School Failure Part Ii: Instructional Strategies

Learned helplessness is an abnormal condition to maintain their self-esteem is very low and they think they can continue to successfully meet the demands of school and school problems. Sutherland and Singh (2004), the learned helplessness school failure, and many students feeling and / or behavioral disorders experience can help. The authors add that, as school failure of children with learning difficulties experienced over a longer period, by a variety of tasks, settings and put the development of risk-AP students learned helplessness. By Burhans and Dweck (1995), children are often helpless behavior in the classroom to avoid, be that school failure, rather than achieve the academic success of their efforts. Without a healthy self-esteem, learned helpless students give up academically because they do not want to be successful in school is to them in everything they try to miss something. Because students think easily learned helplessness response patterns are not strategic, they avoid risky behavior, instead of learned helplessness, this view of school failure is worse in high school students to overcome. Learned helpless students often ignore even down, and or reduce the praise and recognition from others, especially teachers, so school personnel and parents need to intervene skilfully to overcome these kids learned helplessness response. Some guidelines to follow, but first I’ll introduce some important concepts.
 Concept

      Important to understand that teachers and parents together is low self-esteem and learned helplessness, not necessarily from lack of capacity. The average student abilities and academic skills can be a sign of low confidence and / or learned helplessness. Self-confidence and learned helplessness is a view, so these views correctly (the child does not have enough academic ability) or inaccurate (child the necessary skills and average ability) are. However, the reality of studying for the students’ cognitive thinking to students that their lack of capacity because of their difficulties in school. In addition, it is learned helpless children that their behavior (ie, attempts and efforts) any positive impact on subsequent events, which is to learn not only damages the child’s motivation to learn at the same time reducing their ability and deteriorating performance in the school (Seligeman, 1995). Ames (1990) describes learning helpless children, students, who typically have low expectations, negative (negative thoughts and feelings) and ineffective learning strategies. For this reason we have with the attribution of learned helplessness and motivation, and academic stratification or strategic level, the active participation and coordination of efforts require a lot of teachers, parents and in extreme cases, school counselors and / or school psychologist.

      To better understand what she is helpless children who have learned through style (Weiner, 1979), a central concept. Was at the end of the process, signed the reasons for this result. For example, if we ask students to explain the reasons for their success or failure to explain the academic tasks, cites the most common cause of ability, effort, task difficulty, or just plain luck. Internal attribution of ability and effort (in person), a difficult task on the success and external (foreign individuals). The ability and task difficulty are stable or fixed power supply (no change), strength and luck are unstable or (change) variable assignment. Therefore, we can be divided into internal operating costs, fixed boundaries and sizes. The other two aspects, we have ownership of the world (assuming the reason for the negative events is consistent under different circumstances) with a specific assignment, or that the reason for the adverse event, only a specific time and specific conditions . Control points, stability and control: In addition, Weiner and other functions divided into three causal aspects. Trajectory control consists of two poles: internal and external. Stability refers to whether there is a change in time. Finally, the controllability comparison reasons, you can (ie the skills of a child or a child’s learning strategy), because the child can not control, and good luck. Attribution, such as low motivation and learned helplessness on the basis of reason, so that the children from their success or failure of the scientific issues attribute. According to this theory, students less motivated to achieve in school, they take into account both (a), that ability is fixed, can not be changed, and (b) When a low capacity, they have little or no control over their success. Attribution theory, especially the concept of distribution, tracking the most popular theory to obtain the difference in motivation and effort, high performance and poor performance make the students understand.

      Ames (1990) defines learned helplessness as an abnormal pattern, which is characterized by the authority of, learned, and the loss of the passive dynamics of the learning objectives, especially those tasks as a challenge or helpless children, requires effort and perseverance of the students. As I said, we believe sooner, helpless students that learning ability is fixed, is all that they see their own personal shortcomings and weaknesses. Low power and / or help students learn not see the connection between their efforts and achievements in school that the school merely reflects the failure of the small capacity (internal and stable attribution), and their lack of skills and / or their ability to be able to reverse underachievement. These students show a pattern of helplessness, motivation, little or no responsibility for their success (though they bear full responsibility if they do not), and underestimate their activities, they have the task. For example, if a child is in a good performance test, because of luck or because the test is too easy, because the external forces beyond the control of the child. Frustration of students at the lessons of an infinite set of negative beliefs and attitudes that inhibit their participation and persistence in academic tasks, which makes the learned helplessness of the first issue of motivation. To help children to overcome this pattern of reaction to frustration, especially we have to intervene views (beliefs and attitudes) and the motivation level. In the next section, I suggest a few guidelines for the use of attribution theory and attribution training, to help children overcome their learning style does not help the reaction.
Incentive strategies

