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The Myth of Laziness

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The Myth of Laziness

  1. 1. The Myth of Laziness Output Failure by Dr. Paul A. Rodríguez
  2. 2. Opening Discussion <ul><li>Think of at least one person – either a student, a friend, or a family member – that you might be tempted to call “lazy” </li></ul><ul><li>Why would you label that person as lazy? </li></ul>
  3. 3. Opening Discussion (cont.) <ul><li>Is there a possible reason for that person ’s laziness? </li></ul><ul><li>What do you think you could do to help that person overcome the “laziness” or whatever it is that is blocking him/her from completing tasks? </li></ul>
  4. 4. Output Failure <ul><li>The discrepancies between a person ’s interests and abilities. </li></ul><ul><li>The student absorbs and processes information, but does not produce a product displaying his/her understanding of the information. </li></ul><ul><li>The student can take in information while listening and reading, but cannot convert that information to written language. </li></ul>
  5. 5. Some Characteristics of People with Output Failure <ul><li>View their work as useless. </li></ul><ul><li>Are part of a wide-spread spectrum of dysfunctions. </li></ul><ul><li>Have difficulty with memory, language, attending, or motor function. </li></ul>
  6. 6. Neurodevelopment Dysfunction <ul><li>Can be inborn or acquired. </li></ul><ul><li>The origin is unknown, but we do know that intake exceeds output. </li></ul><ul><li>Because the mind is forced to strain to produce output - output failure occurs. </li></ul>
  7. 7. Written Language <ul><li>The most difficult task. </li></ul><ul><li>OF students have trouble getting their thoughts on paper due to physical coordination, integration of thoughts, or fear of writing. </li></ul>
  8. 8. Something to think about: <ul><li>A child must be competent in many basic fields, but an adult can select his/her strongest field. </li></ul><ul><li>Writing helps to build and maintain brain pathways. </li></ul>
  9. 9. Types of Output Failure <ul><li>Motor Breakdown </li></ul><ul><li>Production Control Difficulties </li></ul><ul><li>Oral Language Dysfunction </li></ul><ul><li>Lack of Organization </li></ul><ul><li>Inputs for Outputs </li></ul>
  10. 10. Motor Breakdown <ul><li>Thoughts are creative but writing is laborious. </li></ul><ul><li>Have good reading skills but have trouble with math & writing. </li></ul><ul><li>From verbal input to motor output is overwhelming. </li></ul><ul><li>Often have health complaints - stomachaches, headaches. </li></ul>
  11. 11. Motor Breakdown (cont.) <ul><li>Gross motor and fine motor skills are lacking in growth needed for writing. </li></ul><ul><li>Motor problems do not respond to visual or verbal input. </li></ul><ul><li>Writing is illegible because the person does not perceive the letters accurately. </li></ul>
  12. 12. Motor Breakdown (cont.) <ul><li>Printing is preferred to cursive writing. </li></ul><ul><li>Finger agnosia - trouble keeping track of where the pen or pencil is located. </li></ul>
  13. 13. Motor Breakdown: Strategies <ul><li>Explain the student ’s strengths and weaknesses to him/her. </li></ul><ul><li>Grade level retention only destroys self-esteem. </li></ul><ul><li>Help student with writing by using recurring themes. </li></ul><ul><li>Help with spelling - the first & last letters are often right. </li></ul>
  14. 14. Motor Breakdown: Strategies (cont.) <ul><li>Oral recall of questions before writing. </li></ul><ul><li>Separate grades for writing. </li></ul><ul><li>Use of computer or Alpha Smart. </li></ul><ul><li>Tape record report first. </li></ul><ul><li>Print instead of cursive. </li></ul>
  15. 15. Motor Breakdown: Strategies (cont.) <ul><li>Writing should be in stages: </li></ul><ul><ul><li>Brainstorm ideas </li></ul></ul><ul><ul><li>Arrange ideas in order </li></ul></ul><ul><ul><li>Rough draft </li></ul></ul><ul><ul><li>Correct errors </li></ul></ul><ul><ul><li>Final copy </li></ul></ul>
  16. 16. Motor Breakdown: Strategies (cont.) <ul><li>A spelling journal could help with future writing. </li></ul><ul><li>Frequent breaks. </li></ul><ul><li>Use of squeeze ball. </li></ul><ul><li>Use of verbal skills. </li></ul><ul><li>Attention regulates the quality of output. </li></ul>
  17. 17. Production Control Difficulties <ul><li>Impulsive. </li></ul><ul><li>Lack of attention controls: </li></ul><ul><ul><li>Previewing </li></ul></ul><ul><ul><li>Options </li></ul></ul><ul><ul><li>Pacing </li></ul></ul><ul><ul><li>Quality </li></ul></ul><ul><ul><li>Reinforcement </li></ul></ul>
  18. 18. Production Control Difficulties (cont.) <ul><li>Lack of motivation leads to disengagement and chronic failure. </li></ul><ul><li>Material needs are strong. </li></ul>
