I Was Wrong For My Brother

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Many children will be born in poor regions and low income areas around the world and may not ever be presented with the opportunity for a decent education. Sherman Alexie brings this fact to the reader’s attention on a personal level in his short story “Superman and Me”. This story follows a young Indian boy into his struggle of illiteracy and acceptance from his peers and friends. Alexie was able to focus the reader’s attention and convey much of his feelings into his written words because the story was about him and his own personal experiences. “Superman and Me” projects a message to the reader, that when faced with adversity, and when all odds are against you, willpower and determination can overcome even the toughest of obstacles.

In "And Still We Rise," Miles Corwin chronicles the daily struggle of gifted students in 1997’s South Central L.A. Even with abundant street temptations and challenging peer experiences, these students find refuge in a school system that affords them both happiness and hope. Everyday is a challenge, and yet, they continue to strive for success.

A few years had past since my family had become a statistic, when my sister and brother left home on their way to their own goals in life. This new change produced even a greater effect on me than did the departure of my father. Now came the time where I decided if no one else had to stay in the family, neither did I. I took this opportunity to become closer to my friends and their families hoping to become more welcome there than I did at home. It was not long after my constant deviation from what was left of my family that my mother decided she was going to keep me out of the house for extended periods of time. Now the time had come for me to really find my path in life.

Elementary and middle school years (6-12) are Erikson’s fourth stage in which the child must resolve the crisis between industry and inferiority. During this stage, a child becomes more aware of themselves as individuals. It is important that a child learn the feeling of success; if not allowed enough success, they might develop a sense of inferiority or incompetence. Again, it is about the balance of industry and inferiority that leads to competence both intellectually and socially. Despite the fact that the Welsh school administration placed Jeannette in classes for students with learning disabilities, she knows she is smart. She was in honors classes in Phoenix and continues to excel academically under the guidance of her parents. She reads on her own and understands that education is important. Despite her placement in the lower classes and not having any close friends, she is able to develop a sense of industry.

In “The Trouble with Talent”, Kathy Seal, who frequently writes about children and education in magazines, wrote about the way of education in the U.S. which only focused on the value of inborn aptitude could breed children to become artful people and waste many of American children’s potential. At the beginning of this article, Seal told about an experiment of Jim Stigler, who was a UCLA psychologist, which tested the persistence of Japanese and American children by solving the math problem. While the American kids solved the problem for a short time and quickly gave up, the Japanese kids still kept on their work. Stigler stated that Asian education focused to

In my life, the bar of standard has always been set exceptionally high. With a high-achieving sister, I knew that I needed to strive for greatness. Things that came to her easily, such as math, always seemed harder for me to obtain. Being quiet a child and more introverted than other kids, I was always in the background. To

In “I’m Not My Brother; I’m Me,” author Peg Kehret expresses the expectations passed down from her two older brothers and the negative impacts these expectations had on her. From my point of view, I fully agree with the author. In my case, I have a 23-year old sister who is the epitome of perfection. She graduated top of her class in both high school and university, is athletic, and is currently working on Wall Street in New York City. In addition, she is very diligent at Chinese, public speaking, and ultimately anything related to school. As a result of this, as one can imagine, I constantly live in her long shadow. My sister is a very goal-oriented person and strives to reach them. She knew exactly what she wanted to be and the path she had to take to get there at a very young age. Throughout

At times, being labeled as a gifted student can be a burden for the student with that label. The Association for Middle Level Educators found, “research indicates that many gifted students deliberately fail tests or fail to do homework so that they don’t appear to be too smart” (Payne, 2013, p. 15). The need for acceptance at this point in students’ lives outdoes the will to achieve higher than their classmates. It is common in a middle school classroom to see students choosing to have friends over excelling academically (Payne, 2013).

How do people perceive others’ limits when they've never had a chance to prove themselves? Miles Corwin, a newspaper reporter from the gang roaming streets of South Central, wrote And Still We Rise to enlighten the lives of the children who, despite the challenges they face around them, are madly driven to finish high school and seek better lives. The author wrote about twelve gifted students at Crenshaw High School, filled with hidden potential, to show that the neighborhood wasn’t just a place full of gang activity, but rather a place filled with students who wanted to grow up and make something of themselves knowing education was key. The targeted audience of the book were individuals who had similar problems to the students; Corwin

I was always a precocious child, yet argumentative and rebellious. I did not want to accomplish anything following a pattern set for me. I wanted to forge my own way. This determination set me at odds with my mother, and has defined our relationship all these years. It has surely led me down my own irregular path in life, and placed me in position to be the family’s black sheep.

In “I’m Not My Brother; I’m Me,” author Peg Kehret expresses the expectations passed down from her two older brothers and how these expectations impacted her. From my point of view, I fully agree with the author. In my case, I have a 23-year old sister who is the epitome of perfection. She graduated top of her class in both high school and university, is athletic, and is currently working on Wall Street in New York City. In addition, she is very diligent at Chinese, public speaking, and ultimately anything related to school. As a result of this, as one can imagine, I have constantly lived in her long shadow. My sister is a very goal-oriented person and strives to reach them. She knew exactly what she wanted to be and the path she had to take

Mala Morrow is a gifted student. She was identified as being gifted after she scored in the 98 percentile on the Test of Cognitive Skills (TCS). She maintained an A average while she was enrolled in elementary school, now as a middle schooler she has a cumulative grade point average (GPA) of 3.9. Mala’s ethnicity is Indian. She is actively learning, English, German, and she is fluent in two different Arabic dialects. These attributes clearly define that Mala is properly labeled as a gifted and talented student.

These children are defrauded not just of an education, but also of the ability to be socially mobile. Researchers of the American Psychological Association found that education level directly correlates with socioeconomic status. A lack of education undermines any individual’s true capability, preventing them from surpassing their academic limitations. Potential important figures and world leaders may never come to be if not given the tools to become what they can become. The next generation’s Einsteins and Gandhis will not exemplify their prowesses if never given the rudiments

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and