The Myth of LazinessSimon and Schuster, 09.01.2003 - 288 Seiten How many times have you heard a teacher say that your child has tremendous potential "if only he'd just apply himself" or "if only she'd work just a little harder"? How often have you said the same thing to your son or daughter? Or perhaps you have a coworker who can't seem to finish anything; his reports are never in on time, or her projects are always behind schedule. No matter what excuses you hear, you suspect that laziness is the real reason for your colleague's low productivity. Almost no one is actually lazy, says Dr. Mel Levine, author of the #1 national bestseller A Mind at a Time. Low productivity -- whether in school or on the job -- is almost always caused by a genuine problem, a neuro-developmental dysfunction. Despite this, untold numbers of people have been stigmatized by unfair accusations of laziness, many of them adults who still carry emotional scars from their school days. In The Myth of Laziness Dr. Levine shows how we can spot the neurodevelopmental dysfunctions that may cause "output failure," as he calls it, whether in school or in the workplace. Dr. Levine identifies seven forms of dysfunction that obstruct output. Drawing on his years of clinical experience he describes eight people -- children, adolescents, and adults -- he has worked with who exhibited one or another of these problems. He shows how identifying the problem can make all the difference, leading to a course of corrective action rather than to accusations of laziness and moral failure. For example, a child who is unable to plan or to think ahead, who cannot consider different methods of accomplishing something or has difficulty making choices may wait until it is too late to complete an assignment or may act impulsively, creating a pattern of bad judgments and careless errors. Dr. Levine explains how such a child can be helped to learn how to plan ahead and weigh various alternatives. This sort of problem, if untreated, can persist into adulthood, where it can wreak far more havoc than in the classroom. The Myth of Laziness explains the significance of writing as a key barometer of productivity during the school years. Because writing brings together so many neurodevelopmental functions -- such as memory, motor control, organization, and verbalization of ideas -- it can provide crucial clues to pinpoint the sources of output failure. With its practical advice and its compassionate tone, The Myth of Laziness shows parents how to nurture their children's strengths and improve their classroom productivity. Most important, it shows how correcting these problems in childhood will help children live a fulfilling and productive adult life. |
Im Buch
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Seite 4
... muscle] performance.” Perhaps because of hardening of the arteries or high blood pressure, the heart is forced to ... muscles in a coordinated, efficient manner. Still others lack the mental energy, the stamina needed for output. Some ...
... muscle] performance.” Perhaps because of hardening of the arteries or high blood pressure, the heart is forced to ... muscles in a coordinated, efficient manner. Still others lack the mental energy, the stamina needed for output. Some ...
Seite 17
... muscle movements required for letter formation. Therefore his writing was hesitant, the letters poorly formed. As if to compensate for his lack of control over its unruly wanderings on the page, he held the pencil much too tightly and ...
... muscle movements required for letter formation. Therefore his writing was hesitant, the letters poorly formed. As if to compensate for his lack of control over its unruly wanderings on the page, he held the pencil much too tightly and ...
Seite 19
... muscles in the right order to dribble a basketball, serve a volleyball, putt a golf ball, or swim a backstroke. Motor sequences were allocated no space in Russell's brain. He had trouble perceiving them, observing movements in a ...
... muscles in the right order to dribble a basketball, serve a volleyball, putt a golf ball, or swim a backstroke. Motor sequences were allocated no space in Russell's brain. He had trouble perceiving them, observing movements in a ...
Seite 20
... muscular intelligence); 4) accessing and applying stored procedures (motor memory); 5) activating the right muscles in the right order with enough speed and stamina to do the job (motor implementation); 6) monitoring movements as you go ...
... muscular intelligence); 4) accessing and applying stored procedures (motor memory); 5) activating the right muscles in the right order with enough speed and stamina to do the job (motor implementation); 6) monitoring movements as you go ...
Seite 21
... muscles to accomplish. If Russell were a right wing in hockey, he might decide to attempt a slap shot twelve feet from the goal. A golfer takes aim at the seventeenth hole. A writer decides to form the letter f. These are sharply ...
... muscles to accomplish. If Russell were a right wing in hockey, he might decide to attempt a slap shot twelve feet from the goal. A golfer takes aim at the seventeenth hole. A writer decides to form the letter f. These are sharply ...
Inhalt
1 | |
11 | |
Forgetting How to Remember | 38 |
Repeated Energy Crises | 57 |
Words That Cant Describe | 94 |
Deflation Ideation | 112 |
THE RIGHTING OF WRITING | 169 |
CULTIVATING AND RESTORING OUTPUT | 196 |
EPILOGUE | 227 |
A THE WRITING TROUBLESHOOTER | 243 |
INDEX | 259 |
Andere Ausgaben - Alle anzeigen
The Myth Of Laziness: How Kids - and Parents - Can Become More Productive Mel Levine Eingeschränkte Leseprobe - 2012 |
Häufige Begriffe und Wortgruppen
ability able academic accomplish activities adults asked become brain called career child Clint close common complete Darnell demands described develop difficulty dysfunctions educational effective effort evaluation example experience fact fail feel felt Figure fingers friends function getting Ginny grade hand hard highly ideas important individuals interest keep kids kind language lazy learning letter lives look loved Mark math memory mental mind mother motor muscles never once organized output failure parents performance person play possible problems productivity reading remember result Roberta Russell Scott seemed sense sentences Sharon skills social sometimes specific spelling strengths success talk task teacher tests things thought tion told trouble turned understanding verbal weak writing written
Beliebte Passagen
Seite 168 - Tis not enough no harshness gives offence, The sound must seem an echo to the sense. Soft is the strain when zephyr gently blows, And the smooth stream in smoother numbers flows ; But when loud surges lash the sounding shore, The hoarse, rough verse should like the torrent roar...
Seite 125 - He who would do good to another must do it in Minute Particulars. General Good is the plea of the Scoundrel, hypocrite, and flatterer...
Seite 144 - Canst thou bind the sweet influences of Pleiades, or loose the bands of Orion? Canst thou bring forth Mazzaroth in his season? or canst thou guide Arcturus with his sons?
Seite 10 - Enough, if something from our hands have power To live, and act, and serve the future hour; And if, as toward the silent tomb we go, Through love, through hope, and faith's transcendent dower, We feel that we are greater than we know.
Seite 71 - ... his time. Two opposing elements rule his nature, I mean, there is either too much or too little, never the golden mean. If he is not actually in want, then he is immediately satisfied and becomes indolent and lazy.
Seite 168 - Collectivistic regimenting love With which the modern world is being swept. But this poor microscopic item now! Since it was nothing I knew evil of I let it lie there till I hope it slept. I have a mind myself and recognize Mind when I meet with it in any guise. No one can know how glad I am to find On any sheet the least display of mind.
Seite 93 - My hesitancy in speech, which was once an annoyance, is now a pleasure. Its greatest benefit has been that it has taught me the economy of words. I have naturally formed the habit of restraining my thoughts. And I can now give myself the certificate that a thoughtless word hardly ever escapes my tongue or pen. I do not recollect ever having had to regret anything in my speech or writing. I have thus been spared many a mishap and waste of time. Experience has taught me that silence is part of the...
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101 Ideas for Piano Group Class: Building an Inclusive Music Community for ... Mary Ann Froehlich Eingeschränkte Leseprobe |