So, I broke professional code number 1 earlier this week and it was the best decision I've done.
I had one kid who was literally off the fucking walls. ADHD to the fucking max. He's also older (14) and like 6'2 so of course some of the other boys look up to him. It was becoming ridiculous because he'd set the entire class off and then when the kids followed him up they'd start bickering and shit.
Anyways I took him aside because it was affecting my teaching and straight up asked him if he had ADHD and if he's taking his meds. He told me he was taking them during the evening and I told him he needs to take them in the morning because he's literally getting zeros everyday.
Well, two days and excellent behavior. He told me he's been taking them. Obviously I've spoke to his parents too but I explained to him if he doesn't take them consistently it makes his behavior and personality really hard to control.
Look if kids are fucking bunkers like that they need their medication. His parents are Jamaican and they don't believe in medicine (in that way) but come on he couldn't sit still long enough to write his name.
I think I would have difficulty being nice to kids like that, I'd just be thinking that they're dragging down the smart kids.
Is it ever a good idea to claim to have a high IQ?
It isnt like you forced the kid to take meds. From what it looks like, all you did was talk to the parents and explain to them why you think their kid should be on it. My brother had a bad case of ADHD as a child, and my mom was always being pressured by teachers to put him on meds. Is this really frowned upon now?
Yea probably, but they are still kids. Back when I was that age, I was a damn goofball. I was interested in the material, but on the other hand I resented the mundane and serious environment. I would frequently derail overly verbose ramblings by making sarcastic remarks and such. I was also clever enough to usually stay below the tolerance threshold of the teacher, but then again I did have teachers that didnt want to deal with my shit. In retrospect, I was just being a kid. Sure, I was often immature, but dealing with the process of developing children is the burden of the teachers who teach them. Drawing the line between average children and those with disabilities is often tougher than it seems.
Btw, I was tested at having an above average IQ and generally aced all of my undergrad classes at Uni. If I had intolerant teachers growing up, I may not have realized any of my potential. What im saying is that you cant judge the 'smart kids' by their level of maturity in the classroom at the age Funerary_Doom is talking about.
Is it ever a good idea to claim to have a high IQ?
My experience is that most times that people being up their IQ are situations where that information isn't relevant.
EternalMetal, um yeah. I know what you mean. I tend to think I spent much too long before I delved into decent books or even started using a certain level of meta-cognition. Whether or not that was due to innate weakness, late blooming, environment, or whatever, I get the general idea, give people space to develop, they may have a lot of potential.
@EternalMetal
Just to be clear, I wasn't saying that you were doing that. I just mean that is usually when I encounter it.
In England, we label what EternalMetal was talking about as gifted and talented. If they're disruptive in lesson it's generally because they find the material easy and it's our job as a teacher to provide extension work that promotes higher order thinking.
It actually annoys me when a teacher labels a learner as disruptive, when the actual reason for that behaviour is that they've already mastered the material of that particular lesson and are now bored. It is their job to provide extension work, not complain that they're being disruptive.
Wondering why my left arm is much smaller than my right arm, and listening to Foreverdark Woods by Bathory.
I'm right handed, so that could account for the difference. Maybe I'm being lazy and throwing moreover my back into my left arm when lifting. My right arm is fucking huge if you look at it from the right angle. From the same angle, my left arm looks like I came out of a Russian gulag. It's defined and toned, but there's definitely an inch or so less bicep there. When relaxed, my arms look equally proportionate to each other.
In England, we label what EternalMetal was talking about as gifted and talented. If they're disruptive in lesson it's generally because they find the material easy and it's our job as a teacher to provide extension work that promotes higher order thinking.
It actually annoys me when a teacher labels a learner as disruptive, when the actual reason for that behaviour is that they've already mastered the material of that particular lesson and are now bored. It is their job to provide extension work, not complain that they're being disruptive.