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Catch A Falling Star

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Catch A Falling Star

  1. 1. Catch a falling “STAR”
  2. 2. How to Helping Underachievers In School
  3. 3. 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.
  4. 4. • Visual learner – Seeing and Watching • Auditory learner- Hearing and Listening • Kinesthetic learner - Doing & Feeling
  5. 5. 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
  6. 6. 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)
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. Communicating without getting physically close to another person Recalling what is seen or heard- better at recalling what is done
  13. 13. Expressing emotions without physical movement and gestures Sticking with one activity for a long period of time
  14. 14. Obstacles to Achievement • Lacks motivation to achieve • Not able to complete task • Fears failures
  15. 15. 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
  16. 16. Underachievers: Lack the ability to: work to completion function independently produce within time limit
  17. 17. Underachievers: Performance falls short of abilities Doesn’t initiate new projects; doesn’t find new ideas challenging Isn’t a self-starter, no sence of urgency, misses deadlines
  18. 18. Underachiever: • Doesn’t complete or submit work on time • Seldom accepts responsibility for personal failure • Starts enthusiastically but quickly fades • Easily distracted
  19. 19. Underachiever: • Seems unaffected by own deficiencies & ineffectiveneness • Fakes happiness • Hostile towards authority • Excessively self-critical • Fluent orally but poor iin written work
  20. 20. Underachiever: • Doesn’t set own goals • Lacks concentration • Daydreams • Disorganized • Has poor study habits
  21. 21. 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
  22. 22. Duration of Underchievement • Short-term or intermittent Cause: family discord, etc. • Long-term Cause: socio-economic conditions, family attitude towards school too low or too high aspirations
  23. 23. What can you do now
  24. 24. Motivating Your Child To Achieve
  25. 25. The desire to do things.. Its a driving force behind growth and success.
  26. 26. 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
  27. 27. School is boring I’m done! I don’t care about math I don’t care about math I’m stupid , Why try? I’m stupid , Why try?
  28. 28. What Fires motivation? Feel competent  Have some choice and control over learning  Believe that intelligence isn’t fixed at birth  Feel loved and respected
  29. 29. simple Ways to help your chilD get motivateD
  30. 30. Set Proper Expectations Considering Child’s
  31. 31. Talk kindly and honestly to your child about her interest and abilities. Talk kindly and honestly to your child about her interest and abilities. Share your OPINION based on your OBSERVATION Share your OPINION based on your OBSERVATION Have an agreement Have an agreement Set appropriate expectations by: Communicating with your child
  32. 32. 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.
  33. 33. Help your child set goals Write the goals down. Make the goals specific Make the goals measurable
  34. 34. 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.
  35. 35. Support your child’s Learning Style
  36. 36. Speak the Language of Encouragement Praise: • Discusses results. “Great work on the science quiz! You got an A!” • Uses opinion words such as “good,” “great,” “terrific,” and“wonderful.” Is typically given when the child has performed as you had hoped she would
  37. 37. 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.
  38. 38. Reinforce learning at home and in the community • Expand your child’s point of view • Getting your child into the habit of reading.
  39. 39. Encourage Your Child to Be Resilient
  40. 40. Skills Needed to be Developed • Goal-setting • Making choices • Organizational strategies • Planning & managing tasks • Time management & scheduling • Focus
  41. 41. Skills Needed to be Developed • Improved study skills • Giving self-affirmation • Recognizing negative thought patterns • Doing positive self-talks • Self-evaluation • Celebrating improvements

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