Umntanakho uthanda ukufunda, ufunda ngokushesha, futhi abuze imibuzo engapheli. Ulindele ngokugcwele ukusayina amakhadi wombiko nge-A eqondile, ngemuva kokuba ingane yakho iqede konke umsebenzi wakhe wesikole ngokucophelela, futhi yenza zonke izivivinyo. Eminyakeni embalwa yokuqala yesikole, okulindelweyo kuhlangene. Kodwa-ke, unyaka owodwa (ngokuvamile wesithathu noma wesine ibanga), udidekile futhi ushaqeka lapho ingane yakho ifika ekhaya ikhadi lokubika elinama C, futhi mhlawumbe ngisho no - D!
Kwenzenjani? Ngokomqondisi wethu omdala, izingane zivele zithole dumber njengoba zikhula. (Empeleni wathi kimi.) Kodwa lokho akunakwenzeka ngoba ingane yakho ekhaya iyafana nokuthanda, njengoba nje inentshisekelo ekufundeni njenganini ngaphambili. Mhlawumbe kuyiqiniso ukuthi " amakhono ngisho nangaphandle kwebanga lesithathu ." Kodwa lokho akunakwenzeka noma kunjalo, ucabanga, ngoba uma ubona ukuthi ingane yakho ingenzani nokuthi yini ezinye izingane ezingayenza, ubona ukuthi ingane yakho ibonakala ihamba phambili. Isibonelo, ingane yakho eneminyaka eyisishiyagalombili ingase ifunde kanye nomgcini wesikhombisa. Abanye abakwa-third graders abakwazi ngisho nokufunda eduze kwalelo zinga.
Ngakho kwenzekani ngempela? Ingane yakho ibe yilokho esikubiza ngokuthi i-underachiever. Ngokuyinhloko, lokho kusho ukuthi ingane yakho ayikwenzi esikoleni njengoba ulindele ukuthi isekelwe emakhono akhe. Lindela, noma ... ukufakwa phansi akuyona into elula. Ngenkathi leyo yinkcazelo elula, ukungena ngaphansi kuyinkimbinkimbi futhi kungabonisa noma kunini.
UJim Delisle noSandra Berger babhala indaba ekhuluma ngezansi eminyakeni eminingi edlule, kodwa lokho abakushoyo kuyasebenza nanamuhla njengoba kwakunjalo lapho beyibhala. Bachaza ukuthi yini engaphansi, ukuthi yini ebangela, futhi okubaluleke kakhulu, ukuthi yini ongayenza ngakho.
Ukungena ngaphansi
Kungenzeka ukuthi akukho simo esicasulayo kakhulu kubazali noma othisha kunokuhlala noma ukusebenza nezingane ezingenzi kahle ngokwezifundo njengoba zikwazi ukuthi ziyakwazi.
Lezi zingane zibhalwe njenge-underachievers, kodwa bambalwa abantu abavumelana ngokuqondile ukuthi leli gama lisho ukuthini. Ngabe ngukuphi ukuphela kokuphelelwa yisikhathi nokuphumelela kuqale? Ingabe umfundi onesipiliyoni ohluleka ukwenza izibalo ngenkathi enza umsebenzi ophakeme ekufundeni ongaphansi kwesonto? Ingabe ukuqhutshelwa phansi kuvele ngokuzumayo, noma kubhekwa kangcono njengokuchungechunge kokusebenza okungalungile ngesikhathi eside? Ngokuqinisekile, isimo sokungaphansi komhlaba sinzima futhi sinomqondo ohlukile njengabantwana okuye kwasetshenziswa leli ilebula.
Abacwaningi bokuqala (Raph, Goldberg, noPassow, 1966) kanye nabanye abalobi bamuva (Davis noRimm, 1989) baye bachaza ngaphansi kokusebenza ngokungafani phakathi kokusebenza kwesikole esikoleni kanye nenye inkomba yekhono efana ne-IQ score. Lezi zincazelo, nakuba zibonakala zicacile futhi zincane, zinikeza ukuqonda okuncane kubazali nothisha abafisa ukubhekana nale nkinga nabafundi ngabanye. Indlela engcono yokuchaza ngaphansi kokucubungula ukucubungula izingxenye ezehlukene.
