Umntwana wakho omncinane uthanda ukufunda, ufunda ngokukhawuleza, kwaye abuze imibuzo engapheliyo. Ukulindele ngokupheleleyo ukuba ungasayina amakhadi okunika ingxelo kunye ne-A, emva kokuba umntwana wakho ugqibe yonke imisebenzi yakhe yasekhaya ngokufanelekileyo, kwaye wenza zonke iimvavanyo. Kwiminyaka emibini yokuqala yesikolo, ukulindela kwakho kudibene. Nangona kunjalo, unyaka owodwa (ngokuqhelekileyo kwisigaba sesithathu okanye sesine), udidekile kwaye uyatshitshiswa xa umntwana wakho efika ekhaya ikhadi lokunika ingxelo kunye neC, kwaye mhlawumbi i-D -!
Kweneke ntoni? Ngokutsho kwinqununu yethu endala, abantwana bafumana i-dumber njengoko bekhula. (Ngokwenene uthetha kum.) Kodwa oko akunakwenzeka kuba umntwana wakho ekhaya ufana nolwazi, njengoko unomdla ekufundeni. Mhlawumbi yinyaniso ukuba " ubuchule ngisho nangaphandle kwebanga lesithathu ." Kodwa oko akunakulungile nokuba, ucinga, kuba xa ubona oko umntwana wakho angakwenza kunye noko abanye abantwana abakwenzayo, ubona ukuba umntwana wakho ubonakala ehamba phambili. Umzekelo, umntwana wakho oneminyaka ezisibhozo unokufunda kunye nomgcini wesixhenxe. Abanye abalingisi besithathu abafundanga ngokusondela kuloo nqanaba.
Ngoko ngoko kwenzeka ntoni? Umntwana wakho uba yiloo nto esiyibiza ngokuba ngaphantsi. Ngokwenene, oko kuthetha ukuba umntwana wakho akwenzi esikolweni njengoko ulindele ukuba usekelwe kumakhono akhe. Lindela, nangona ... phantsi kokusesikweni akunjalo. Nangona le nto yinkcazo elula, ngaphantsi kokusebenza kunzima kwaye kungabonakalisa nanini na.
UJim Delisle noSandra Berger babhala inqaku malunga nokuxhomekeka kwiminyaka emininzi edlulileyo, kodwa oko bakutshoyo kusemthethweni namhlanje njengoko kwakunjalo xa babhala. Bachaza ukuba yiyiphi into engaphantsi kwayo, yintoni ebangela ukuba, kwaye kubaluleke kakhulu, yintoni ongayenza ngayo.
Ngaphantsi
Kukho mhlawumbi akukho nto ikhungathekisa abazali okanye ootitshala kunokuhlala okanye ukusebenza kunye nabantwana abangenzi ngokwezifundo zabo njengokuba banako ukubonisa ukuba banako.
La bantwana babhalwe njengabangaphantsi, kodwa bambalwa abantu bavumelana ngokucacileyo ukuba eli gama lithetha ntoni. Ngeliphi iphuzu ekupheleni kokupheliswa komsebenzi kunye nokuphumelela kuqale? Ngaba ungumfundi onomsebenzi ongenakulinganiswa nemathematika xa eqhuba umsebenzi ophezulu xa efunda ngaphantsi? Ingaba ngaphantsi kokuvela kwenzeka ngokukhawuleza, okanye kuchazwe bhetele njengoluhlu lweentlobo ezingekho phantsi kwexesha elide? Ngokuqinisekileyo, into eyenziwa phantsi kwayo inzima kwaye ihlanganiswe ngokubanzi njengabantwana abafakwe kule ilebula.
Abaphandi bokuqala (Raph, Goldberg, kunye nePasow, ngo-1966) kunye nabanye abalobi bamuva (uDavis noRimm, 1989) bachaze ngokuphunyezwa ngokungqinelana phakathi komsebenzi wesikolo somntwana kunye nesicatshulwa esithile sokwenza izinto ezifana ne-IQ score. Ezi ngcaciso, nangona zibonakala zicacile kwaye zincinci, zinika ingqiqo encinane kubazali nootitshala abafisa ukujongana nale ngxaki nabafundi ngabanye. Indlela engcono yokuchaza ukuba ngaphantsi komsebenzi kukuqwalasela iindidi ezahlukeneyo.
Ukungena phantsi, okokuqala nokuphambili, kukuziphatha kwaye oko kungatshintshwa ngokuhamba kwexesha. Ngokuqhelekileyo, ukuphunyezwa ngokubonakalayo kubonakala njengengxaki yesimo sengqondo okanye umkhwa wokusebenza . Nangona kunjalo, akukho migaqo okanye isimo sengqondo esinokuguqulwa ngokukhawuleza njengendlela yokuziphatha.
