Catch A Falling Star
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Transcript of Catch A Falling Star
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Catch a
falling
“STAR”
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How to
Helping
Underachievers
In School
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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.
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• Visual learner – Seeing and Watching
• Auditory learner- Hearing and Listening
• Kinesthetic learner - Doing & Feeling
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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
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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)
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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
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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
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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
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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
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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
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Communicating without getting physically close to another person
Recalling what is seen or heard- better at recalling what is done
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Expressing emotions without physical movement and gestures
Sticking with one activity for a long period of time
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Obstacles to Achievement
• Lacks motivation to achieve• Not able to complete task• Fears failures
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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
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Underachievers:
Lack the ability to:
work to completionfunction independentlyproduce within time limit
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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
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Underachiever:
• Doesn’t complete or submit work on time• Seldom accepts responsibility for personal
failure• Starts enthusiastically but quickly fades• Easily distracted
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Underachiever:
• Seems unaffected by own deficiencies & ineffectiveneness
• Fakes happiness• Hostile towards authority• Excessively self-critical• Fluent orally but poor iin written work
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Underachiever:
• Doesn’t set own goals• Lacks concentration• Daydreams• Disorganized• Has poor study habits
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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
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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
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What can you do now
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Motivating Your Child To Achieve
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The desire to do things..
Its a driving force behind growth and success.
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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
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School is boring I’m
done!
I don’t care
about math
I’m stupid ,
Why try?
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What Fires Motivation?Feel competent Have some choice and control over learning Believe that intelligence isn’t fixed at birth Feel loved and respected
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simple ways to help your child get motivated
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Set Proper Expectations Considering Child’s
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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
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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.
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Help your child set goals
Write the goals down.
Make the goals specific
Make the goals
measurable
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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.
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Support your child’s Learning Style
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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
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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.
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Reinforce learning at home and in the community
• Expand your child’s point of view• Getting your child into the habit of reading.
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Encourage Your Child to Be Resilient
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Skills Needed to be Developed
• Goal-setting• Making choices• Organizational strategies• Planning & managing tasks• Time management & scheduling• Focus
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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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