Finding a New Challenge for the Gifted Girl

Katie is the student I imagined all my students would be like when I first started teaching. In my fantasy, all my students were motivated, conscientious and ready to independently tackle any challenge I proposed. In this same fantasy, I was not the wild-haired, one-legged juggler I’ve become, but rather a calm force of wisdom and benevolence.

On a typical day, Katie’s middle school class includes four bouncy, chatty, rowdy boys; two girls who never smile; a boy who’s on his sixth foster home; and three highly functioning kids on the autistic spectrum. In addition, Katie is “gifted,” which my teaching must also address. In this class, there are more Individualized Education Program (IEP) modifications and parent requests than I can count.

Until recently, Katie soared through every activity we did. Then I assigned her to lead a small group activity. Along with the other group leaders, Katie’s job was to organize and keep her team on track. It quickly became apparent that Katie wasn’t enjoying her role. Furrowed brows replaced her bright-eyed enthusiasm. Instead of the high-quality work she produced independently, Katie had to coax, nurture, cajole, humor, encourage and harness her discordant team. For the first time, her composed demeanor started to crack. For the first time all year, she had met a challenge she couldn’t navigate alone.

One day, I took her aside and asked her how it was going.

“Not good,” she said. “No one can agree on anything, they don’t stop talking long enough to listen, and I’m afraid we’re not going to accomplish anything!”

I think I said the exact same thing to my supervisor my first year of teaching.

After the project had finished, students reflected on their individual roles. Katie described hers as “painful.” I approached her after class to ask her about it. “It was really hard,” she said, putting her hands through her hair. “I’m not used to that.”

“Did you learn anything?” I asked.

Katie quickly nodded her head, her bright eyes returning to their usual shine. “Yeah! Now I know why your hair always looks different by the end of the day!”

Katie is more than a reminder of my first-year fantasies. She also mirrors the teacher I thought I was going to be and the teacher I really am.

Sofen is a middle school writing teacher in New Jersey.