Doing Poorly on Purpose

Strategies to Reverse Underachievement and Respect Student Dignity

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Doing Poorly on Purpose by James R. Delisle, ASCD
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Author: James R. Delisle ISBN: 9781416625384
Publisher: ASCD Publication: January 23, 2017
Imprint: ASCD Language: English
Author: James R. Delisle
ISBN: 9781416625384
Publisher: ASCD
Publication: January 23, 2017
Imprint: ASCD
Language: English

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades—not because they’re unable to do better in school but because they don’t want to—Delisle presents a snapshot of underachievement that may look far different from what you envision it to be.

There is no such thing as a “classic underachiever.” Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students.

Helping “smart” students achieve when they don’t want to is not an easy task, but you can reengage and inspire students using Delisle’s insights and practical advice on these topics:

  • Autonomy
  • Access
  • Advocacy
  • Alternatives
  • Aspirations
  • Approachable Educators

Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students—who are otherwise academically capable—don’t feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized.

In a word, they want dignity. Don’t we all?

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades—not because they’re unable to do better in school but because they don’t want to—Delisle presents a snapshot of underachievement that may look far different from what you envision it to be.

There is no such thing as a “classic underachiever.” Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students.

Helping “smart” students achieve when they don’t want to is not an easy task, but you can reengage and inspire students using Delisle’s insights and practical advice on these topics:

Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students—who are otherwise academically capable—don’t feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized.

In a word, they want dignity. Don’t we all?

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