Ngaloo ndlela, ngokubhekiselele "ekuhambeni kokuziphatha" kuchaza ezo nkalo zobomi babantwana abazinako ukuguqula.
Ukungena phantsi kunelisekile kwaye imeko ethile. Abantwana abanikiweyo abangaphumelelanga esikolweni bavame ukuphumelela kwimisebenzi yangaphandle njengemidlalo, iziganeko zentlalo, kunye nemisebenzi kamva esikolweni. Nangona umntwana owenza kakubi kwizifundo ezininzi zesikolo angabonisa italente okanye inzala kwisifundo esinye esikolweni. Ngaloo ndlela, ukubhalisa umntwana ngokuthi "ngaphantsi kwezinto" kukungahoyiki naziphi iziphumo ezilungileyo okanye iimpawu ezibonakaliswa ngumntwana. Kungcono ukubhala iimpawu zokuziphatha kunomntwana (umzekelo, umntwana "uphantsi kwezobugcisa kunye nolwimi " kunokuba "umfundi ophantsi").
Ukungena phantsi kusembonweni wombonisi . Kwabafundi abathile (kunye nootitshala nabazali), ngokukhawuleza ukuba ibanga lokudlula lifikelelwa, akukho nto iphantsi kwayo. "Emva koko, leli qela lathi," I-AC ibakala eliphakathi. " Kwabanye, ibakala le-B + lingenza ukuba phantsi komfundi ukuba umbuzo okhutshelweyo ufumane i-A. Ukuqonda ubunjani be-idiosyncratic yezinto eziyimpumelelo kunye nokuhluleka kuyisinyathelo sokuqala ekuqondeni ukuziphatha phantsi kwabafundi.
Ukuxhaswa kwamanyathelo kubambisene ngokusondeleyo ekuphuculeni ingcamango. Abantwana abafunda ukuzibona ngokwale mpazamo ekugqibeleni baqala ukubeka imida yokuzimela yento enokwenzeka. Naliphina impumelelo yezemfundo ibhaliwe ngokuthi "ukuhluma," ngelixa ama-bakala aphantsi ayenzela ukuqinisa ukungaziqondi kakuhle. Esi simo sengqondo sokuzihlaziya siphumelela kwiimpendulo ezinjenge- "Kutheni ndimele ndizame? Ndiya kuphelelwa ngandlela-thile," okanye "Nangona ukuba ndiphumelele, abantu baya kuthi kuba ndiyinyanya." Umphumo wokuphela ngumqondo ophantsi, kunye nabafundi bazibona bebuthathaka kwiimfundo. Ngaphantsi kwezi ngcamango, iqhinga labo lokutshintsha okanye ukuzamkela umngeni lilinganiselwe.
Isicwangciso sokuziphatha
Ngenhlanhla, kulula ukuguqula iipatheni zokuziphatha ezingaphantsi kwexesha kunokuchaza isithuba phantsi kwexesha.
U-Whitmore (1980) uchaza iintlobo ezintathu zeendlela azifumene ngempumelelo ekusebenzisaneni nokuziphatha okungaphantsi kwabafundi:
- Amacandelo ancedisayo. Amacandelo okufundela kunye neengxaki ezivumela abafundi ukuba bazive ukuba bayingxenye "yentsapho," ngokumalunga ne "frikansi," kuquka iindlela ezifana nokuqhuba iintlanganiso zeeklasi ukuxubusha iingxaki zabafundi; ukuyila imisebenzi yekharityhulam ngokusekelwe kwiimfuno neemfuno zabantwana; kunye nokuvumela abafundi ukuba baphumelele izabelo kwizifundo abaye babonisa ngazo ubuchule.
- Isicwangciso seNkcazo. Ezi zicwangciso zibandakanya ingcamango yokuba abafundi bezakhono zabo njengabantwana bahlanganiswe ngokusondeleyo nomnqweno wabo wokufikelela kwizifundo (iPutkey noNovak, 1984). Ngaloo ndlela, igumbi lokufundela elimema izimo zengqondo ezintle kunokukhuthaza ukuphumelela. Kwiiklasi zolu hlobo, ootitshala bakhuthaza iinzame, kungekhona nje impumelelo; Baxabisa igalelo labafundi ekwakheni imithetho yamagumbi okufundela kunye noxanduva lwabo, kwaye bavumela abafundi ukuba bahlole umsebenzi wabo ngaphambi kokufumana ibakala kumfundisi.
