Say child incompetent = strangle child
Category : gajkwzyhl
Say child “incompetent” = strangle child
A high school student at a school in Shanghai convinced the teachers about his “lack of liberal arts cells” when he was in junior high school. He had three consecutive exams after high school, and his political score did not exceed 30.
A teacher gave him a “leak” 30-point simulation question, said it was a test question, and asked him to fight for another 30 points.
When the student was excited, he didn’t experience drowsiness, upset and headache when he reviewed the content of the political class.
Liberal arts scores kept up.
In the United States, most chief executives, company owners, and teachers understand the technique of attribution analysis in social psychology, a technique that helps subordinates or students analyze the cause of failure.
When subordinates fail to work or students have poor test scores, the principles and methods of this strategy are used to help them analyze the reasons for failure.
In the analysis, we must adhere to the following principles: First, we must convince the loser that the reason for his failure is not caused by insufficient ability.
Because capacity is a stability factor, it cannot be changed in the short term.
If you think you have failed because of incompetence, you will want to make a comeback.
The second is to convince the loser that insufficient effort is the main reason for failure.
Effort is an unstable and controllable internal factor, and it is not difficult to make more effort next time.
In the vast majority of cases, when a person works hard to a certain degree, his ability will be better exerted, showing a stronger ability.
If this person is confident that he is a more capable person, he will often try his own skills with the expectation of success. Over time, he really becomes a person with this ability.
This psychological effect is not the same as supplementing the clumsiness with diligence.
Third, we must make the children feel that their efforts are effective, and continue to provide him with successful feedback information so that his efforts will continue.
For example, if a child writes a composition with great effort, what you tell him after reading it is not written correctly, and next time he may not work so hard.
Those who know the attribution strategy tell him how much better the hard-working part of the composition is than before, and the shortcomings are always presented as new tasks for the next effort.
Fourth, praise for the effort itself is also a motivation.
To say irresponsibly that your child does not work hard can also make the child feel that their efforts are ineffective.
If you do n’t work hard or are working hard, provide your child with reinforcement information, saying, “You do work harder than before”, or “Work harder and you will make clear progress”, “You have been working hard, this is good, lookSee if there are any problems with the learning method “and so on.
The child thinks that the effort itself may also be praised and will continue to work hard.