Практика Shadowing: Your Life as the Smartest Student in Class - Изучайте разговорный английский с YouTube
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Level 1.
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Level 1.
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Elementary School.
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You're 6 years old.
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You learned to read when you were 3.
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While other kids are sounding out cat and dog, you're reading chapter books.
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Your teacher notices immediately.
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She pulls you aside during class.
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She gives you harder worksheets.
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She asks you to help other students.
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You like the attention.
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You like being special.
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Your parents are proud.
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They tell relatives about your reading level.
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They frame your perfect test scores.
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They start using the word gifted.
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But something else is happening.
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The other kids are noticing too.
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When the teacher calls on you for the fourth time in a row,
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they roll their eyes.
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When you finish the test first, they whisper.
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When you get 100% again,
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they stop celebrating with you.
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You start to realize, being smart makes you different.
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And different means alone.
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According to a University of Iowa study,
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gifted children are 25% more likely to be socially isolated in elementary school.
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You're living that statistic.
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You try to fit in.
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You dumb down your vocabulary.
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You pretend homework is hard.
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You start giving wrong answers on purpose just to seem normal.
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It doesn't work.
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The damage is done.
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You're the smart kid now.
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That's your identity.
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That's your prison.
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By age 10, you've learned the first rule of being gifted.
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Intelligence is isolating.
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Level 2.
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Middle School You're 11 years old.
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The work gets harder, but not for you.
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While other kids struggle with pre-algebra, you're bored.
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You finish assignments in half the time.
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You coast through tests without studying.
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Your teachers expect perfection.
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They don't accept excuses from you the way they do from other students.
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If you get a 92%, they ask, what happened?
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If someone else gets 92%, they celebrate improvement.
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You're held to a different standard.
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Always have been.
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Always will be.
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Your parents' expectations have shifted.
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They don't celebrate A's anymore.
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A's are expected.
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Anything less is a disappointment.
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You got a B-plus in gym class once.
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Your dad asked if you were trying.
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The Stanford University Gifted Child Study tracked 1,500 gifted students over 50 years.
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They found that 70% experienced crippling perfectionism by age 13.
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You're in that 70%.
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You start checking your work obsessively.
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You rewrite essays three times.
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You cry over a single wrong answer.
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Because if you're not the smartest, then who are you?
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But here's what nobody tells you.
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You're starting to realize that smartest in class doesn't mean smartest in the world.
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There are other gifted programs,
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other schools, other kids who score higher than you.
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For the first time in your life, you feel average.
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And average feels like failure.
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You also notice something about your classmates.
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The kids who get Bs and Cs?
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They have friends.
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They go to parties.
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They're invited to things.
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You're not.
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You spend lunch in the library.
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You tell yourself it's because you like reading,
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but the truth is nobody invited you to sit with them.
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A Cornell University study found that gifted students are 40% less likely to be invited to social events.
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You are a data point in someone's research.
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By age 14, you've learned the second rule.
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Intelligence doesn't guarantee happiness.
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Level 3.
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High School You're 15.
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You're taking AP classes, five of them,
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while other students take one or two.
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You're maxing out because that's what smart kids do, right?
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You wake up at 5.30 a.m.
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School from 7.30 to 3.
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After school activities from 3 to 5 because you need extracurriculars for college.
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Homework from 6 to midnight, sometimes later.
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You're running on 5 hours of sleep.
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You drink coffee for the first time.
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You develop anxiety.
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You start biting your nails.
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Your parents say it's stress.
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They don't connect it to the pressure they're putting on you.
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Because here's what's happening.
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Your parents have projected their dreams onto you.
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Your mom wanted to be a doctor but became a nurse.
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Now you're pre-med.
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Your dad wanted to go to MIT but but went to state school.
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Now you're applying to MIT.
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You don't know what you want.
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You've been too busy being what everyone else wants.
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A study by the American Psychological Association found that 60% of gifted teenagers experience identity crisis by age 16.
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They don't know who they are separate from being smart.
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That's you.
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Your GPA is 4.7 weighted.
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You're ranked second in your class.
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Second, not first.
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Second.
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The kid who's ranked first?
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He studies 18 hours a day.
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He has no life.
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He's miserable.
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But he's first, and you're not.
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You think about cheating for the first time.
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Not because you need to, because you're tired.
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Tired of being perfect.
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Tired of being compared.
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Tired of your worth being determined by numbers.
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You don't cheat, but the fact that you thought about it terrifies you.
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You're also discovering something else.
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Some of the average students are happier than you.
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They get Bs.
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They go to parties on weekends.
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They have relationships.
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They sleep.
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You have none of that.
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You have a 4.7 GPA and crippling anxiety.
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Research from John Hopkins University shows that gifted students are twice as likely to develop anxiety disorders.
