<p>geomom,
Most of the kids I coached when DS2 did DI were humanities-oriented and liked the writing and acting. It was always the tech stuff that nailed them…though one year they solved their problem with a skit about DNA and five of the parents were PhD genetics researchers!</p>
<p>On the other hand when DS1 did OM/DI, he was always on the team that chose a more technical problem. He tended to do the engineering rather than the acting.</p>
<p>I can totally relate to the tears of joy – the one time DS1’s team made it to the state competition, their device was damaged in transit and the balls kept rolling off the track (this was a rollercoaster problem about 5-6 years ago). Their improv object was a small plastic pitcher. In the middle of the chaos, DS1 grabbed the pitcher, held it over his head, struck a pose, and dramatically said, “Ummmm…Lightbulb!” – and then ran over to the rollercoaster where he was able to get it working somewhat. For whatever reason, it brought the house down. And he, too, was an incredibly shy, awkward kid. It was the first of many turning points.</p>
<p>Marite – Your story about your S being shushed reminded me that after our S correctly answered a question in tenth grade history, and then put his hand up to answer another one, the teacher responded by saying he wanted to see someone else answer besides “chem boy.” Our S didn’t tell us about it. We learned about it months later, after he told his middle school math mentor who then e-mailed us and asked what kind of school we were sending our kid to.</p>
<p>Sac, I bumped into one of S’s college profs one day and introduced myself. The prof immediately complained that S never spoke up in class “students need to speak up, so I know whether they are following and whether I should do things differently.” He then hastened to add that S was doing very well.</p>
<p>Based on a previous poster’s advice, we checked out the ALEKS web site and it is proving to be just what S needed to review Alg. 2 before taking pre-calc. Because he was at a different school, it has been two years since the Alg. 2, so we thought a little summer review would be good. He is zipping through the course and it is easier, more organized, and more fun (?) than doing it on his own with a textbook. </p>
<p>Don’t know if this method would work if it were a new course, but for review you can’t beat the price ($19.95/month.) One month looks like it will do it. :)</p>
<p>Just a quick note to say thank you to all of those that have responded to this thread last summer. Thanks to you guys I have learned tons !
And we were able to acomplish some things, too!</p>
<ol>
<li><p>There is now a Math Circle at the local college close to our home! Had some connections in the math department, hosted some dinners over the summer and now, several pounds of beef and few bottles of wine later - we have a Math Circle. They tackle some hard, interesting problems. No contest preparation, just problemsolving.</p></li>
<li><p>Met with people at the HS that we are considering for son (he is absolutely dependent on us to choose what we think would be right) and found out exactly if having him accelerated would be a problem. Someone mentioned it on this thread and it proved to be a very important aspect of the whole issue. Now we know what we can expect. Thinking about HS now, when S is “only” in seventh grade was actually very, very helpful. I was able to take S to an open house at the end of October. And while applications for next year are due this week (it is a magnet program), S has one whole year to “sit” on it. I am planning on having him go to another HS open houses, so he can compare, but he seems to be sold on an IB program and is already talking to his best firends to go there too.</p></li>
<li><p>I found out there is an ARML team nearby, which he will be able to join if he so desires. </p></li>
<li><p>S is learning how to advocate for self. He was already accelerated by his school and currently doing Algebra 2. The pace of the class was killing him (funny that he learned to articulate it only this year) and he was complaining to me that he is constantly “lost” in his own thoughts because of the slow pace of that class. I told him he has to talk with the teacher . They did, and at my S’s suggestion teacher allowed him to study at his own pace during class. He is stil going to take quizzes and tests with the rest of the group, but is not slowed down any more. So he is plowing through the book.</p></li>
<li><p>He seems to be very happy and really enjoying the school. While he was always well known at that school, he now seems to be very popular too. He works very hard not to be perceived as a nerd. He does tons for the school. As a vice pres. of a student council he organizes dances, helps with the school store, tutors other kids (part of an honor society requirement). The other day I was picking him up and a little girl (maybe K-1 grade) shouted "Hello …(his name here). I could not help and started laughing.</p></li>
</ol>
<p>So again thank you for all your wisdom CC members. S is challenged and he could not be happier. And by helping him we also helped other kids.</p>
<p>Great report! I especially loved hearing this:</p>
<p>“And by helping him we also helped other kids.”</p>
<p>I sure many other kids are similarly frustrated
and their parents have not yet found this bulletin
board. Let the changes ripple outward from here!</p>