we stand in hindsight, we often look back upon where we came and what experiences brought us to the point we are now. I think of this quote often as I reflect upon my intellectual growth. I wonder how my life might have been different had I not been told I was stupid. I sat depressed thinking of the intellectual challenges that will face Shane and how those same challenges adversely affected my will to learn. In that moment, I faced a monumental question: If we are comparable thinkers, are we compare
During my transition from childhood to adulthood, I have learned and accomplish many things within my education, community, and family. My transition from childhood to adulthood education made me come into reality that everything can’t be done for you and that you have to stay more focused and organized if you want to be somewhere five to ten years from now. My growth in the things that I do in my community such as church and basketball summer leagues made me realize that it is all right to participate and help out for the positive things in my community. In my family, my transition from childhood to adulthood help me to become a more mature and knowledgeable person.
“The Drama of the Gifted Child” by Alice Miller is a book that every child psychologist should want to read in order to understand children at a young age. This book teaches the readers that a gifted child who is intelligent, sensitive and is emotionally aware can be accustomed to their parent’s expectations. Therefore they will do whatever it takes to fulfill her parent’s expectations, while ignoring their own feelings and needs. While trying to be the perfect child, they lose their true self and locks away their feelings. When the child becomes older, they still try to please their parents but are constantly looking to others for approval. If an adult cannot face the truth of his or her past as a child, then they are not going to
Jesus, according to the Bible1, tells his followers a parable about a man who, before embarking
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Everyone has a talent but some talents show more than others and defiantly impact your life more than others might. My talent that has greatly impacted my life is music and public speaking. These talents have greatly impacted my life because this is a part of my career and they will change my life forever so the fact that I enjoy it makes my life that much better.
Growing up, I always felt out of place. When everyone else was running around in the hot, sun, thinking of nothing, but the logistics of the game they were playing. I would be sat on the curb, wondering what it was that made them so much different from me. To me, it was if they all knew something that I didn’t know, like they were all apart of some inside joke that I just didn’t get. I would sit, each day when my mind wasn’t being filled with the incessant chatter of my teachers mindlessly sharing what they were told to, in the hot, humid air of the late spring and wonder what I was doing wrong. See, my discontent
Many artists say that they were born to do art, that it was always in their blood and that they cannot remember a time that art was not a part of their lives. For me, this was exactly the opposite. I was always trying to do my best in science and mathematics and art was not even on my radar until I was a freshman in high school where I met my first inspiration for art, Zack Smithey. I was lucky enough to have Mr. Smithey as a guide for the start of my art career all four years in high school and he really pushed me to develop my portrait work. He helped me develop the foundation of my artwork, but at that point I was merely duplicating what I was seen and really had not developed an aesthetic of my own. For me, art was a challenge for me to