    Call the belief in the ability of students is fixed to understand the additional ability to help children that with the focus on practice, and enough time, we can use our skills and the ability to improve the task. To help children on the tasks, instead focusing their skills.
    Because do not get the definition of a successful improvement or development of knowledge and skills of students. Address on predefined performance level (ie class) to avoid or in comparison with other students (Tollefson, 2000).
    The students are from a focus on performance issues (normative comparison), move to concentrate on the task itself.
    Demands that the integrity of the students, the cost of high-level effort, a task or low qualifications (Tollefson, 2000). Sports analogy is good to help children understand that all high-level skills require a lot of effort.
    Associated with efforts to play, the child said, he perfected his skills because he worked hard.
    Make sure that the children see a clear connection between effort and success in school. Children who believe that this relationship is likely to respond to challenges and / or failure of frustration and less positive expectations of outcome events (Ames, 1990).
    Determine the school once the authorities, these efforts in teaching students, but as the ability to success or failure in school. Most importantly, on the right side again the success of efforts to teach the children, not enough effort. For example, we have the children to tell his struggle, he succeeded, he must do more if he can not. Student success and failure due to the effort they spent, persevere more academic tasks than students who believe in success and failure with a natural ability. Most importantly, students who attribute their efforts is not the lack of future performance by the school because they can control things.
    Make sure power to make the right decisions that a student’s efforts and strategies is the effective time of a learning task. I just want more time and effort to do random activities to spend not function without effective action, effective and strategic focus on the policies and procedures that attempt to lead to success in any way to study. If the policy or procedure, it does not work with a child, we told her to use different strategies and procedures. Training students to make strategic authority to help to see them, and school failure to difficult situations in which it is the best strategy to solve the focus (Weiner, 1980). When we hear the train frustrating the efforts of the students use strategic forces, we can the perception of the child, their lack of capacity, and allow them that the problem lies in the use of ineffective policies or procedures. You only need the best strategy to find address this specific issue.
    Teach students to errors and mistakes as evidence of their academic learning to change the strategy to see their use.
    Students demonstrate how to manage setbacks and failures in a constructive and strategic way, for example, one could say: “This is not working, what else can I do this” In addition, you can say, “What is even a strategy, I can try?”
    If you praise a student told him he has a very good thing in the past: “They have worked hard” to avoid referring to the future, for example, “You have to work harder.” When we tell our children they need more hard work, think they can, they are not very good, or that the task will be difficult.
    Not praise the students for a simple task, such as praise of the fifth grade, she graduated in 1001 in addition to the facts. Instead, praise the child, they are willing to address issues in science was, it is perseverance.
    Your praise should be specific and not globally (”do good” for example) in nature, which made it clear that children in certain skills or behaviors, praise.
    Change personal data or the nature of children’s views (such as “How do you know? They never listen”) comments and / or suggestions, have a certain behavior, such as “trying not to forget to keep the seventh release, please. ” Comment on the name of the child’s personality remains unchanged (no change), a leading children to a firm and negative write-up from their skills and the ability to do to solve scientific problems. Can improve the specific feedback about behavior in the action or behavior described a student who teach children to solve problems and academic problems through positive and variable permissions.
    Watch for feedback, tell the students how to cope with this task (strategy), comments from children and / or ability to cope with this problem, for example, “You give up easily (intern, fixed, and global attribution ) to avoid, you can use some of. “
    Use the feedback is constructive and task-oriented. Concentrate on your opinion of the program and alternative strategies such as “Maybe you can think of one other way to do this” or “Let’s try something else.” So to avoid ambiguity and / or negative feedback (eg, avoid “writing on paper”) on your feedback to the child’s specific information about the errors, mistakes (eg ensuring correct “Your essay lacks …») .
    Use the power of education to create self-confidence. Bring your children to a lack of external, unstable and specific causes and the intrinsic qualities of the successful, stable and global causes. Angelica by training, children learn to use an external power supply to the failure, the failure to situational or environmental conditions, instead of explaining himself to blame (Weiner, 1979). For example, due to the fact that non-compliance or failure of a difficult exam day is because the room is too cold, they have difficulties in concentration, in other words, the failure is not their fault. If we manipulate the strength of the children, we believe that error has no effect on their self-confidence, but the success is helping to create pride and self-confidence.
    Will help in calculating the power to overcome children’s learned helplessness response style, is the key, they believe that student achievement is mainly because they can control the factors that could be improved.
    The ownership of the operation itself does not improve self-confidence when the child does not study. For this reason, coupled with the power of re-training, we need alternative methods of learning (compensation strategies, plans and procedures) to teach the students to do certain way, the scientists nothing to address the skills shortage.
    Teach students to regulate their motivation to actively and specifically regulate the use of motivational strategies (Woertesi, 2003). First, the description of your child, all students at the same time or other experience, motivation, obstacles and interference, for example, they may get bored specific task or tasks they are distracted. Students can monitor and manage their enthusiasm, efforts to increase strength and interaction with the task. Some of the motivational regulation strategies Woertesi recommendations:

ü Since consequating or the consequences of their actions. This strategy includes the identification and management of external rewards (eg snacks or video games in the task) in order to achieve certain goals to complete the task. For example, the child said: “When I finished the article, I’ll rest for 15 minutes to eat my snack.” In addition, the impact of their own motivation, students can expect a negative self-image selection of awards, such as: “. If I’m not finished the article, I can not play my video games for three consecutive days”

ü In addition to material rewards, the children themselves, the dialogue or self-praise, which is to be used, what the promotion of positive verbal statements like, “Well, I finished a problem, good work, I better every day.”

ü Use of the purpose of self-dialogue, that is, with reason, to maintain the task. For example, if the temptation, the children who want to improve performance (performance target), otherwise they may think their desire to satisfy their curiosity, feeling competent, intelligent feel, or feel independent (mastery goals).

ü To increase the interest in the task, the child is able to change its mission to make the process feel less duplication and boring. For example, a child who is in italics to be moved, or he can put this question on the game. I know that a child supplement, a long division problem won five tokens exact answer to remain higher than 10000, and answer the following three marker 10000th Children’s imagination and creativity, which means they can not cope with great difficulties in finding alternative and / or similar methods to deal with a long and arduous task.