- Isicwangciso sokulungisa. Ootitshala abaphumelelayo ekuguquleni ukuziphatha phantsi kweendlela bayazi ukuba abafundi abafezekanga-ukuba umntwana ngamnye unamandla kunye nobuthathaka kunye nezidingo zentlalo, ngokomzwelo nangengqondo. Ngezicwangciso zokulungisa, abafundi banikezwa amathuba okuphumelela kwimimandla yabo yamandla kunye nomdla ngelixa amathuba anikezelwa kwiindawo ezithile zokungaphumeleli kokufunda. Olu lungiso lwenziwa "kwindawo ekhuselekileyo apho iimpazamo zibhekwa njengengxenye yokufunda kuwo wonke umntu, kuquka nootitshala.
Isiphambili sokuphumelela ekugqibeleni kukukho ukuzimisela kwabazali kunye nootitshala ukukhuthaza abafundi ukuba nantoni na ukusebenza kwabo okanye isimo sengqondo sitshintshile (mhlawumbi kancane) ngendlela efanelekileyo.
Iiprogram ezinikezelweyo
Abafundi abaye baphantsi komsebenzi othile wesikolo, kodwa iitalente zabo zigqithise umda wezinto eziqhelekileyo ezikhutshwe kwikharityhulam esemgangathweni, banelungelo lemfundo efana neyokwenzayo. Ngokuqinisekileyo, inkqubo yabafundi abanesiphiwo esifanelekileyo ingadinga ukutshintsha isakhiwo sayo okanye umxholo ukuhlangabezana nezidingo zokufunda ezithile zezifundo, kodwa oku kukhethwa ukukhanyela abantwana abanesiphiwo sokufikelela kwiinkonzo zemfundo ezona zikwazi ukuhlala kuzo.
Inkxaso Yentsapho
Ezi zilandelayo zikhokelo ezibanzi-ezimelela iimbono ezininzi - malunga neendlela zokukhusela okanye ukuguqula phantsi kokuziphatha.
Izicwangciso zokuxhasa . Abantwana abanikiweyo baphumelela kwiindawo ezihloniphekileyo, ezingabonakaliyo, ezingaguquguqukiyo, ezinokuziphendulela. Bayafuna imigaqo efanelekileyo kunye nezikhokelo, inkxaso eyomeleleyo kunye nokukhuthazwa, impendulo engqinelanayo, kunye nokuncedwa kwamkela imingcele - eyabo, kunye neyabanye. Nangona le migaqo ifanelekile kubo bonke abantwana, abazali abanabantwana abanezipho, bekholelwa ukuba amandla aphezulu okuqonda abuye achaze izakhono eziphezulu zentlalo nezengqondo, zingavumela abantwana babo amandla amakhulu okwenza isigqibo ngaphambi kokuba babe nobulumko namava okujongana noxanduva olunjalo (uRimm, 1986).
Abancinci abathintekayo badinga abantu abadala abazimisele ukuphulaphula imibuzo yabo ngaphandle kokuphawula. Eminye imibuzo ivele ibhale iingcamango zabo, kwaye iimpendulo ezikhawulezayo zibavimbele ekusebenziseni abantu abadala njengebhodi lokulila. Xa ukuxazulula ingxaki kufanelekileyo, nikeza isisombululo kwaye ukhuthaze abafundi ukuba bafike iimpendulo zabo kunye neendlela zokukhetha isisombululo esihle. Mamela ngenyameko. Bonisa intshiseko yangempela malunga nokuqwalaselwa kwabafundi, iimfuno, imisebenzi kunye neenjongo. Yiba neengxaki kwiingxaki, kodwa ugweme ukuhambisa izinto ezingenangqiqo okanye eziphikisanayo nokuxazulula iingxaki umfundi okwazi ukulawula.
Ukubonelela abafundi abanamathuba amaninzi okuphumelela, umqondo wokufezekiswa, kunye nenkolelo ngokwabo. Bakhuthaze ukuba bazinikele ekuncedeni abanye njengendlela yokunyamezela, ukuvelana, ukuqonda kunye nokwamkelwa kwemingcele yabantu. Ngaphezu kwazo zonke, zikhokele kwimisebenzi kunye neenjongo ezibonisa iimpawu, iimfuno kunye neemfuno zabo, kungekhona yedwa. Ekugqibeleni, gcina ixesha lokuzonwabisa, ukunyaniseka, ukwabelana ngemisebenzi yemihla ngemihla. Njengabo bonke abatsha, abantwana abanesakhono kufuneka bazive bexhunyiwe kubantu abahlala bexhasa (Webb, Meckstroth, & Tolan, 1982).