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You're right on schedule.
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You get into MIT.
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Your parents cry with joy.
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You feel nothing, just relief that you didn't disappoint them.
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But there's a problem.
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MIT is full of kids who are the smartest in their class.
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For the first time in your life,
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you're average, maybe below average.
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By age 18, you've learned the third rule.
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Being the smartest is a local phenomenon.
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In the bigger world, you're just another smart kid.
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Level 4.
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College.
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You're 18.
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MIT breaks you in the first semester.
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You're in Calculus 3.
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You're failing.
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Actually failing.
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You've never failed anything in your life.
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You don't know how to process it.
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You study 12 hours a day.
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It doesn't help.
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The kid sitting next to you solves problems in half the time.
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He's from South Korea.
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He represented his country in the International Math Olympiad.
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He makes you look slow.
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You're not the smartest anymore.
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You're not even in the top 10%.
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According to Harvard's longitudinal study on gifted children,
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45% of gifted children experience academic crisis in their first year of elite colleges.
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They've never struggled before.
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They don't know how to fail.
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They don't know how to ask for help.
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You don't ask for help.
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Asking for help means admitting you're not smart enough.
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Your entire identity is built on being smart enough.
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You stop sleeping.
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You stop eating.
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You lose 15 pounds.
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Your roommate asks if you're okay.
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You lie and say you're fine.
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You're not fine.
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You're having panic attacks.
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You're crying in the bathroom between classes.
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You're googling imposter syndrome at 3am.
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Because here's the truth.
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For the first time in your life, hard work isn't enough.
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Everyone here works hard.
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here was the top of their class.
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You're competing with the best minds in the world, and you're losing.
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Your GPA drops to 3.2.
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Your parents are devastated.
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They don't say it, but you can hear it in their voice.
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You're disappointing them.
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You switch your major from engineering to economics.
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It's easier.
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You tell yourself you're following your passion,
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but the truth is you're running away from failure.
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And something else is happening.
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You're realizing that the kids who were average in high school,
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some of them are doing better than you.
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Your friend who got B's and went to state school?
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She's thriving.
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She joined clubs, she made friends, she's happy.
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She's not having panic attacks.
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You're at one of the best schools in the world, and you're miserable.
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A University of Pennsylvania study found that 30% of gifted college students experience depression,
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another 25% develop eating disorders.
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You check both boxes.
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You graduate with a 3.5 GPA.
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It's fine.
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It's not great.
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For someone who had a 4.7 in high school, it's a collapse.
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Your parents say they're proud,
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but you know they're disappointed.
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You're disappointed in yourself.
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By age 22, you've learned the fourth rule.
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Being gifted as a child doesn't guarantee success as an adult.
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Level 5, early career.
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You're 23.
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You get hired at a consulting firm.
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Good salary.
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Prestigious company.
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Your parents are relieved.
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You're back on track.
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But you're not special here either.
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Your co-workers went to Harvard, Stanford, Yale.
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They have MBAs.
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They have connections.
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They work 80-hour weeks without complaining.
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You're working 80-hour weeks and barely keeping up.
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Your boss assigns you a project.
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You spend three days on it.
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You think it's perfect.
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He glances at it for 30 seconds and says,
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This isn't what I asked for.
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Redo it.
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You've never been told your work isn't good enough.
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You don't know how to handle criticism.
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You take it personally.
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You redo the project.
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It takes another three days.
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He approves it.
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No praise, just approval.
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You're used to praise.
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You're addicted to praise.
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The absence of it feels like failure.
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You're also noticing something about your coworkers.
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The ones who succeed aren't necessarily the smartest.
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They're the ones with emotional intelligence,
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the ones who network, the ones who know how to manage up.
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You don't have those skills.
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You are so busy being smart that you never learned how to be social.
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A Stanford study on workplace success found that emotional intelligence accounts for 58% of job performance.
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IQ accounts for less than 20%.
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You have high IQ and low EQ.
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You're mathematically set up to struggle.
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You watch a coworker get promoted.
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He's not smarter than you.
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He's not more talented, but he's likable.
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People enjoy working with him.
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You're not likable.
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You're You're competent, but cold.
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Your parents ask when you're getting promoted.
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You don't know.
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You're doing everything right, but you're stuck.
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Here's what nobody told you.
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Being smart is table stakes.
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Everyone at this level is smart.
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What separates success from mediocrity is everything you didn't develop because you were too busy being the smartest kid in class.
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You start questioning everything.
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What if being smart was a disadvantage?
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What if you peaked in high school?
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What if your entire identity was built on something that doesn't matter in the real world?
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You see your high school classmates on social media,
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the ones who got B's and C's.
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Some of them are doing better than you.
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They started businesses.
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They're married.
