Why bright kids get poor grades and what you can do about it : a six-step program for parents and teachers / Sylvia Rimm.

Includes bibliographical references (pages 371-379) and index.

Rimm's Laws of Achievement -- How to Get the Most Out of This Book -- Why Bright Kids Get Poor Grades -- What Is Underachievement? -- What Do Underachievers Look Like? -- Categories of Underachievement -- Perfectionist Pearl -- Poor Polly -- Passive Paul -- Sick Sam -- Taunted Terris -- Depressed Donna -- Torn Tomas -- Jock Jack, Social Shaundra, and Dramatic Dan -- Academic Alice -- Manipulative Maria -- Creative Chris -- Rebellious Rebecca -- Hyperactive Harry -- Bully Bob -- How to Determine if Your Child Has Underachievement Syndrome -- Early Risks -- The Too Soon Child -- The Overwelcome Child -- Early Health Problems -- Gender Issues -- Particular Sibling Combinations -- Specific Parenting Relationships -- The Gifted Child -- Conclusion: Dependence and Dominance -- Parents as Role Models -- Positive and Negative Models -- I Didn't Like School Either -- The Disorganized Home -- Passive-Aggressive Parenting -- Overworked Parents -- Post-Divorce Parents -- Cross-Gender Identification -- Parent Rivalry -- Combinations of the Rituals -- Dependency and Dominance -- Counteridentification -- Fostering Dependency -- Fostering Dominance -- Summary -- School Causes of Underachievement Syndrome -- Structure -- Competition -- Labeling -- Negative Attention -- Boredom -- Peer Pressure -- What You Can Do about It -- Parenting toward Achievement -- Modeling Achievement -- Power and Control -- Giving Clear, Positive Messages -- Reasonable Praise -- Consistency between Parents -- Consistency within a Parent -- Referential Speaking -- Competition-Winning and Losing -- Organization -- Homework and Study Habits -- Grades and Rewards -- The Indulgence Traps -- Family Structure Considerations -- After Divorce -- Single Parenting -- The Blended Family -- The Visitation Family -- Teaching toward Achievement -- Differentiated Curriculum -- Building Task Value -- Teaching Healthy Competition -- Teaching to the Emotional Needs of Students -- Competitiveness -- Boyfriend Worries -- Power and Peer Issues -- Finishing the ALLIANCE Acrostic -- How You Can Reverse Underachievement Syndrome Using the Trifocal Model-Step One: Assessment -- Adapting the Trifocal Model for Disadvantaged Students -- Assessment -- Formal Assessment -- Informal Assessment -- Determining the Next Step -- Step Two: Communication between Teachers, Parents, and Students -- Teacher-Initiated Communication -- Parent-Initiated Communication -- Tracking Student Progress -- The Next Three Steps: Expectations, Role Models, and Deficiencies -- Changing Expectations -- Personal Expectations -- Parent Expectations -- Sibling Expectations -- Teacher Expectations -- Peer Expectations -- Role Model Identification -- Sources of Models -- Process for Encouraging Identification -- Correcting Deficiencies -- Anxieties and Special Skill Deficits -- The Last Step -- What You Can Do for Dependent Children -- What You Can Do as Parents -- Vote of Confidence -- The Place of Shelter -- Encouraging Same-Gender Identification for Boys -- Expressing Feelings -- Organizational Skills -- Teaching Competition -- Teaching Social Skills -- Encouraging Activities with Intrinsic Interest -- Easing Perfectionism -- Teaching Deferred Judgment -- Independent Homework -- Incomplete Schoolwork or Homework -- Teaching Concentration -- Extra-Credit Work -- Goal-Directed Tutoring -- Keeping Children in the Mainstream -- What You Can Do as a Teacher -- Vote of Confidence -- Multiple Methods for Giving Instructions -- Completing Classwork and Homework -- Teaching a Growth Mindset -- Building Resilience through Biography -- Focusing Attention -- Teaching Goal Setting -- Teaching Organizational Strategies -- Test Anxiety -- Social Rewards -- Teaching Other Children -- Punishment -- Creative Problem Solving -- What You Can Do for Dominant Conforming Underachievers -- What You Can Do as Parents -- Monitoring Counteridentification -- Competition -- Intrinsic Motivation -- Parent Messages -- Sensitivity -- Acceptance of Criticism -- What You Can Do as a Teacher -- Keeping Academics Central -- Acceleration or Grade Skipping -- Acceptance of Criticism -- Intrinsic Motivation -- Biographical Study -- Preparation for College -- What You Can Do for Dominant Nonconforming Children -- What You Can Do as Parents -- Reversing Early Childhood Dominance -- Wish, Want, Work, Wait -- Attention Deficit Hyperactivity Disorder -- Avoiding Confrontations -- Emotional Ups and Downs -- Encouraging Time Alone -- Maintaining the Positive -- United Parenting -- Communicating about Achievement -- Communicating with Schools -- Changing Peer Environments -- Getting Professional Help -- What You Can Do as a Teacher -- Forming a Teacher-Student Alliance -- Behavior Problems and Attention Deficit Hyperactivity Disorder -- Anti-Arguing Instructions -- Giving Them Power and an Audience -- Avoiding Student Manipulation -- Changing Academic Grouping -- Providing a Sanctuary -- Helping Students Find Balance -- Appealing to Altruism -- Alcohol and Drug Abuse -- Maintaining Open Doors -- Overview -- The Why -- Essential Elements of Underachievement Syndrome -- Social Changes -- Interaction between Underachievement Factors and Social Changes -- The What -- Rimm's Laws of Achievement -- Reversal of an Epidemic?.

Machine converted from AACR2 source record.