Buchule . Ingaba okanye ungeyena osemnene onamakhono usebenzisa ubuchule obukhethekileyo kwiindlela ezakhayo, kuxhomekeka, ngokwengxenye, ngokuvuma nokwamkela. Ngokutsho kweHalsted (ngo-1988), "umntwana onobuchule akayi kuvuyiswa [kwaye] azalise aze asebenzise amandla okuqonda kwizinga eliza kufikelela ngokupheleleyo. Kubalulekile ukuba abazali nabafundisi babone ukuphuhliswa kwengqondo njengemfuneko aba bantwana, kwaye kungekhona nje nje ngomdla, i-flair, okanye isigaba baya kuphuma "(iphepha 24).
Ukubonelela imimandla yezemfundo yasemgangathweni kunye nefanelekileyo kunokuvuselela uthando lokuqala lokufunda. Umfundi omncinci, onomdla angaba lula "ukucinywa" ukuba imfundo engakhuseliyo; Ukufakwa kweklasi kunye neendlela zokufundisa akufanelekanga; umntwana ufumana abafundisi abangenabasebenzi; okanye izabelo zihlala zilukhuni okanye zilula . Ikhono lomntwana onelungelo lokuchaza nokuxazulula iingxaki ngeendlela ezininzi (ngokuqhelekileyo ezichazwe njengokutshintshwa kweengcamango ezintsha okanye amandla okucinga okungafaniyo) azinakuhambelana neenkqubo zemfundo zenkcubeko okanye iimfuno ezithile zamagumbi okufundela, ngenxa yokuba kubafundi abaninzi abanomsebenzi bachongwa ngokuphumelela kovavanyo amanqaku (Torrance, 1977).
Ngokutsho kukaLinda Silverman (1989), uMlawuli weziko leNtuthuko yabantwana eDenver, eColorado, indlela yokufunda yomfundi inokuchaphazela impumelelo yezemfundo. Uphikisana ukuba izipho ezingaphantsi kwamaxesha amaninzi ziye zaqhubela phambili ubuchule bendawo-mbonakalo kodwa izakhono zokulandelelana ezingapheliyo; Ngako oko banenkinga yokufunda izifundo ezifana neengoma, izipelo, iilwimi zangaphandle kunye nezibalo zeemathematika ngendlela ezi zifundiswa ngayo (i-Silverman, 1989). Abafundi banjalo banokukuncedwa ngabantu abadala ukuba bakwazi ukwandisa iindlela zabo zokufunda, kodwa bafuna indawo ehambelana nezindlela zabo zokufunda ezikhethiweyo. Abafundi abakhulileyo banokuthatha inxaxheba kwimimandla engabinxinzelelo, abangenasiphelo kwimisebenzi yentsholongwane evelela iimeko ezahlukeneyo zemfundo, kubandakanywa nokuhlolisisa ngokujulileyo, ukufundiswa kwezandla kunye nokucebisa ubudlelwane (iBergger, 1989).
Abanye abafundi banomdla ngakumbi ekufundeni kunokuba basebenze amabanga. Abafundi banokuchitha iiyure kwiprojekthi engahambelani neeklasi zezemfundo kwaye bayakwazi ukubuyela emsebenzini ofunekayo. Bamele bakhuthazwe ngamandla ukuba baphishekele iminqweno yabo, ingakumbi kuba loo nto inomdla ingakhokelela kwizigqibo zobomi kunye nokuthanda ixesha elide. Ngexesha elifanayo, kufuneka kukhunjuzwe ukuba ootitshala bangabi nabubele xa kufuneka umsebenzi ungaphelelanga.
Ukhokelo lwasemsebenzini lokuqala olugxininisa ukuxazulula iingxaki zokudala, ukuthatha izigqibo, kunye nokubeka iinjongo ezifutshane kunye nexesha elide kunokubancedisa ukugqiba izabelo ezifunekayo, ukupasa iikholeji zezikolo eziphakamileyo, kunye necebo lokukholeji (iBergger, 1989). Ukubonelela ngamava okwenene kwihlabathi kwindawo enokuthi inomdla ingabonelela kunye nokukhuthaza ukufezekiswa kwemfundo.
