This document provides motivational ideas and strategies for gifted students from Alan Haskvitz, a highly decorated teacher. It discusses defining and addressing underachievement in gifted students. It suggests intrinsic rather than extrinsic rewards, appealing to students' interests, allowing choice, and relating lessons to students' lives. It emphasizes learning by doing, creating timelines and organizers, empowering students, and setting high expectations for both students and teachers.
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
Motivating Gifted Children - Supporting Exceptionally Able Children's Motivat...Giftedkids.ie
Dr. Sarah McElwee is a Post-doctoral Research Associate in the Department of Experimental Psychology at the University of Oxford, where she conducts research on identifying able children who underachieve, and the effect of mentorship on raising aspirations in able children. In this presentation (first broadcast on May 19th 2010 at a Giftedkids.ie webinar) Dr. McElwee focuses on the following topics:
The link between motivation and challenge
Orientations to learning, specifically "performance" approaches versus "mastery" approaches.
How beliefs about the nature of intelligence can impact upon motivation.
Socio-emotional aspects of underachievement and motivation.
Ideas for parents and teachers on building motivation.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Motivating Gifted Children - Supporting Exceptionally Able Children's Motivat...Giftedkids.ie
Dr. Sarah McElwee is a Post-doctoral Research Associate in the Department of Experimental Psychology at the University of Oxford, where she conducts research on identifying able children who underachieve, and the effect of mentorship on raising aspirations in able children. In this presentation (first broadcast on May 19th 2010 at a Giftedkids.ie webinar) Dr. McElwee focuses on the following topics:
The link between motivation and challenge
Orientations to learning, specifically "performance" approaches versus "mastery" approaches.
How beliefs about the nature of intelligence can impact upon motivation.
Socio-emotional aspects of underachievement and motivation.
Ideas for parents and teachers on building motivation.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
What does emotional intelligence have to do with counseling, coaching or career development. Learn how you can become certified in emotional intelligence coaching.
Thank you for attending the Pay Attention course presented by Kim Wiggins, OTR/L. As I learn more information I want to share it with you! Therefore, I added slides to the presentation. Instead of frantically trying to copy the information, I sharing the missing slides and giving them to you via a QR code! Please let me know if you have questions.
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.
A Global Perspective on Gifted EducationGiftedkids.ie
Tim Dracup, Education Consultant, Gifted Education Advocate and Trustee of the National Association for Gifted Children looks at how countries worldwide support their gifted learners.
Copyright Tim Dracup @ 2011
Classroom Strategies for the Support of Gifted and TalentGiftedkids.ie
Peter Lydon, Second Level Teacher, CTYI, ICEPE and NCTE tutor discusses strategies for the support of gifted learners. Recorded webinar available at Learncentral.org - http://tinyurl.com/classroomstrategies
Six Steps to Success: Effective Identification ProceduresAngela Housand
Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. By
Alan Haskvitz, classroom teacher
•
National Teachers Hall of Fame
•
Named 100 Most Important Educators in World
•
USA Today All American Educator
•
Reader’s Digest Hero in Education
•
NCSS Middle Level Teacher of the Year
•
NCSS National Exemplary Program
•
Learning Magazine Professional Best American Teacher Award
•
Cherry International Great Teacher Award
•
George Washington Freedom Foundation Award
•
State/National Awards in economics, technology, environment,
agriculture, economics, art, service learning, journalism, English, history,
5. Definition of
Underachievement•
Underachievement is a behavior and thus can
change over time.
•
Underachievement is content and situation
specific.
•
Gifted children who do not succeed in school
are often successful in outside activities.
•
Underachievement is in the eyes of the
beholder.
6. What, Me Worry?
•
Highly gifted kids will often adopt a pattern of
avoidance of hard work when they have never
learned to work hard.
•
Many gifted kids haven't had to work very
hard to do well, but that starts to change as
they get older.
•
They may have gotten away with avoiding
things they don't do well.
•
Another thing to consider is that many gifted
7. Intrinsic Rewards
Extrinsic Rewards result in a
“What’s in it for me” attitude.
Intrinsic Rewards result in the
building of self-esteem
Rewards need to promote long
term behavior change. They do not
need to be related to achievement.
9. Ideas that work
Put away that rubics cube. Why? Only one
goal.
Short term. What is the learning involved?
Cover material in more depth
Do less
Use a variety of methods
Appeal to their negative nature
Get them on your side.
10. Motivation can be
related to methods
Alter the curriculum, but don’t change the objective
Accept different proofs of knowledge
You need to realize that good words can be “bad words”
Fear of success
Always value talking to student and asking opinions
11. Gifted students in most cases are
good test takers have the ability to
remember things more quickly, but
they aren't gifted in the sense that
they have a gift. What they have is
a different way of learning, and
even that may reflect only one part
of the curriculum such as music, or
math.
They can more easily
retrieve data.
13. Dealing with Problems
Use indirect
approach
If you see a student having a
problem, visit other students
before and after your visit.
Use Lost Scout
Approach
How did they get lost?
14. Achievement is Not
Motivation
It's important to remember that
while you may get a student to do
homework it may not be
motivating to the child.
They need to learn where the
material is leading. They need to
see the path.
15. Make it Meaningful
Teach them speed reading
Teach them how to write by showing them the
structure writers use. End First
Give them the answer and they produce the question
Relate to their life
Make it “fun”
16. Competition
>Turn it to your
advantage
>Importance of team
work
>Help others be better
>Avoid “The Best”
It Teaches Avoidance
17. Learn by Doing
Set Baselines
Prove that you know this
How would you teach this
to others
Use variety of
intelligences/methods
20. Create own
learning
aids
1. Use cards (discard)
2. Use Cornell note taking
3. Invent secret note
taking system
4. Write their own
textbook
http://www.bookemon.com/read-book/198980
24. Don’t
Don't put up student
examples
Don’t isolate students
Don’t compare their work
Don’t judge creativity
25. Quotes
Any gifted child can potentially get in real
trouble because of the way they are
handled.
