The discourse of giftedness
I couldn't believe my eyes when I read this letter in Today newspaper (21st Nov 2005), which is about the Gifted Education Programme (GEP) in Singapore! Let me quote some of the interesting sentences for you....
(1) "You see, GEPers (as we call ourselves) are more mature than most mainstreamers, the result of being in the GEP. The mainstreamers think we are snobbish — when they stereotype us, they are being immature......Being in a specialised class lets us interact with people like us."
(2) "....I didn't have many good friends because I found my classmates to be immature. But when I entered the GEP, I was impressed with my classmates and now we can't bear to part ways."
(3) "Most of us found it boring in mainstream classes, as we knew most of the curriculum and it was easy to get good grades. But when faced with someone at our own level, we step up our efforts to compete."
(4) "The GEP broadens our experience. Nobody minds if a girl mingles with a bunch of boys, or if she is interested in DotA, Final Fantasy VII or PS2 games. We accept each other. Would we be able to do that in the mainstream, where everyone follows the trends or the person who is the "coolest", and everybody starts gossiping if anyone talks to someone of the opposite sex?Nobody except us, the GEPers, could know how much fun we have being in the GEP."
Do I even need to do a critique? :) I can't believe that Today actually published it! I think the writer of the letter needs to see a counsellor.... :)
Let me say that there are too many assumptions involved in this whole 'gifted education' debate. Instead of re-typing everything I've posted as a comment somewhere else, let me reproduce it here:
(1) Against the assumption that "motivated teachers prefer to teach classes full of bright kids rather than classes full of kids who are seen as disruptive wastrels". This is not true...There are good as well as average teachers in all streams. One cannot assume too much about what motivates teachers. Teachers who are more motivated when they see a bright kid and disinterested/demoralized/unmotivated when they see a not-so-bright kid shouldn't be in the education profession.
(2) Against the assumption that "children left in these [Express/Special/Normal stream] classes - the vast majority of children in the educational system - face an environment that makes it harder for them to learn." If that is the case, then the problem is classroom discipline, rather than anything else. Discipline and punish. :)
(3) Against the view that a gifted student must/should be placed in the GEP. It could be bad for his self-esteem, if he's not the most gifted among the gifted (e.g. if he belongs to the bottom half). He might shine and develop more if he goes to Express stream. And yes, there seems to be an assumption that all Express students are nowhere near gifted students in terms of academic cleverness - this is not true: the very good or top Express students are (or can be, as I've seen) as smart or smarter than the bottom half of the GEP.
(4) This leads me to the next point: bear in mind when the test was conducted, and what questions those tests involve. The kids are all so young then. Those hundreds(?) of kids who narrowly missed the 'cut-off point' and then entered Express stream (possibly in top high schools) may well develop faster when they are 13-16 years old, resulting in Situation (3) described above. I think some kids from GEP are indeed 'gifted'. But in principle, I would hesitate to equate test-taking ability with giftedness.
*Due to my lack of giftedness, I wasn't too sure how the 'comments moderation' function works at first and turned it on. Then for 2 days I was wondering 'how come no new comments'? After seeing so many interesting comments 'pending approval' in my heavenly.sword@gmail.com account (which I have not checked for years), I have decided to turn that function off! All the comments have been published now - apologies to my friends, fans, and readers! :)
(1) "You see, GEPers (as we call ourselves) are more mature than most mainstreamers, the result of being in the GEP. The mainstreamers think we are snobbish — when they stereotype us, they are being immature......Being in a specialised class lets us interact with people like us."
(2) "....I didn't have many good friends because I found my classmates to be immature. But when I entered the GEP, I was impressed with my classmates and now we can't bear to part ways."
(3) "Most of us found it boring in mainstream classes, as we knew most of the curriculum and it was easy to get good grades. But when faced with someone at our own level, we step up our efforts to compete."
(4) "The GEP broadens our experience. Nobody minds if a girl mingles with a bunch of boys, or if she is interested in DotA, Final Fantasy VII or PS2 games. We accept each other. Would we be able to do that in the mainstream, where everyone follows the trends or the person who is the "coolest", and everybody starts gossiping if anyone talks to someone of the opposite sex?Nobody except us, the GEPers, could know how much fun we have being in the GEP."
Do I even need to do a critique? :) I can't believe that Today actually published it! I think the writer of the letter needs to see a counsellor.... :)
Let me say that there are too many assumptions involved in this whole 'gifted education' debate. Instead of re-typing everything I've posted as a comment somewhere else, let me reproduce it here:
(1) Against the assumption that "motivated teachers prefer to teach classes full of bright kids rather than classes full of kids who are seen as disruptive wastrels". This is not true...There are good as well as average teachers in all streams. One cannot assume too much about what motivates teachers. Teachers who are more motivated when they see a bright kid and disinterested/demoralized/unmotivated when they see a not-so-bright kid shouldn't be in the education profession.
(2) Against the assumption that "children left in these [Express/Special/Normal stream] classes - the vast majority of children in the educational system - face an environment that makes it harder for them to learn." If that is the case, then the problem is classroom discipline, rather than anything else. Discipline and punish. :)
(3) Against the view that a gifted student must/should be placed in the GEP. It could be bad for his self-esteem, if he's not the most gifted among the gifted (e.g. if he belongs to the bottom half). He might shine and develop more if he goes to Express stream. And yes, there seems to be an assumption that all Express students are nowhere near gifted students in terms of academic cleverness - this is not true: the very good or top Express students are (or can be, as I've seen) as smart or smarter than the bottom half of the GEP.
(4) This leads me to the next point: bear in mind when the test was conducted, and what questions those tests involve. The kids are all so young then. Those hundreds(?) of kids who narrowly missed the 'cut-off point' and then entered Express stream (possibly in top high schools) may well develop faster when they are 13-16 years old, resulting in Situation (3) described above. I think some kids from GEP are indeed 'gifted'. But in principle, I would hesitate to equate test-taking ability with giftedness.
*Due to my lack of giftedness, I wasn't too sure how the 'comments moderation' function works at first and turned it on. Then for 2 days I was wondering 'how come no new comments'? After seeing so many interesting comments 'pending approval' in my heavenly.sword@gmail.com account (which I have not checked for years), I have decided to turn that function off! All the comments have been published now - apologies to my friends, fans, and readers! :)