Ukudumisa kunye nokukhuthaza . Ukugxininisa kwimpumelelo okanye iziphumo kunokuba iinjongo zomntwana, ukubandakanyeka, kunye nomnqweno wokufunda ngezihloko zentsingiselo ngumngcipheko oqhelekileyo wabazali. Umgca phakathi koxinzelelo kunye nokukhuthazwa kungabonakali kodwa kubalulekile. Uxinzelelo lokuphumeza ugxininisa iziphumo ezifana nokuwonga amanqaku kunye nokufumana i-A, apho umfundi adunyiswa kakhulu. Ikhuthazo ligxininisa umzamo, inkqubo esebenzayo ukufezekisa, amanyathelo athathwe ekufezeni injongo kunye nokuphuculwa. Ishiya ukuvavanya kunye nokulinganiswa komntwana. Ukuxhaswa kwabafundi abanezipho kunokucingelwa ngabantu abadangelekileyo abafuna ukukhuthazwa kodwa banqwenela ukugatya indumiso njengento engenziwayo okanye eyiyo (Kaufmann, 1987). Mamela ngenyameko. Xelela abantwana bakho xa uziqhenya ngemigudu yabo.
Isicwangciso sokulungisa . UDinkmeyer noLosoncy (1980) bayalumkisa abazali ukuba baphephe ukuphazamisa abantwana babo ngokulawula, ukungabi nantlonelo, ukuthula okanye ukutshutshiswa. Iingcamango eziphazamisayo, ezifana "Ukuba unesipho esinamandla, kutheni ufumene i-D kwi- _____? '' Okanye" Ndikunikwe yonke into; kutheni unjalo _____? '' ayisoze iphumelele. Ukhuphiswano oluqhubekayo lunokubangela ukuba uphantsi, ngokukodwa xa umntwana eziva efana nokuba ngumnqobi okanye olahlekileyo. Gwema ukuthelekisa abantwana nabanye. Bonisa abantwana indlela yokusebenza ukhuphiswano kunye nendlela yokubuyisela emva kokulahlekelwa.
Izifundo zoqeqesho lwezakhono, iiklasi zokulawula ixesha , okanye ukufundisa okukhethekileyo kungabikho ngempumelelo xa umfundi ephantsi kwexesha elide. Le ndlela iza kusebenza kuphela xa umfundi ekulungele kwaye enqwenele, ukuba utitshala ukhethwe ngokucophelela, kwaye ikhosi iyaxhaswa ngamacandelo angaphezulu okujoliswe ekuncedeni umfundi. Ngakolunye uhlangothi, ukufundisa okhethekileyo kunokunceda umfundi ochaphazelekayo ofumana ubunzima bexesha elifutshane lokufunda. Ngokubanzi, ukufundisa okukhethekileyo kumfundi onomsebenzi kunceda kakhulu xa umfundisi ekhethwe ngokufanelekileyo ukuba alinganise iimfuno kunye nesimo sokufunda somfundi. Iikhosi zengxowa-zakhono zokufunda okanye abaqeqeshi abangayiqondi umfundi banokwenza okubi ngaphezu kokulungileyo.
Igama elivela kwi-Verywell
Abanye abafundi, ngokukodwa abo banamandla kakhulu kwaye bathatha inxaxheba kwimisebenzi eyahlukeneyo, kubonakala bephumelele kakhulu xa befunda kwindawo ephakamileyo yemfundo, kodwa basengozini yokungena phantsi xa bengenako ukubeka izinto eziphambili, gxininisa inani elikhethiweyo lemisebenzi , kwaye ubeke iinjongo zexesha elide. Ngakolunye uhlangothi, abafundi abathile babonakala bengaphantsi kodwana bengenakonwaba okanye badikibala. Basenokunganeliseki esikolweni esiphakathi nesekondari (ngokuyinxalenye ngenxa yentlangano kunye nesakhiwo), kodwa bayavuya kwaye baphumelele xa befunda kwimeko enemibutho eyahlukeneyo. Basenokusingatha ukuzimela ngokufanelekileyo.
Ukuxhaswa kwenzelwe i-web ye-behavior ye-behavior, kodwa inokuguqulwa ngabazali kunye nootitshala abaqwalasela amandla amaninzi kunye neetalente ezithathwa ngabafundi abanokugqoka le ilebula.
> Imithombo
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> Dinkmeyer, D. kunye noLosoncy, uL. (1980). Incwadi yokhuthazo . Englewood Cliffs, NJ: I-Prentice-Hall.
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> Silverman, L. (Matshi, 1989). Bafundi beendawo. Ukuqonda Iimpawu zethu , 1 (4), iphe. 1, 7, 8, 16.
> Silverman, L. (Ukuwa, 1989). Umfundi obonakalayo-wendawo. Ukuthintela ukungaphumeleli kweSikolo , 34 (1), 15-20.
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