Ukuncintisana, okokuqala futhi okubaluleke kakhulu, kuyindlela yokuziphatha futhi kanjalo, kungashintsha ngokuhamba kwesikhathi. Ngokuvamile, ukungena ngaphansi kokubonakala kubonakala njengenkinga yokuziphatha noma imikhuba yokusebenza . Noma kunjalo, imikhuba noma isimo sengqondo singashintshwa ngokuqondile njengokuziphatha.
Ngakho-ke, ngokubhekisela "ekuhambeni kokuziphatha" kuchaza lezo zici zezimpilo zezingane ezingakwazi ukuzenza.
Ukuncintisana kunelisekile futhi isimo siqondile. Izingane ezinezintandane ezingaphumelelanga esikoleni zivame ukuphumelela emisebenzini yangaphandle njengemidlalo, izikhathi zomphakathi, nasemisebenzini yangemva kwesikole. Ngisho nengane eyenza kabi ezikoleni eziningi zingabonisa ithalenta noma isithakazelo okungenani indaba eyodwa yesikole. Ngakho, ukubiza ingane ngokuthi "ngaphansi" kunganaki noma yimiphi imiphumela emihle noma ukuziphatha ingane ebonisa. Kungcono ukubeka uphawu lokuziphatha kunomntwana (isb., Ingane "ihamba ngaphansi kwezibalo nezilimi zolimi " esikhundleni sokuthi "umfundi ophansi").
Ukungena ngaphansi kwamehlo ombukeli . Kwabafundi abathile (kanye nabafundisi nabazali), uma nje ibanga elidlulayo lifinyelelekile, akukho okungaphansi kokusebenza. "Konke," leli qembu lingathi, "I-AC ibanga elijwayelekile." Kwabanye, ibanga le-B + lingabangela ukuqhutshwa uma ngabe umfundi obhekene nalo kulindeleke ukuthi athole i-A A. Ukuqaphela isimo se-idiosyncratic salokho okwenza ukuphumelela nokuhluleka kuyisinyathelo sokuqala sokuqondisa ngaphansi kokuziphatha kwezifundo kubafundi.
Ukuncintisana kuhlanganiswe ngokusondelene nokuthuthukiswa komqondo. Izingane ezifunda ukuzibona ngokwehluleka ekugcineni ziqala ukubeka umkhawulo ozibophezelayo walokho okusemandleni. Noma yikuphi ukuphumelela kwezemfundo kubhalwe ngokuthi "ukuqhuma," kanti amamaki aphansi asebenza ukuqinisa ukucabanga okungalungile. Lesi simo sengqondo sokuzidela sivame ukuveza imibono enjengokuthi "Kungani kufanele ngizame ngisho? Ngizohluleka noma kunjalo," noma "Ngisho noma ngiphumelela, abantu bayothi ngoba ngikhohlisa." Umkhiqizo wokuphela ungumqondo ophansi wokuzimela, lapho abafundi bezibona bebuthakathaka ezifundweni. Ngaphansi kwalokhu kucabangela, isinyathelo sabo sokushintsha noma ukwamukela inselele sinqunyelwe.
Amasu okuziphatha
Ngenhlanhla, kulula ukuguqula amaphethini wokuziphatha okuphansi kunokuthi uchaze isikhathi esingaphansi kokusebenza.
U-Whitmore (1980) uchaza izinhlobo ezintathu zamasu azithole ephumelelayo ekusebenzisaneni nokuziphatha okungaphansi kwe-learners:
- Amasu okusekela. Amasu okufundela ekilasini kanye nezincazelo ezivumela abafundi ukuba bazizwe beyingxenye "yomndeni," ngokuhambisana "nefektri," kufaka izindlela ezifana nokuqhuba imihlangano yeklasi ukuxoxa ngokukhathazeka kwabafundi; ukuklama imisebenzi yekharikhulamu ehambisana nezidingo kanye nezithakazelo zezingane; futhi uvumela abafundi ukuba badlule izabelo ezifundweni abaye babonisa ngazo ubuciko ngaphambili.
