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The Resistant Learner: Helping Your Child Knock Down the Barriers to School Success
Addressing the emotional and academic needs of kids in grades four through twelve, Lawrence Greene examines the counterproductive behaviors and attitudes that undermine academic performance, diminish self-esteem and limit educational and career options. Each chapter focuses on a particular deficit area and offers accessible, hands-on methods for parents to guide and mentor their struggling child. Parents learn how to:
* Help their child identify natural talents and use them when learning
* Choose a democratic or autocratic approach to modifying behavior
* Use the DIBS system to solve problems
* Open an effective dialogue with their child
* Express positive expectations and affirm and praise effort and progress
* And much more
* Help their child identify natural talents and use them when learning
* Choose a democratic or autocratic approach to modifying behavior
* Use the DIBS system to solve problems
* Open an effective dialogue with their child
* Express positive expectations and affirm and praise effort and progress
* And much more
304 pages, Paperback
First published January 1, 2005
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Displaying 1 - 3 of 3 reviews
July 14, 2019
He lost me when he referred to under achievers as “bottom feeders” and never got me back.
January 3, 2011
"The basic principles of success in school and in life: knowing who you are, knowing what you do well, knowing what you want" (31).
To help resistant learners, you need to help them identify and use their natural talents. The problem is that many students don't know what their strengths are. The author suggests giving students learning inventories to help them figure it out. Because teachers have their own prefered learning styles, you need to teach students how to recognize them and adjust to that learning style. Another issue with students is chronic disorganization. Give students techniques for organization, including how to organize a binder. Many students shoot themselves in the foot because they are unmotivated and resist "establishing personal academic goals that require effort, commitment, and diligence."
There are so many life skills students need in order to survive: "They must be able to read with decent comprehension, identify and retain important information, establish goals, set priorities, plan ahead, organize, evaluate the pros and cons of choices, manage time, budget finances, fill out forms and applications, and express themselves comprehensibly. They must also be receptive to learning new skills. ...To achieve in life, these young adults must be willing to target personally meaningful goals, work conscientiously, acquire pertinent proficiencies, solve problems, learn from mistakes, bounce back from defeat, and develop strategies for attaining their objectives" (82).
Teachers should have students write out personal long-range goals, short-term goals, long-term school goals, specific academic short-term goals, and weekly goals.
You should also discuss steps for establishing priorities.
To help resistant learners, you need to help them identify and use their natural talents. The problem is that many students don't know what their strengths are. The author suggests giving students learning inventories to help them figure it out. Because teachers have their own prefered learning styles, you need to teach students how to recognize them and adjust to that learning style. Another issue with students is chronic disorganization. Give students techniques for organization, including how to organize a binder. Many students shoot themselves in the foot because they are unmotivated and resist "establishing personal academic goals that require effort, commitment, and diligence."
There are so many life skills students need in order to survive: "They must be able to read with decent comprehension, identify and retain important information, establish goals, set priorities, plan ahead, organize, evaluate the pros and cons of choices, manage time, budget finances, fill out forms and applications, and express themselves comprehensibly. They must also be receptive to learning new skills. ...To achieve in life, these young adults must be willing to target personally meaningful goals, work conscientiously, acquire pertinent proficiencies, solve problems, learn from mistakes, bounce back from defeat, and develop strategies for attaining their objectives" (82).
Teachers should have students write out personal long-range goals, short-term goals, long-term school goals, specific academic short-term goals, and weekly goals.
You should also discuss steps for establishing priorities.
This entire review has been hidden because of spoilers.
January 13, 2010
bottom of page 31 most helpful is in the book 7 principles to success in school and in life
This is a great read for parents to go after a diagnosis-- why is my child reluctant-- and specific tips, steps all written out and organized and encouraged to be photocopied. It is on my short list of recommended reading for parents who really want help.
The book can be absorb by chapter and relevance, also like the fact that it is targeted for those who are not learning disabled.
I have many markings and tabs in this book and it sits with in reach for all my references when working with parents and teachers.
This is a great read for parents to go after a diagnosis-- why is my child reluctant-- and specific tips, steps all written out and organized and encouraged to be photocopied. It is on my short list of recommended reading for parents who really want help.
The book can be absorb by chapter and relevance, also like the fact that it is targeted for those who are not learning disabled.
I have many markings and tabs in this book and it sits with in reach for all my references when working with parents and teachers.
Displaying 1 - 3 of 3 reviews