Itzhak Perlman
Genius without education is like silver in
the mine. – Benjamin Franklin
Each time we steal a student's struggle,
we steal the opportunity for them to build
self-confidence. They must learn to do
hard things to feel good about
themselves. – Sylvia Rimm
You can never hold a person down
without staying down with him. – Booker
T. Washington
26. High Interest Sites
https://www.awesomestories.com/
https://www.awesomestories.com/asset/view/PEOPLE-and-ANIMALS-in-MEDIEVAL-E
The first recorded trial - in 824 - took place when moles did something wrong in
the Valley of Aosta (near today's Italian-Swiss border). Found guilty, the
offending moles were excommunicated from the Catholic Church.
E. P. Evans, in his 1906 book entitled The Criminal Prosecution and Capital
Punishment of Animals, tells us that judging animals extends back in time to
ancient Greece. Even inanimate objects - such as a fallen pillar - could become a
criminal defendant. The point of the cases was to investigate how terrible events
had come about.
Awesome Stories is the best source of material for motivating gifted students
based on content and diversity.
27. Recommended
Reading
Environmental, Familial, and Personal Factors
That Affect the Self-Actualization of Highly
Gifted Adults: Case Studies
Doctoral Dissertation
Introduction and Literature Review,
Deborah L. Ruf, Ph.D.
28. Number one way to
reach gifted students:
EMPOWER THEM
Characteristics of gifted children predispose
them to existential distress. Because brighter
people are able to envision the possibilities of
how things might be, they tend to be idealists.
However, they are simultaneously able to see
that the world falls short of their ideals.
Unfortunately, these visionaries also recognize
that their ability to make changes in the world
is very limited. Dabrowski’s Theory and
Existential Depression in Gifted Children
29. Haskvitz's Student
Accomplishments
Selected for Bright Idea Award
by Harvard
Represented the United States
in International Technology
competition in Rome
Worked with Joy Hakim on her
book, The Story of Us
Selected best from 20,000
entries and they testified at the
United Nations on the
importance of environmental
education.
30. Students' work was selected the best from
12,000 entries earned an all expense paid trip
to Washington DC to meet the President.
The National Wildlife Federation selected
program as best from 9000 entries for
students involvement in political action and
the environment.
Student’s integrated work in agriculture was
chosen as one of the top 12 in the nation and
was shared on national television.
Students’ research was published in the
National Middle School Newsletter.
Students passed state environmental
legislation.
Students Piloted the Close-Up Foundations
National Community Service Program.
Graffiti campaign reduced graffiti by 90
percent in the community.
31. Students' work was the centerpiece for the
County of Los Angeles summit called by the
Los Angeles Registrar of Voters and lead to
rewriting of county and state voting forms.
Students' class work has earned trips them to
the United Nations, Washington DC, Tampa,
CNN in Atlanta, Sea World, and Disneyland in
national competitions.
Students won five congressional writing
competitions and over 20 essay and speech
contests.
Students were finalist City of the Future
engineering competition for industrial
creativity.
Students’ work selected by Oregon Trail and
California Oregon Trail group for their sites.
Students' work on environmental friendly
driving techniques featured on DMV website.
32. Differences
•
Bright child
•
Knows the answers
•
Interested
•
Pays attention
•
Works hard
•
Answers questions
•
Enjoys same-age
children
•
Gifted child
•
Asks the questions
•
Extremely curious
•
Gets involved
physically and
mentally
•
Plays around; still
gets good test scores
•
Questions the
33. Differences Part Two
•
Bright Child
•
Learns easily
•
Listens well
•
Self-satisfied
•
Learns with ease
•
6-8 repetitions for
mastery
•
Understands ideas
•
Gifted Child
•
Good at guessing
•
Bored -- already
knew the answers
•
Shows strong
feelings and opinions
•
Highly critical of self
(perfectionist)
•
Is
34. Differences Part 3
•
Bright Child
•
Completes
assignments
•
Is receptive
•
Copies accurately
•
Enjoys school
•
Absorbs information
•
Technician
•
Gifted Child
•
Constructs
abstractions
•
Initiates projects
•
Is intense
•
Creates a new design
•
Enjoys learning
•
Manipulates
35. References
How Do I Know if My Child is Gifted
http://www.tagfam.org/whoisgifted.html
Differences in Gifted, High Achievers
Janice Szabos, Challenge, 1989, Good Apple, Inc.,
Issue 34
Poor Teacher Training: End of Gifted Teaching
http://www.teachers.net/gazette/AUG08/haskvitz/
Making a Difference: Motivating Gifted
Students Who Are Not Achieving
Del Siegle D. Betsy McCoach
Motivating Gifted Studen
http://www.davidsongifted.org/db/Articles_id_10648.aspx
Helping Gifted Student
https://carfamily.wordpress.com/2007/02/23/how-to-help-the-gifted-student/
37. Marylou Kelly Streznewski in
her book Gifted Grown Ups:
The Mixed Blessings of
Extraordinary Potential, gifted
people may make up as much
as 20 percent of the prison
population.
http://school.familyeducation.com/gifted-education/criminology/40932.h
38. I asked Mom if I
was a gifted child.
She said they
certainly wouldn't
have PAID for me.
– Calvin (Calvin &
Hobbes)