- Izinqubo zangaphakathi. Lezi zindlela zihlanganisa umqondo wokuthi abafundi abazifundisayo njengabafundi bahlanganiswa eduze nesifiso sabo sokufeza izifundo (Purkey noNovak, 1984). Ngakho-ke, iklasi elimema izimo zengqondo ezinhle lizokhuthaza ukuphumelela. Eziklasini zalolu hlobo, othisha bakhuthaza imizamo, hhayi nje impumelelo; bayakwazisa ukufakelwa kwabafundi ekwakheni imithetho yokufundela emaceleni kanye nemithwalo yemfanelo, futhi bavumela abafundi ukuba bahlole umsebenzi wabo ngaphambi kokuthola ibanga kusuka kumfundisi.
- Amasu okulungisa. Othisha abaphumelelayo ekuguquleni ukuziphatha ngaphansi kokuziphatha bayaqaphela ukuthi abafundi abaphelele - ukuthi ingane ngayinye inezikhwebu kanye nobuthakathaka kanye nezidingo zomphakathi, ngokomzwelo nangokwengqondo. Ngamaqhinga okulungisa, abafundi banikezwa amathuba okuba bavelele ezindaweni zabo zamandla nesithakazelo ngenkathi amathuba anikezwa ezindaweni ezithile zokukhubazeka kokufunda. Lokhu kulungiswa kwenziwa "endaweni ephephile lapho amaphutha abhekwa njengengxenye yokufunda kuwo wonke umuntu, kufaka phakathi uthisha.
Isihluthulelo sokuphumelela okuphelile siwukuzikhethela kwabazali nothisha ukukhuthaza abafundi noma nini lapho ukusebenza kwabo noma isimo sabo sengqondo sishintsha (ngisho kancane) ngendlela efanele.
Izinhlelo ezifakiwe
Abafundi abasebenza ngaphansi kwesinye isici sokusebenza esikoleni, kodwa amathalenta abo adlula imingcele yalokho okuvame ukuhlanganiswa kwikharityhulam ejwayelekile, banelungelo lemfundo efana nekhono labo. Ngokuqinisekile, uhlelo lwabafundi abanekhono lungadinga ukushintsha isakhiwo noma okuqukethwe ukuze kuhlangabezane nalezi zidingo zokufunda eziqondile zabafundi, kodwa lokhu kungcono ukuphika izingane ezinesiphiwo sokufinyelela ezinsizakalweni zemfundo ezikwazi ukubhekana namakhono abo.
Ukusekelwa Komndeni
Lokhu okulandelayo kukhona iziqondiso eziningi - ezimelela imibono eminingi - ngamasu okuvimbela noma ukuguqula ukuziphatha okungaphansi kokuziphatha.
Amasu asekela . Izingane ezinezinwele zithuthuka ngomoya ohloniphekile, ongenakugunyaza, oguquguqukayo, wokubuza imibuzo. Badinga imithetho nemigomo efanelekayo, ukwesekwa okuqinile nokukhuthazwa, impendulo ehle njalo, nokusiza ukwamukela ukulinganiselwa okunye - okwabo, kanye nalabo abanye. Nakuba lezi zimiso zifanelekile kuzo zonke izingane, abazali abanezingane ezinamakhono, bakholelwa ukuthi ikhono eliphakeme lekhono libuye lisho amakhono asezingeni eliphezulu emphakathini nangokomzwelo, angavumela izingane zabo ukuba zenze izinqumo ezidlulayo ngaphambi kokuba zibe nokuhlakanipha nesipiliyoni sokuphatha umthwalo onjalo (Rimm, 1986).
