References:
Cheney, G., May, S., & Munshi, D. (2011). The handbook of communication ethics. New York, NY: Routledge.
Johannesen, R. L., Valde, K. S., & Whedbee, K. E. (2008). Ethics in communication. (6th ed.). Long Grove, IL: Waveland Press, Inc.

I’d love to have you show me what you mean.

What I am complaining about is the tendency people have to follow ID and learning models like they are recipes. That’s helpful when you are just starting out but once you have some experience teaching and have a thorough understanding of the subject matter, you should be able to develop your own approach.

I think the ridicule I suffered from being younger than everyone would have been less (or at least different) if I hadn’t been the only one in the school like that.
While I was still in the school where it all happened I was fine. There were six of us altogether – all girls – who were placed in our own little class. That year we were in the kindergarten room with two other classes (which was cool cause it had private bathrooms and a nicely decorated floor). Things went downhill after we moved.

I think if kids have parents who are interested, have the time (or make it), and the means, most of those kids learn far more at home than in school. Ours learned the typical stuff at school, but they learned how to learn at home. That’s also where they learned it was fun.

Incidentally, I disagree with you about [1]—kids should be placed at the correct intellectual level in each of their subjects independent of age. The teasing from being a different age is no worse than the teasing from being smarter than the rest of the class, and at least the kids learn something.

Reading along with slower readers can be excruciating torture, particularly if the slower readers are reading something 6 grade levels below what the gifted child’s reading level is, at 1/10th the reading speed, and mispronouncing ever other word. Teaching patience is fine, but the gifted students are often taught nothing else in school for years at a time.