Suspended in June: how to find the cause
The suspense Children are the tip of the iceberg that something is not right. The causes of suspense in June, at the end of the course, they can be diverse and not always the bad grades are the result of the child having studied little. Find the cause of the suspense of children may be the best solution to the problem.
Throughout history there have been great geniuses who did not excel in school precisely because of their brilliance. Albert Einstein and Thomas Alva Edison were expelled from their colleges long before dazzling the world with their discoveries; Stanley Kubrick suspended all subjects except physical; and Rafael Alberti and Winston Churchill were qualified by their teachers as people who would never come to anything.
Faced with the suspense, as parents, in addition to motivating, observing their difficulties, reflecting on the family environment and, above all, making them responsible and consistent in their actions, we can develop a strategy to determine the type of support they will need, help you develop a schedule where there will be time to study, help at home and rest, and carry out specific actions aimed at solving the root cause of your failures and approve in September.
If you are lazy, we will have to reinforce your will and your motivations to study; or maybe, we have not detected a neurological problem and, despite having worked hard, the results have been disastrous; Maybe the new group of friends has distracted him more than the account and lost the rhythm in the studies in the crucial months or that he does not know how to study, so you have to start by teaching him some appropriate study techniques. The issue is that as parents we should strive to go to the source of the bad grades of the children and not simply stay in the results.
The first step to end the suspense: find the cause
When a student is not performing adequately, it is necessary to investigate the causes, which revolve around three groups: difficulties of primary origin, specific difficulties and difficulties derived from the socio-family environment.
A) Difficulties of primary origin
1. Intellectual deficit in the limit of normality.
2. Neurological problems.
3. Chronic diseases or physical disability.
4. Sensory deficit: auditory and / or visual.
5. Deficiency diseases: malnutrition, iron deficiency, thyroid disorders (apathy, drowsiness).
6. Chronic rhinitis that usually causes problems to hear, learn to speak and pronounce correctly.
B) Specific difficulties
1. In school skills:
- For learning the calculus: dyscalculia. They are students who have difficulty adding and subtracting. They confuse the numbers, invert them or write them upside down.
- For the learning of writing: dysgraphia. Writing level inferior to that which corresponds to them, omit letters or put words together.
- For the learning and development of fluent reading: dyslexia. It is a difficulty to learn to read and write.
- Disortography, as a sequel to dyslexia, even after being overcome.
2. In language and speech:
- Development of the articulation.
- Development of expressive language:
a.- Dislalia, difficulty to pronounce a given phoneme, without inverting the letters.
b.- Dysphasia, delay in the appearance of oral and written language, associated with perceptive problems.
- Development of receptive language.
3. Motorboats: development of motor coordination: fine and / or thick, presenting problems of laterality or lack of visual-motor coordination, deficiency in spatial or temporal organization due to a psychomotor delay.
4. ADHD: Attention deficit disorder, with or without hyperactivity.
C) Difficulties derived from the socio-family environment
1. Individuals: emotional and behavioral One out of every four students suspends or surrenders below their knowledge due to test anxiety, being able to distinguish three profiles: with a previous tendency to be distressed, the ambitious ones that need success and those that withstand strong family or social pressure.
2. In relation to the family: especially the daily communication between parents and children and the educational style.
3. Regarding the school: the attitude of certain teachers or certain colleagues.
Advice: Dr. Luis Manuel Martínez. University Center Villanueva