Izingane ezinesineke zidinga abantu abadala abazimisele ukulalela imibuzo yabo ngaphandle kokuphawula. Eminye imibuzo ikhuluma nje ngemibono yabo, futhi izimpendulo ezisheshayo zibavimbela ekusebenziseni abantu abadala njengebhodi elizwakalayo. Uma ukuxazulula izinkinga kulungile, unikeze isixazululo futhi ukhuthaze abafundi ukuba bafike nezimpendulo zabo kanye nemigomo yokukhetha ikhambi elihle kakhulu. Lalela ngokucophelela. Bonisa intshiseko yangempela mayelana nokubona kwabafundi, izintshisekelo, imisebenzi, nemigomo. Yiba nenkinga ezinkingeni, kodwa gwema ukudlulisela okulindelekile noma okuphikisanayo okulindelekile nokuxazulula izinkinga umfundi okwazi ukulawula.
Nikeza abafundi amathuba amaningi okuphumelela, umuzwa wokufeza, kanye nokholo ngokwabo. Bakhuthaze ukuba bazinikele ekusizeni abanye njengendlela yokuthuthukisa ukubekezelelana, ukuzwelana, ukuqonda, nokwamukelwa kwemingcele yabantu. Ngaphezu kwakho konke, baqondise emisebenzini nasemigomeni ekhombisa izimiso, izintshisekelo, kanye nezidingo zabo, hhayi nje ezakho. Okokugcina, gcina isikhathi esithile sokuzijabulisa, ukuba yisithunzi, ukwabelana ngemisebenzi yansuku zonke. Njengabo bonke abasha, izingane ezinesipho zidinga ukuzizwa zixhunywe nabantu abahlala bexhasa (Webb, Meckstroth, & Tolan, 1982).
Amasu we-Intrinsic . Kungakhathaliseki ukuthi ingane encane enekhono isebenzisa ikhono eliyingqayizivele ezindleleni ezakhayo, kuxhomeke, ngokwengxenye, ngokuzitholela nokwakheka komqondo. Ngokusho kukaHalsted (1988), "ingane ehlakaniphile ehlakaniphile ngeke ijabule [futhi] igcwalise kuze kube yilapho esebenzisa ikhono lobuhlakani ezingeni elifinyelela amandla aphelele .... Kubalulekile ukuthi abazali nothisha babone ukuthuthukiswa kwengqondo njengemfuneko lezi zingane, hhayi nje njengentshisekelo, i-flair, noma isigaba abazophuma ngaso "(ikhasi 24).
Ukuhlinzeka ngemvelo yasemfundeni yokuqala futhi efanelekile kungashukumisa uthando lokuqala lokufunda. Umfundi osemusha, onolukuluku angahle "avulwe" uma isimo semfundo singashukumisi; ukubeka ekilasini nokufundisa izindlela akufanelekile; ingane ithola othisha abangasebenzi; noma izabelo ziyanzima kakhulu noma zilula kakhulu . Ikhono lomntwana onelungelo lokuchaza nokuxazulula izinkinga ngezindlela eziningi (okuvame ukuchazwa ngokuthi ukushelela kwemibono emisha noma ikhono lokucabanga elihlukile) angeke lihambisane nezinhlelo zemfundo zendabuko noma izidingo ezithile zokufundela ekilasini, ngokwengxenye ngoba abafundi abaningi abanekhono bayabonakala ngokuhlolwa kokuphumelela izikolo (Torrance, 1977).
Ngokusho kukaLinda Silverman (1989), uMqondisi we-Gifted Child Development Centre eDenver, Colorado, isitayela sokufunda somfundi singathonya impumelelo yezifundo. Uphikisana ngokuthi izipho ezingaphansi kwe-underachievers zivame ukuthuthukisa ikhono lokubuka-indawo kodwa amakhono okulandelana angathuthuki; ngakho-ke banenkinga yokufunda izifundo ezifana nemisindo, isipelingi, izilimi zangaphandle kanye nezibalo zamathematika ngendlela lezi zihloko ezifundiswa ngaso sonke isikhathi (Silverman, 1989). Abafundi abanjalo bangavame ukusizwa abantu abadala abanolwazi ukukhulisa izitayela zabo zokufunda, kodwa futhi badinga indawo ehambisana nezindlela zabo zokufunda ezikhethwayo. Abafundi abakhulile bangabamba iqhaza emisebenzini engeke ibe yinkinga yezinhlobo zezemfundo, efaka amathuba ahlukahlukene okufundisa, kufaka phakathi ukuhlola okujulile, ukufundwa ngezandla, nokuqondisana nabanye (Berger, 1989).
