Applied Motivation Essay

Students who do not reach their potential atomic number 18 labeled as nonachievers. They are not motivated to do their schoolwork and if their attention is gained, they fall behind interest easily. This does not mean that the underachiever is slow or retarded. M both underachievers are skilful. Depending on the student and the situation, underachievers who have been labeled as dexterous can suffer from unhappiness, disorganization, low self-esteem, confusion, emotional inferiority, and apprehension (Center for Applied Motivation).Gifted underachievers have a gamey intellect but they do not use their intellect towards intellectual achievements. Instead, they use their intelligence to prepare those around them for personal gain. Gifted underachievers rely inappropriately on their intelligence to manipulate their environment to contract themselves feel better (Center for Applied Motivation). Young gifted underachievers are often not emotionally fudge to handle the knowledge the y have. As children grow, confusing emotions escalate as growth hormones take effect and pubescence hits (Fisher, pg. 16).Emotional ups and downs affect the gifted underachiever socially as well. If they are not careful, gifted underachievers leave alone isolate themselves from peers and helpful teachers/adults (Center for Applied Motivation). This action is motivated by fear of failing. These students worry about failing and that worry can lead to them not trying at all. They said they were afraid of failing, afraid of macrocosm kept back, afraid of being called stupid, afraid of feeling stupidchildren are afraid, many of them a considerable deal of the time, some of them almost all the time (Holt, pg. 71).Fear of chastening is serious and can be detrimental for the gifted underachiever who is intelligent enough to grasp concepts but refuses to do so. It is important to symbolize tasks that are challenging but an opportunity for failure must be allowed so students will use up that it is okay to make mistakes (Center for Applied Motivation). Turn failures into learning experiences. Jason is one such gifted underachiever. As a 7th grader, Jason has been a consistent C-/D+ student. For the past few years he has been of the borderline of failure although he continues to test well above average on state tests.Labeled as gifted in elementary school, Jasons performance in school dropped in the 4th grade during his farms divorce. His male parent moved out the home and Jason denies being upset about this situation. Jasons father is a construction worker and was often away from home. Jason is used to his fathers absence. Science has ever been his favorite subject and although his science teacher is able to keep Jasons attention longer than his other teachers, his grades and work ethic are still low. He has no interest in his cliquees and is often displace to the office for disruptive behavior.Jason feels his classes are boring and his teachers dont unders tand him. For the past two years, Jason has been see a guidance to help him overcome his lack of motivation but nothing has worked. Jason often tells his advocate that school is like a prison for kids. He cant wait until he gets out. His counselor found his attitude alarming, but in the last two years he has missed sole(prenominal) five days of school. That gives him one of the best absentee rates among his classmates. The only thing Jason seems to find pleasure in is lawn tennis. He began playing tennis as a toddler.Taught by his grandfather, he has become a truly competent player. The middle school does not have a tennis team but the elevated school does. Jason often walks to the high school after school to watch the tennis team practice. He often wishes he could participate but he too afraid to ask. He has not shown any interest in the sports offered at the middle school. Last year Jason started a petition to form tennis team at the middle school but was not successful. Ja son is tall for his age and lanky. Almost 6 feet tall by the time he reached the 6th grade, Jasons classmates began to tease him.Taking his counselors advice to laugh at himself, he began making jokes about his height. Once his classmates realized their jokes didnt bother him, the maddening stopped. Since then, Jasons social status has risen. His classmates often imitate him and since he can be something of a class clown, his supporters have followed him to detention. Jason has always made friend easily yet he does not spend oftentimes time with friends after school. He has no close friends but always has a large company around him in the cafeteria and hallways.He has leadership potential even though where he is leading is questionable. Emotionally, Jason is vernal in some areas and mature in others. He has the ability to act three years his next-to-last and then abruptly act like someone twice his age. He derives pleasure from pushing his teachers to lose their tempers but can also be sweet and extremely likable. His parents, teachers and his counselor have tried to further Jason to focus his energy on his work, telling him his attitude now will affect his future success. At this point, nothing has worked.