Dave is a student who
intentionally does not put effort into his work in order to not appear to be
dumb. This could be rewarded by the opinions of his peers who think that he is
smart, just not trying hard. Dave is also being affirmed by his teacher who
says he can do better. If he thinks he is capable and so do all of his
classmates, Dave may not see the need to prove himself. He is displaying a poor
self-efficacy by being so concerned with the perceptions of others.
In a way much different than with Hannah from the first example, Dave has
learned helplessness. He has consistently gotten such low scores that, though
they may be intentional, Dave is starting to believe that this is the level of
capability. This also relates to what we have learned about brain research. As
Dave’s class is committing useful information to memory, he is missing those
opportunities. They are myelinating connections while Dave ties his shoes and
sharpens his pencil, putting him at a disadvantage. When Dave decides he needs
to start caring, he will have to construct learning from a much smaller base of
knowledge.
Dave’s teacher could stop acknowledging his cries for attention. She
could also make sure that effort was praised in the classroom more than
intelligence. This would show Dave that he is defending his intelligence in
vain. Dave may need some extrinsic motivation, such as realizing the need to
start making better grades, in order to improve his behavior, at least
initially.
You have a good explanation here of why his behaviors are being reinforced by the circumstances. I think his lack of self efficacy is also shown in his need to create and use such strategies each day.
ReplyDeleteNice point in connecting this motivation problem to a learning disadvantage--the problem will definitely affect learning in later grades if other students have a different base of knowledge to build from.
Good suggestions as well! These look effective in lessoning the fear surrounding intelligence.