Abanye abafundi banesithakazelo ekufundeni kunokuba basebenze amabanga. Abafundi abanjalo bangase bachithe amahora amaningi emsebenzini ongenakuhambisana nezigaba zemfundo futhi behluleka ukuphendula umsebenzi odingekayo. Kufanele bakhuthazwe kakhulu ukuba baphishekele izithakazelo zabo, ikakhulukazi ngoba lezo zithakazelo zingabangela izinqumo zomsebenzi kanye nezinkanuko zokuphila. Ngesikhathi esifanayo, kufanele kukhunjulwe ukuthi othisha bangabi nabathengi lapho umsebenzi odingekayo ungaphelele.
Isiqondiso sokuqala sokusebenza ngokugcizelela ukuxazulula izinkinga zokudala, ukwenza izinqumo, nokubeka imigomo emifushane neyesikhathi eside ngokuvamile kubasiza ukuba bagcwalise izabelo ezidingekayo, badlule izifundo eziphakeme esikoleni, futhi bahlele ekolishi (Berger, 1989). Ukuhlinzeka ngokuhlangenwe nakho kwezwe langempela endaweni engase ibe yinto engase ibe ngumsebenzi kungase kuhlinzekwe ugqozi kanye nokugqugquzela ekufinyeleleni kwezemfundo.
Dumisani nesikhuthazo . Ukugxila kakhulu ekufezeni noma imiphumela kunokuba umzamo wengane, ukubandakanyeka, nesifiso sokufunda ngezihloko ezithakazelisayo kuyimfihlakalo evamile yomzali. Umkhawulo phakathi kokucindezela nokukhuthazwa kuyisiqili kodwa kubalulekile. Ukucindezela ukwenza kugcizelela imiphumela efana nokuwina imiklomelo nokuthola i-A, lapho umfundi ehlonishwa kakhulu. Ukukhuthazwa kugcizelela umzamo, inqubo esetshenziselwa ukufeza, izinyathelo ezithathwe ekufezeni umgomo, nokuthuthukiswa. Ishiya ukuhlolisisa nokulinganisa ingane. Ukunciphisa abafundi abanezipho kungacatshangwa njengabantu abadangele abantu abadinga isikhuthazo kodwa bavame ukulahla indumiso njengento engenzi lutho noma eyiyo (Kaufmann, 1987). Lalela ngokucophelela. Tshela izingane zakho uma uziqhenya ngemizamo yazo.
Amasu okulungisa . UDinkmeyer noLosoncy (1980) baxwayisa abazali ukuba bagweme ukudikibala izingane zabo ngokubusa, ukungabi nandaba, ukuthula noma ukusatshiswa. Amazwana adikibazayo, afana nokuthi "Uma unesipiliyoni, kungani uthole i-D ku- _____?" Noma "Ngikunike konke; kungani u- _____? '' akakaze asebenze. Ukuncintisana okuqhubekayo kungase kuholele nasekubhekaneni, ikakhulukazi lapho ingane izwa njalo njengomuntu oyinqola noma olahlekile. Gwema ukuqhathanisa izingane nabanye. Bonisa izingane ukuthi zisebenza kanjani emncintiswaneni nokuthi ungabuyiselwa kanjani emva kokulahlekelwa.
