Paired with effective parenting strategies, communication between home and school is critical to designing the most effective educational environment for each student.
Offer information, anecdotes, work samples, and other communication that can give educators insights into the child. Students often do what is expected, "rising" to the low level of expectation in the classroom, so that teachers truly do not have the opportunity to see the capabilities of the child. Educators need all of the information they can get in order to best serve children.
Be aware that "Bored" is a code word for many student reactions. Work with the teacher to equip the student with strategies that will build independence, will ensure mastery of requisite skills, and will provide opportunity for continuous progress.
Work to build awareness that students learn to underachieve by working in an environment that is not challenging and that does not celebrate excellence. Emphasis must be on personal growth, change, improvement, and personal standards rather than a grade or generic comment, such as "Very good": or Do your best." Gifted students must be helped to internalize standards of excellence for various tasks in varied fields, as they will by working independently more often and earlier than their peers.
Ask about curriculum decisions and pre-testing. How is the level of instruction determined; How are student groupings determined? How are student needs addressed when pre-testing indicates that content is already mastered? How is instruction matched to the learning styles and characteristics of students?
Remember parent/child roles. A precocious child does not have the life experiences or wisdom to make the rules, yet may attempt to use strong verbal skills to argue or convince. Listen, but remain the adult.
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