- Intrinsic strategies (Continued).
Some students are more interested in learning than in working for grades. Such students might spend hours on a project that is unrelated to academic classes and fail to turn in required work. They should be strongly encouraged to pursue their interests, particularly since those interests may lead to career decisions and life-long passions. At the same time, they should be reminded that teachers may be unsympathetic when required work is incomplete. Early career guidance emphasizing creative problem solving, decision making, and setting short- and long-term goals often helps them to complete required assignments, pass high school courses, and plan for college (Berger, 1989). Providing real-world experiences in an area of potential career interest may also provide inspiration and motivation toward academic achievement.
Praise versus encouragement. Overemphasis on achievement or outcomes rather than a child's efforts, involvement, and desire to learn about topics of interest is a common parental pitfall. The line between pressure and encouragement is subtle but important. Pressure to perform emphasizes outcomes such as winning awards and getting A's, for which the student is highly praised. Encouragement emphasizes effort, the process used to achieve, steps taken toward accomplishing a goal, and improvement. It leaves appraisal and valuation to the youngster. Underachieving gifted students may be thought of as discouraged individuals who need encouragement but tend to reject praise as artificial or inauthentic (Kaufmann, 1987). Listen carefully to yourself. Tell your children when you are proud of their efforts.
- Remedial Strategies. Dinkmeyer and Losoncy (1980) caution parents to avoid discouraging their children by domination, insensitivity, silence, or intimidation. Discouraging comments, such as "If you're so gifted, why did you get a D in _____?'' or "I've given you everything; why are you so _____?'' are never effective. Constant competition may also lead to underachievement, especially when a child consistently feels like either a winner or a loser. Avoid comparing children with others. Show children how to function in competition and how to recover after losses.
Study-skills courses, time-management classes, or special tutoring may be ineffective if a student is a long- term underachiever. This approach will work only if the student is willing and eager, if the teacher is chosen carefully, and the course is supplemented by additional strategies designed to help the student. On the other hand, special tutoring may help the concerned student who is experiencing short-term academic difficulty. In general, special tutoring for a gifted student is most helpful when the tutor is carefully chosen to match the interests and learning style of the student. Broad-ranged study-skills courses or tutors who do not understand the student may do more harm than good.
Conclusion
Some students, particularly those who are highly capable and participate in a variety of activities, appear to be high achievers when learning in a highly structured academic environment, but are at risk of underachieving if they cannot establish priorities, focus on a selected number of activities, and set long-term goals. On the other hand, some students appear to be underachievers but are not uncomfortable or discouraged. They may be quite discontent in middle or secondary school (in part because of the organization and structure), but happy and successful when learning in an environment with a different structural organization. They may handle independence quite well.Underachievement is made up of a complex web of behaviors, but it can be reversed by parents and educators who consider the many strengths and talents possessed by the students who may wear this label.
References
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