Izifundo zokufunda amakhono, amakilasi okuphatha isikhathi , noma ukufundisa okukhethekile kungabi namsebenzi uma umfundi engaphansi kokuhlala isikhathi eside. Le ndlela izokusebenza kuphela uma umfundi ezimisele futhi ethanda, uma uthisha ekhethwa ngokucophelela, futhi inkambo ifakwa ngamasu engeziwe abhekene nokusiza umfundi. Ngakolunye uhlangothi, ukufundisa okukhethekile kungasiza umfundi othintekayo obhekene nobunzima bokufunda esifushane. Ngokuvamile, ukufundisa okukhethekile komfundi onesipiliyoni kuyasiza kakhulu uma umfundisi ekhethiwe ngokucophelela ukufanisa izithakazelo nesitayela sokufunda somfundi. Izifundo zokufunda-amakhono ezibanzi noma abafundisi abangaqondi umfundi bangenza okubi kakhulu kunokuhle.
Izwi elivela ku-Verywell
Abanye abafundi, ikakhulukazi labo abanekhono elikhulu futhi abahlanganyele emisebenzini ehlukahlukene, kubonakala sengathi bayaphumelela kakhulu lapho befunda endaweni ehlelekile yokufunda, kodwa basengozini yokunciphisa uma bengakwazi ukubeka izinto ezibalulekile, gxila emininingwaneni ekhethiwe yemisebenzi , bese usetha imigomo yesikhathi eside. Ngakolunye uhlangothi, abanye abafundi kubonakala sengathi bangaphansi kwe-aversi kodwa bangakhathazeki noma badangele. Bangase banganeliseki ngempela esikoleni esiphakathi noma esikoleni samabanga aphansi (ngokuyingxenye ngenxa yenhlangano nesakhiwo), kodwa bayajabula futhi baphumelele lapho befunda endaweni enenhlangano ehlukene yesakhiwo. Bangase baphathe ngokuzimela kahle.
Ukuncintisana kwakhiwe ngewebhu eliyinkimbinkimbi yokuziphatha, kodwa kungabuyiselwa abazali nabafundisi abacabangela amandla amaningi namakhono afana nabafundi abangase bagqoke leli ilebula.
> Imithombo
> Berger, S. (1989). Ukuhlelwa kweKholeji kubafundi abanekhono . Reston, VA: I-ERIC Clearinghouse yokukhubazeka nemfundo ephikisiwe.
> Davis, GA kanye noRimm, SB (1989). Imfundo yabanikazi abanamakhono (2nd Ed.). Englewood Cliffs, NJ: I-Prentice-Hall.
> Dinkmeyer, D. noLosoncy, uL. (1980). Incwadi yesikhuthazo . Englewood Cliffs, NJ: I-Prentice-Hall.
> Gardner, H. (1985). Amafomu wengqondo: Imfundiso yezinhloso eziningi , (i-rev. Ed.). ENew York: Amabhuku ayisisekelo.
> Halsted, JW (1988). Ukuqondisa abafundi abaneziphiwo-Kusukela kusenkulisa kuya esikoleni esiphakeme . Columbus: Ohio Psychology Publishing.
> Purkey, WW noNovak, JA (1984). Ukumema impumelelo yesikole (2nd Ed.). Belmont, CA: Wadsworth.
> Raph, JB, Goldberg, ML noPasow, AH (1966). Bright underachievers . I-New York: Teachers College Press.
> Rimm, S. (1986). I-underachievement syndrome: Izimbangela nokuphulukisa . Watertown, WI: Inkampani ye-Apple Publishing.
> Silverman, L. (Mashi, 1989). Abafundi bendawo. Ukuqonda I-Gifted Yethu , 1 (4), iphe. 1, 7, 8, 16.
> Silverman, L. (Ukuwa, 1989). Umfundi obonakalayo. Ukuvimbela Ukuhluleka KweSikole , 34 (1), 15-20.
> Torrance, EP (1977). Ukukhuthaza ubuciko ekilasini . UDubuque, IA: UWilliam C. Brown.
> Webb, J., Meckstroth, E., & Tolan, S. (1982). Uqondisa ingane enesiphiwo . Columbus, OH: I-Ohio Publishing Company.
> Whitmore, JF (1980). Ubuphiko, ukuphikisana nokunciphisa . IBoston: U-Allyn no-Bacon.