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).
In elementary school, the former. I was the darling of the teachers and hated by the students.
Yes. Thats default polite way to tell that you not very smart when it comes to learning.
🖐️ teacher’s pet.
First one, then depression kicked in and I was neither
Somehow both simultaneously
Good multi tasking! I approve
“Gifted but should’ve applied self more,” for me. I coasted through school in the top 3 of my class every year but mainly because I was a good test-taker. Teachers never connected with me and I never engaged with the work beyond going through the motions to get an “A.”
I think my whole report card the entire time i was in elementary was NEEDS TO APPLY HIMSELF MORE.
Yep you could play bingo with it on my report cards!
Both, depending on the teacher who wrote the report, or even the subject.
I had (and carried to Uni) a bad habit of correcting teachers and professors. Also asked questions that made educators interpret that I enjoyed bending the logic of what they were teaching.
Great for math and physics, but bad for weak egos and those who didn’t think deeply or creatively about the subject material.
I thought about my answer before opening the comments and I feel validated to find you already posted it verbatim.
asked questions that made educators interpret that I enjoyed bending the logic of what they were teaching.
I had this problem too but mainly for math. I’d do well in classes and tests, but the material just didn’t make sense to me. It wasn’t until I studied real analysis that everything started to click.
I was gifted, pleasant to teach, and distracted the teachers by asking tangential questions that were interesting enough for them to answer, thus derailing the entire class. One teacher actually put that in my report card and complained about it to my parents.
the second for sure. once a year there’d be that teacher who’d try to connect and it always went the same way. they’d assume i was feeling insecure about my ability and statements like “i hate touching this paper” or “grades are meaningless nonsense” were part of that. they needle me until i said fine and did a weeks worth of class material in one sitting. then they go “oh see this is amazing you’d be a straight A student if you applied yourself”. meanwhile my stress level is at an 11 from all the tactile sensery hell. and from that point on i’d just ditch their class.
If you were a teacher and were trying to get the best outcomes for kids like you, what would you do?
my son is in a great communication and interaction program with dedicated space inside the school. lots of sensory adaptive tools and quiet areas. theres awareness that some of the kids just dont care about being praised, but making the content contextually relavent and assuming they have the self awareness to decide does work. though praise definitely works with my son. had a lot of really interesting discussions with his teacher. i may very well have had a wildy different experiance if that space had existed 30 years ago. at the time all that i wanted was to do self paced remote classes where i could submit everything via computer. which by highschool was an option. but at that time the only goal was me in a gen-ed classroom with my behavior adjusted to make everyone else around me comfotable. allowing me to do what would work for me was seen as failure by everyone making decisions.
for the tactile part specifically. e-readers, stone paper for writing and terraslate if i need printed materials. have significantly improved my life.
In middle school, I was in learning disability class and the gifted program at the same time. In retrospect, the LD was probably just due to organizational ADHD stuff. I was first diagnosed ADHD in the early '80s, but my parents didn’t tell me until 20-something years later.
I got sent to saturday school at the high school when I was in 4th grade (which meant my mom having to cancel anything and drive me there to a place I’ve never been leaving me in complete horror) because I would finish my work and couldn’t just sit still and do nothing. My mom asked them to give me more work to do and the teacher refused.
I was definitely the latter, I was a disgrace to the school, would never amount to anything etc. Always underachieving and was blamed for it
Depends on which class lol. My art teachers thought I was a dream, math and english not so much.
