Have a student that takes forever to finish work? Struggles with reading comprehension? Can’t seem to remember the little things? Homework takes more time than it should on a regular basis?
Take a look at this article. Just a little information to get your mind thinking. The more we store in our “tool box,” the more likely we are to help all learners. It’s hard to address concerns if you don’t know where to start. So…this has some good food for thought.
Ever thought about how you will be remembered by your students? I know we might have some years (those first ones)… we’d like to go apologize. Is that out of the ordinary or is that your ordinary?
This weekend I was talking with my mom about my school years. I was curious how my teachers would fit into the classrooms of today, and I wondered “What would I think of myself if I were my own teacher?” (Does that make any sense?) I came to the conclusion that I remember the teachers that had passion and made a big difference or the ones that hurt me. Not much about teachers that didn’t fit into one of those categories. I also decided my teachers could have pushed me a lot harder. They had no idea how little effort I was putting forward, nor did I.
Tonight, I was on Pinterest and somehow, I ended up at this article. WARNING…it’s powerful. BUT, know this…if you feel like you want to add more critical and creative thinking in your rooms…and you don’t want this to be your students… take some baby steps. Trying is a GREAT start.
Who’s in for 2015? Show your passion and make the year unforgettable for amazing reasons!! It’s not too late for the students you have right now.
Tough case…when the gifted student doesn’t even fit within the already complex “gifted student mold.” Frustrating.
Were you thinking I meant for the teacher? Although it can be frustrating for the teacher and other students in the room, have you ever pondered how frustrated the underachiever may be?
Dr. Betty Watson. Summer of my senior year of college. Kindergarten courses. I was frustrated because a student I was tutoring could not recall any of the letters of the alphabet. I would show an “r” and then ask him what it was. Zero recollection. I went to Dr. Watson for advice.
On the board, she wrote random symbols…quickly. Covered them up and asked me to recall them. In her sweet little voice she leaned toward me, and gentle said, “Kids don’t want to be different. If they can, they will. If they don’t, figure out why.”
Do we? Are are we too focused on how we (the teacher) need the performances, answers, and behaviors to be or look?
In the article about under achieving students, this line resonated with me…
“In a number of cases, a difference in learning style has hindered the progress of a gifted child. Peterson (2001) points out that creative children have a tendency to underachieve because their thinking style diverges so drastically from the convergent style rewarded by schools.”
If I’m looking at individual children, would I notice this? Do I stop and remember that kids have real feelings that go really deep affecting every action or reaction? That maybe they don’t even realize why they are doing what they are or are not doing?
The article also addresses how when dealing with an underachiever, we must look closely at each individual. Each intervention must be carefully designed to address the particular issues trapping the child in a negative feedback loop of underachieving.
One place to begin planning an intervention is to consider the strengths of the student.
From the article…
Stay Focused on the Child’s Gifts. When examining a child’s underachievement, always begin by focusing on strengths; a deficiency approach encourages the child to focus on weaknesses even more than before. At each point the investigation needs to find the most effective ways to involve the child in the pursuit and exploration of personal talents and interests. This builds the confidence and strength the child needs to manage problem areas. A gifted underachiever once wrote Sylvia Rimm a letter that expresses perfectly the importance of focusing on the gift:
I remember you told me to continue and explore my creativity through writing and acting because that is how I would truly find my strengths. I remember how you taught me to manage my life strategically because this would help my confusing and random, inconsistent behavior. I finally remember that you told me to never be afraid to express myself no matter what others thought. (2001, p. 350)
Here’s the article.
To gain the courage to express yourself…no matter what others are thinking…that’s not easy for most of us. How do you help your students discover their strengths and courage to express themselves?
Find the students who are hiding behind “underachieving” tendencies and be their champion. Make a difference.
 | Norah on Student Voice/Choice…wit… |
 | Bonnie Jones on Organizing Your Thinking |
 | Dianne on Nemo’s Motto |
 | Bess Turner on Nemo’s Motto |
 | Tamara Cosby on Nemo’s Motto |
Teach to Educate 