Applied Motivation Essay

Students who do not reach their potential be labeled as underachievers. They ar not motivated to do their take aimwork and if their attention is gained, they lose absorb easily. This does not mean that the underachiever is slow or retarded. Many underachievers be gifted. Depending on the student and the situation, underachievers who consecrate been labeled as gifted provide suffer from unhappiness, disorganization, low self-esteem, confusion, emotional inferiority, and apprehension (Center for Applied Motivation).Gifted underachievers have a high intellect further they do not utilization their intellect towards intellectual achievements. Instead, they use their intelligence to manipulate those around them for person-to-person gain. Gifted underachievers rely inappropriately on their intelligence to manipulate their purlieu to make themselves feel better (Center for Applied Motivation). Young gifted underachievers ar a good deal not emotionally ready to handle the knowle dge they have. As children grow, confusing emotions escalate as growth hormones take effect and puberty hits (Fisher, pg. 16).Emotional ups and downs affect the gifted underachiever socially as well. If they are not careful, gifted underachievers ordain isolate themselves from peers and helpful teachers/adults (Center for Applied Motivation). This work is motivated by fear of failing. These students beat about failing and that worry potty lead to them not trying at all. They said they were white-lipped of failing, afraid of being kept back, afraid of being called stupid, afraid of olfactory perception stupidchildren are afraid, many of them a great deal of the clip, many of them almost all the time (Holt, pg. 71).Fear of failure is serious and put forward be detrimental for the gifted underachiever who is intelligent enough to pick up concepts but refuses to do so. It is important to present tasks that are challenging but an opportunity for failure must be allowed so stude nts will pack 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 long time he has been of the borderline of failure although he continues to test well above average on state tests. denominate as gifted in elementary school, Jasons performance in school dropped in the 4th grade during his parents divorce. His pay back 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 employ to his fathers absence. Science has always been his favorite subject and although his acquirement teacher is able to keep Jasons attention longer than his new(prenominal) teachers, his grades and work ethic are still low. He has no saki in his classes and is often sent to the office for disruptive behavior.Jason feels his classes are dense and his teachers dont understand him. For the past two years, Jason has been seeing a counselor to help him overcome his lack of motivation but vigor has worked. Jason often tells his counselor that school is like a prison for kids. He cant wait until he gets out. His counselor found his military strength alarming, but in the last two years he has lost totally 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 tennis. He began playing tennis as a toddler.Taught by his grandfather, he has become a genuinely competent player. The middle school does not have a tennis team but the high 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. give-up the ghost year Jason started a petition to form tennis team at the middl e school but was not successful. Jason is tall for his age and lanky. approximately 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 torment stopped. Since then, Jasons social status has risen. His classmates often imitate him and since he can be virtuallything of a class clown, his supporters have followed him to detention. Jason has always made sponsor easily yet he does not spend much time with friends after school. He has no close friends but always has a large group around him in the cafeteria and hallways.He has leadership potential even though where he is leading is questionable. Emotionally, Jason is immature in some areas and mature in others. He has the ability to act three years his junior and then abruptly act like someone double his age. He derives pleasure from pushing his teac hers to lose their tempers but can likewise be sweet and extremely likable. His parents, teachers and his counselor have tried to supercharge Jason to focus his energy on his work, telling him his attitude now will affect his future success. At this point, nothing has worked.