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They're happy.
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You're single.
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You work all the time.
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You have no hobbies.
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You have no life outside of work.
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Because you never learned how to have a life,
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you only learned how to achieve.
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By age 28, you've learned the fifth rule.
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Intelligence is only one factor in success,
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and often not even the most important one.
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Level 6, adulthood.
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You're 29.
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You quit your job.
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Not because you have a better offer, because you're burned out.
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Completely burned out.
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You've been achieving for 23 years straight.
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You're exhausted.
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You don't know who you are when you're not working towards something.
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You take three months off.
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Your parents think you're having a crisis.
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They're right.
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You start therapy.
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For the first time, you talk about the pressure,
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the expectations, the perfectionism, the anxiety,
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the feeling that you've been running a race your entire life and you don't even know where the finish line is.
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Your therapist asks you a question.
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What do you want?
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You don't know.
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You've never asked yourself that.
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You've always done what you were supposed to do.
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Good grades, good college, good job.
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You followed the script perfectly.
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And now you're 29 and you realize the script was written by other people.
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Your parents, your teachers, society.
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A University of California study on gifted adults found that 55% report feeling unfulfilled by age 30.
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They achieved everything they were supposed to achieve,
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and it didn't make them happy.
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You start over.
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You take a job that pays less but interests you more.
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Your parents don't understand.
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You went to MIT for this?
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You stop talking to them about your career.
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It's easier that way.
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You also start dating seriously for the first time.
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You're 30.
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Most people started dating in high school.
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You were too busy studying.
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You're bad at it.
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You don't know how to be vulnerable.
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You don't know how to handle rejection.
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You ghosted after three dates, and you spiral.
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If I was smart enough, they would have stayed.
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You don't understand that relationships aren't about being smart, they're about being human.
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And you spent so long being smart that you forgot how to be human.
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You eventually meet someone.
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They're not impressed by your MIT degree.
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They like you because you're kind,
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because you listen, because you're finally learning how to be a person instead of an achievement.
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You get married at 33.
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You have a kid at 35.
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And then something strange happens.
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Your kid shows signs of being gifted.
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High reading level, advanced math skills,
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teachers say the word, talented.
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You have a choice to make.
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Do you push them the way you were pushed?
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Do you project your unfulfilled dreams onto them?
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Or do you let them be a kid?
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You choose differently than your parents.
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You encourage them, but you don't pressure them.
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You praise effort, not results.
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You let them fail without making them feel like a failure.
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Because you know what pressure does.
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You lived it.
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By age 40, you've learned the sixth rule.
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Being the smartest student in class was never the point.
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Learning how to be happy was.
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В этом видео обсуждается жизнь самого умного ученика в классе, начиная с начальной школы и заканчивая средним школьным возрастом. Главный герой, обладая выдающимися способностями, испытывает как положительные, так и отрицательные эмоции, связанные с его талантом. Он сталкивается с социальной изоляцией и давлением со стороны учителей и одноклассников. Это видео поднимает важные вопросы о счастье, самооценке и влиянии интеллекта на социальные связи, что позволяет зрителям задуматься о сложностях обучения и взаимодействия в образовательной среде.
Топ-5 фраз для повседневного общения
- Я всегда был особенным. – Используется для описания ощущения выделенности.
- Мои учителя ожидают от меня идеальных результатов. – Ощущение давления на ученика с высокими достигнутыми результатами.
- Я заканчиваю задания быстрее, чем другие. – Позиционирование себя как более способного ученика.
- Я стараюсь быть нормальным. – Подчеркивает желание соответствовать окружающим.
- Быть умным – это изоляция. – Выражает понимание влияния интеллекта на личные связи.
Пошаговое руководство по шадовингу
Для того чтобы улучшить произношение английского и эффективно усвоить материал, представленный в видео, следуйте следующему плану:
- Прослушивание видео: Сначала просто послушайте, не пытаясь повторить. Это поможет вам понять общий контекст.
- Текстовый анализ: Прочитайте текст транскрипции, чтобы ознакомиться с новыми словами и фразами. Обратите внимание на их использование в контексте.
- Имитация фраз: Найдите 5 ключевых фраз и используйте метод shadow speech для их повторения. Это поможет вам закрепить произношение.
- Повторение: Слушайте фразы несколько раз подряд, стараясь воспроизвести интонацию и ритм. Это можно делать на shadowing site или даже просто с помощью любимых приложений для изучения языка.
- Практика в разговоре: Попробуйте использовать новые фразы в вашем повседневном общении. Задавайтесь вопросами о своем обучении, чтобы интегрировать их в личные диалоги.
Таким образом, вы не только учите английский с YouTube, но и развиваете свои разговорные навыки и уверенность в общении.
Что такое техника Shadowing?
Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.
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