Catch a

falling

“STAR”

How to

Helping

Underachievers

In School

Intellectual QuotientKey concepts about a child•Every person is gifted•Basic to a person’s psychological well being is a mindset of: I am loved... I am capable...•A child is narcissistic but docile and malleable.•He needs to be controlled to develop self-control.

• Visual learner – Seeing and Watching

• Auditory learner- Hearing and Listening

• Kinesthetic learner - Doing & Feeling

Visual Learners: How To Spot Them Likes to look at books and pictures

Can read silently for a long time

They remember details and colors of what they see

They are fond of reading, spelling and proof reading

They remember faces of people he/she meets ( forget names)

remembers names seen in print

They quietly take in surroundings

They create mental photos

They are good at putting clothes together

Having to take action before either seeing or reading about what needs to be done

Working in an environment with noise or movement

Tuning out sounds (not very responsive to music

Listening to lectures without visual pictures or graphics to illustrate

Working under fluorescent lights ( makes it hard to concentrate)

Never shuts up- the chatterer

Tells jokes

Tries to be funny

Good story teller

Hyperactive

Poor handwriting – has history of reversals

Likes music and rhythmic activities

Probably has ten excuses for

everything

Knows all the words to all the songs. Can memorize easily

Motorically awkward

Poor performance on group tests of intelligence

Poor perception of time, space

Difficulties in School

Reading quickly; reads more slowly than a visual learner

Reading silently for prolonged periods of time

Reading directions; unaware of illustrations

Taking tests under time pressure that must be read and written

Living with enforced silence in class when teacher is lecturing. Can’t wait to talk

Being distracted by sounds

Seeing significant details

The Mover:How To Spot One Wants to touch and feel everything- Rubs hands along the wall while

in line, walking down the hall

Moves all the time

Enjoys doing things with hands

Often writes everything – over and over

Can take a gadget apart and put it back together

They are good at sports

May be the child who is always making airplanes; fans from paper

Difficulties in Schools: Having good interpersonal skills

Having legible cursive handwriting. Better with printing or keyboarding

Sitting still; tends to fidget and needs to move

Listening to lectures more than four minutes

Spelling

Communicating without getting physically close to another person

Recalling what is seen or heard- better at recalling what is done

Expressing emotions without physical movement and gestures

Sticking with one activity for a long period of time

Obstacles to Achievement

• Lacks motivation to achieve• Not able to complete task• Fears failures

The Underachievers• Unmotivated• Denies by action that what they do now has

impact on their future• Doesn’t see/accept that their inability to

complete tasks & assume responsibility will lead tocontinuing failure

Underachievers:

Lack the ability to:

work to completionfunction independentlyproduce within time limit

Underachievers:

Performance falls short of abilitiesDoesn’t initiate new projects; doesn’t find new

ideas challengingIsn’t a self-starter, no sence of urgency, misses deadlines

Underachiever:

• Doesn’t complete or submit work on time• Seldom accepts responsibility for personal

failure• Starts enthusiastically but quickly fades• Easily distracted

Underachiever:

• Seems unaffected by own deficiencies & ineffectiveneness

• Fakes happiness• Hostile towards authority• Excessively self-critical• Fluent orally but poor iin written work

Underachiever:

• Doesn’t set own goals• Lacks concentration• Daydreams• Disorganized• Has poor study habits

Causes of Underachievement:

• Disabilities & Impairments• Family Dynamics:

low parental expectations inconsistent parenting techniques autocratic & permissive parenting style absence of role models of achievement-oriented behavior no encouragement for self motivation, environmental

engagement & autonomy

• Negative peer influence

Duration of Underchievement

• Short-term or intermittentCause: family discord, etc.

• Long-term Cause: socio-economic conditions,

family attitude towards school too low or too high aspirations

What can you do now

Motivating Your Child To Achieve

The desire to do things..

Its a driving force behind growth and success.

What Dampens Motivation? Fear of failure Frustration with inconsistent performance Lack of understanding the school

work Emotional problems Anger Desire for attention– even

negative attention

School is boring I’m

done!

I don’t care

about math

I’m stupid ,

Why try?

What Fires Motivation?Feel competent Have some choice and control over learning Believe that intelligence isn’t fixed at birth Feel loved and respected

simple ways to help your child get motivated

Set Proper Expectations Considering Child’s

Talk kindly and honestly to your child about her interest and abilities.

Share your OPINION based on your OBSERVATION

Have an agreement

Set appropriate expectations by:

Communicating with your child

Re-evaluate as necessary

Plan to review your expectation with your child.

Talk to your child and make an adjustment. Make sure that both of you will agree about the expectations.

Help your child set goals

Write the goals down.

Make the goals specific

Make the goals

measurable

Show your child you think school is important

Maintaining a relationship with your

child’s teacher

Supporting the programs at your child’s

school.

Creating a suitable environment

Keeping up with your child’s assignments

Staying positive about school and schoolwork.

Support your child’s Learning Style

Speak the Language of Encouragement

Praise:• Discusses results.

“Great work on the science quiz! You got anA!”

• Uses opinion words such as“good,” “great,” “terrific,” and“wonderful.”

Is typically given when the childhas performed as you had hoped she would

Encouragement:• Notices effort and progress.

“Look at that paper ! I can tell you've spent a lot of time on it ! It must feel good to know you

worked so hard!”• Uses descriptive words.

“You washed the dishes without being asked. Look at it ! So shiny and clean.

Can be given regardless of the child’s performance.

Reinforce learning at home and in the community

• Expand your child’s point of view• Getting your child into the habit of reading.

Encourage Your Child to Be Resilient

Skills Needed to be Developed

• Goal-setting• Making choices• Organizational strategies• Planning & managing tasks• Time management & scheduling• Focus

Skills Needed to be Developed

• Improved study skills• Giving self-affirmation• Recognizing negative thought patterns• Doing positive self-talks• Self-evaluation• Celebrating improvements