  19. 19. Oral Language Dysfunction <ul><li>Letter-perfect handwriting in short and simple sentences. </li></ul><ul><li>Comprehension of language needs to occur with slowed speech. </li></ul><ul><li>Understands grammar but cannot use it in written language. </li></ul><ul><li>The person lacks original ideas. </li></ul>
  20. 20. Oral Language Dysfunction (cont.) <ul><li>There is a language failure even though the person appears normal in everyday conversations - less vocabulary, needs more concrete cues. </li></ul><ul><li>Often the problems involve mispronunciation, stuttering, and stammering. </li></ul>
  21. 21. Something to think about: <ul><li>Many incarcerated people have expressive language dysfunctions. </li></ul>
  22. 22. Oral Language Dysfunction Strategies <ul><li>Brainstorm to help generate ideas. </li></ul><ul><li>Encourage creativity. </li></ul><ul><li>Activate prior knowledge. </li></ul><ul><li>Work through problem solving. </li></ul><ul><li>Step-by-step directions. </li></ul>
  23. 23. Oral Language Dysfunction Strategies (cont.) <ul><li>Go through the planning stages of writing. </li></ul><ul><li>Time management skill-building. </li></ul><ul><li>Prioritizing. </li></ul><ul><li>Organize materials. </li></ul>
  24. 24. Lack of Organization <ul><li>Can ’t complete projects because can’t prioritize, multitask, or organize materials. </li></ul><ul><li>Strategies: </li></ul><ul><ul><li>Work on building those skills </li></ul></ul><ul><ul><li>Step-by-step directions </li></ul></ul>
  25. 25. Inputs for Outputs <ul><li>Poverty and home life can play a role. </li></ul><ul><li>Also, wealthy parents who are overly concerned with making their child happy, so they cannot delay gratification for their child. </li></ul><ul><li>Stress is a major factor. </li></ul>
  26. 26. Inputs for Outputs (cont.) <ul><li>Internal factors: </li></ul><ul><ul><li>Optimism level. </li></ul></ul><ul><ul><li>Knowing own strengths & weaknesses. </li></ul></ul><ul><ul><li>Initiative. </li></ul></ul><ul><ul><li>Flexibility. </li></ul></ul><ul><ul><li>Adaptability. </li></ul></ul><ul><ul><li>The higher these factors, the less likely IforO will be a problem. </li></ul></ul>
  27. 27. Inputs for Outputs Strategies <ul><li>Role models. </li></ul><ul><li>Work ethic of family needs to be present & verbalized. </li></ul><ul><li>Stop prolonged t.v. viewing. </li></ul><ul><li>Make a track record of successes. </li></ul><ul><li>Have positive peers. </li></ul>
  28. 28. General Output Failure Strategies <ul><li>Needs for Writing: </li></ul><ul><ul><li>Letter formation </li></ul></ul><ul><ul><li>Keyboarding </li></ul></ul><ul><ul><li>Translate ideas to words </li></ul></ul><ul><ul><li>Recall of spelling & grammar </li></ul></ul><ul><ul><li>Get original thoughts to paper </li></ul></ul><ul><ul><li>Working through “writer’s block” </li></ul></ul>
  29. 29. General O.F. Strategies (cont.) <ul><li>Developing Writing: </li></ul><ul><ul><li>Strategic planning </li></ul></ul><ul><ul><li>Create a timeline </li></ul></ul><ul><ul><li>Brainstorm </li></ul></ul><ul><ul><li>Research </li></ul></ul><ul><ul><li>Arrange ideas </li></ul></ul><ul><ul><li>Rough draft </li></ul></ul><ul><ul><li>Revise </li></ul></ul><ul><ul><li>Final product - Assess it </li></ul></ul>
  30. 30. General O.F. Strategies (cont.) <ul><li>Organizing for Writing: </li></ul><ul><ul><li>Find materials </li></ul></ul><ul><ul><li>Keep materials organized </li></ul></ul><ul><ul><li>Manage time </li></ul></ul><ul><ul><li>Generate ideas </li></ul></ul><ul><ul><li>Organize thoughts - webbing, etc. </li></ul></ul><ul><ul><li>Follow stages of writing </li></ul></ul>
  31. 31. General O.F. Strategies (cont.) <ul><li>Restoring Input: </li></ul><ul><ul><li>Family discussions in home or car </li></ul></ul><ul><ul><li>Field trips </li></ul></ul><ul><ul><li>Visit parents ’ workplaces </li></ul></ul><ul><ul><li>Realistic after school activities - not too much time/energy </li></ul></ul>
  32. 32. General O.F. Strategies (cont.) <ul><li>Restoring output: </li></ul><ul><ul><li>No t.v. during homework time </li></ul></ul><ul><ul><li>Adults available to help with work </li></ul></ul><ul><ul><li>Organize room at home for school work: bookcase with books only, desk calendar (time management), file cabinet (with output experiments) </li></ul></ul><ul><ul><li>After school activities are realistic - not too much </li></ul></ul><ul><ul><li>Provide work incentives </li></ul></ul>
  33. 33. General O.F. Strategies (cont.) <ul><li>Fostering Output at School: </li></ul><ul><ul><li>Academic productivity </li></ul></ul><ul><ul><li>Creative projects </li></ul></ul><ul><ul><li>Motor mastery </li></ul></ul><ul><ul><li>Explain strengths & weaknesses </li></ul></ul><ul><ul><li>Encourage strengths </li></ul></ul><ul><ul><li>Optimism for team </li></ul></ul>
  34. 34. Ending Discussion <ul><li>Think back to the person you thought of at the beginning of this topic. </li></ul><ul><li>Now, what do you think that you could do to help that person overcome the blocks which make him/her appear “lazy”? </li></ul>

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