I think a part in Chapter 2 says it all. "Underachievement is a choice kids make, but one which they do not know they are making." I think as educator we think they know what they are doing and why, but they don't see the whole picture. We need to help them figure it out. Not by enabling, but by problem solving when we see what is going on.
I completely agree...I wish I had the time and resources to do that with all of our underachievers! I think that is where the PLC set up we had before, when we could take some time to discuss kids who were not succeeding, was beneficial. When we team, we can more readily share that information, but too often, we don't share the information on the whole child that we have. We either think everyone knows what we know, or just don't have the time, or don't know who is sharing that student with us throughout the day.
This issue of being unaware seems complex. It does appear that students have to be guided to understanding that they are making this choice to underachieve. I have heard promises to do better work, that seem very sincere, but then there is clearly a lack of self-discipline to follow through. I do believe there is that fear of success and where that leads, but also is that constant and powerful peer pressure. I am anxious to read how this author proposes we tackle these deep-rooted issues.
I have a hard time figuring out how a kid can not know s/he is underachieving, although I know it happens. They are seeing poor grades, getting papers back with poor grades, etc. Maybe it's a self-fulfilling prophecy. They do poorly on something, then it just continues to cycle until they believe it's impossible for them to succeed?
I agree with Lori that we need a forum for sharing information and that is why I am sold on teaming at all middle school grade levels as it builds in this necessary dialogue among colleagues. However, since that is not our circumstance, I too would encourage us to push for our PLC set up to include time for dialogue about our clients.
I believe we can have impact with our underachievers - no matter which pattern - BUT, I think it would be important to recognize that parents and family have a great deal of influence in creating and then helping our underachievers to change their established patterns especially if the student is unaware of their own bottom line reason for their choices that result in failure. We all would do well (parents/teachers) to open dialogue with our students by asking probing questions with empathy, compassion and patience - be the emotionally in control adult - and then actively listen for both what is said and especially what is not said. Then, perhaps together, once some wisdom is gained as to why or how a student is creating their own failure, a path could be opened to sharing possible paths for change. A students' reality needs to be viewed as not a right or wrong, but just is. Once people can get past the emotion of why then hopefully we can move on to solution possibilities.
I have a concern for any discouragement we teachers may feel, especially if we see no change in our underachieving students. Know you are making a difference as you listen, give extra time, ask probing questions to help students take responsibility for their own learning and care daily!! I know we are in teaching to reach every student and this book brings fresh insight that we must share with all parents of underachievers. Perhaps even help parents start a support group for the tough days so they can persevere for the long hall that real change may require. P.50 states, "Most underachievers require their parents' help to change...If parents do not understand what is going on, they miss many opportunities to help their children gain important insights and learn how to change themselves." We would do well to help parents get away from the blame game to searching for root causes and then possible paths for change.
Hope everyone's summer is off to a relaxing and fun start!
J-- I think a great forum for those discussions is at student led conferences, which I'd love for us to use more of. I know many of us request (require) for students to be present at conferences, but I do think we can do more with them, and open up some dialogues with students and parents that might help reach the heart of the problem (or at least get on the path there.)
I agree with Lori- I just dont udnerstand how a stduent can not be aware of what theyre doing. Between the grades, conferences and daily discussions students must see the issue. The only thign I can think of is that these constant interventions with the students has a negative impact and acts as quick sand for the students. However on the other hand I do see Leann's point because they dont see the big picture. It kind of piggy backs on my thoughts of the "nice young man" approach that students dont see how what they do/learn now effects their future.
I have found that this book is so interesting so far! I agree with what Jeanne and Lori were saying about having grade level discussions regarding students. When we had our PLC's set up this way, I believe that we were able to "team tackle" students more. I'm not saying that we were allowing the students to "be masters at making other people take care of them" (p 27), but I believe that we were able to be better provide one on one involvement with students. Many underachievers simply do not know why they are not performing. I think that when we spend time one on one with students, it enables them to feel supported when they are asked questions that generally result in an "I don't know" answer.
We have all seen many students who would rather get in trouble or cause disruptions instead of be embarrassed for what they may not understand or have completed in class. Students need to feel supported and cared for in order for them to break out of that pattern. I have found that when I have had personal conversations with students in this category (about their life and my own) they tend to be more open when I ask about their classroom performance. It also begins to break down the wall of embarrassment.
I think it's also important for underachieving students to see what a successful student does; what his/her binders look like, their study skills, etc. Uusally the good students hang out together and the underachievers hang out together,so they don't see how the "other half lives." I'm going to try to do some of that (peer interaction) in my homeroom this year, with half the class as NJHS students and the other half as identified underachievers. I'm open to any suggestions on how to get their conversations going!
Lori, you seem to have a great idea for this type of homeroom. I have been facinated by reading the next chapters with profiles of motivations and behaviors of the 6 typical underachievers. When Whitley describes the Procrastinator and the Con Artist, I clearly get a picture of some students that many of us probably know at West. In reading details about the motivations, causes, and changes that are needed, it seems like a complex process that really stems from what's been going on at home and in the student's past. Clearly parents need to gain understanding, as hopefully we are, and then be on the same page with us for change to occur. How do we help them gain insight, while at the same time, help kids start taking responsibility and want to achieve? Lori, you might be on the right track with some modeling by their peers.
I think a part in Chapter 2 says it all. "Underachievement is a choice kids make, but one which they do not know they are making." I think as educator we think they know what they are doing and why, but they don't see the whole picture. We need to help them figure it out. Not by enabling, but by problem solving when we see what is going on.
ReplyDeleteI completely agree...I wish I had the time and resources to do that with all of our underachievers! I think that is where the PLC set up we had before, when we could take some time to discuss kids who were not succeeding, was beneficial. When we team, we can more readily share that information, but too often, we don't share the information on the whole child that we have. We either think everyone knows what we know, or just don't have the time, or don't know who is sharing that student with us throughout the day.
ReplyDeleteThis issue of being unaware seems complex. It does appear that students have to be guided to understanding that they are making this choice to underachieve. I have heard promises to do better work, that seem very sincere, but then there is clearly a lack of self-discipline to follow through. I do believe there is that fear of success and where that leads, but also is that constant and powerful peer pressure. I am anxious to read how this author proposes we tackle these deep-rooted issues.
ReplyDeleteI have a hard time figuring out how a kid can not know s/he is underachieving, although I know it happens. They are seeing poor grades, getting papers back with poor grades, etc. Maybe it's a self-fulfilling prophecy. They do poorly on something, then it just continues to cycle until they believe it's impossible for them to succeed?
ReplyDeleteI agree with Lori that we need a forum for sharing information and that is why I am sold on teaming at all middle school grade levels as it builds in this necessary dialogue among colleagues. However, since that is not our circumstance, I too would encourage us to push for our PLC set up to include time for dialogue about our clients.
ReplyDeleteI believe we can have impact with our underachievers - no matter which pattern - BUT, I think it would be important to recognize that parents and family have a great deal of influence in creating and then helping our underachievers to change their established patterns especially if the student is unaware of their own bottom line reason for their choices that result in failure. We all would do well (parents/teachers) to open dialogue with our students by asking probing questions with empathy, compassion and patience - be the emotionally in control adult - and then actively listen for both what is said and especially what is not said. Then, perhaps together, once some wisdom is gained as to why or how a student is creating their own failure, a path could be opened to sharing possible paths for change. A students' reality needs to be viewed as not a right or wrong, but just is. Once people can get past the emotion of why then hopefully we can move on to solution possibilities.
I have a concern for any discouragement we teachers may feel, especially if we see no change in our underachieving students. Know you are making a difference as you listen, give extra time, ask probing questions to help students take responsibility for their own learning and care daily!! I know we are in teaching to reach every student and this book brings fresh insight that we must share with all parents of underachievers. Perhaps even help parents start a support group for the tough days so they can persevere for the long hall that real change may require. P.50 states, "Most underachievers require their parents' help to change...If parents do not understand what is going on, they miss many opportunities to help their children gain important insights and learn how to change themselves." We would do well to help parents get away from the blame game to searching for root causes and then possible paths for change.
Hope everyone's summer is off to a relaxing and fun start!
J
J--
ReplyDeleteI think a great forum for those discussions is at student led conferences, which I'd love for us to use more of. I know many of us request (require) for students to be present at conferences, but I do think we can do more with them, and open up some dialogues with students and parents that might help reach the heart of the problem (or at least get on the path there.)
I agree with Lori- I just dont udnerstand how a stduent can not be aware of what theyre doing. Between the grades, conferences and daily discussions students must see the issue. The only thign I can think of is that these constant interventions with the students has a negative impact and acts as quick sand for the students.
ReplyDeleteHowever on the other hand I do see Leann's point because they dont see the big picture. It kind of piggy backs on my thoughts of the "nice young man" approach that students dont see how what they do/learn now effects their future.
I have found that this book is so interesting so far! I agree with what Jeanne and Lori were saying about having grade level discussions regarding students. When we had our PLC's set up this way, I believe that we were able to "team tackle" students more. I'm not saying that we were allowing the students to "be masters at making other people take care of them" (p 27), but I believe that we were able to be better provide one on one involvement with students. Many underachievers simply do not know why they are not performing. I think that when we spend time one on one with students, it enables them to feel supported when they are asked questions that generally result in an "I don't know" answer.
ReplyDeleteWe have all seen many students who would rather get in trouble or cause disruptions instead of be embarrassed for what they may not understand or have completed in class. Students need to feel supported and cared for in order for them to break out of that pattern. I have found that when I have had personal conversations with students in this category (about their life and my own) they tend to be more open when I ask about their classroom performance. It also begins to break down the wall of embarrassment.
Hope everyone is enjoying their summer so far!
I think it's also important for underachieving students to see what a successful student does; what his/her binders look like, their study skills, etc. Uusally the good students hang out together and the underachievers hang out together,so they don't see how the "other half lives." I'm going to try to do some of that (peer interaction) in my homeroom this year, with half the class as NJHS students and the other half as identified underachievers. I'm open to any suggestions on how to get their conversations going!
ReplyDeleteLori, you seem to have a great idea for this type of homeroom. I have been facinated by reading the next chapters with profiles of motivations and behaviors of the 6 typical underachievers. When Whitley describes the Procrastinator and the Con Artist, I clearly get a picture of some students that many of us probably know at West.
ReplyDeleteIn reading details about the motivations, causes, and changes that are needed, it seems like a complex process that really stems from what's been going on at home and in the student's past. Clearly parents need to gain understanding, as hopefully we are, and then be on the same page with us for change to occur. How do we help them gain insight, while at the same time, help kids start taking responsibility and want to achieve? Lori, you might be on the right track with some modeling by their peers.