The Myth of Laziness

The Myth of LazinessOutput Failure

byDr. Paul A. Rodríguez

Opening DiscussionThink of at least one person – either a student, a friend,

or a family member – that you might be tempted to call “lazy”

Why would you label that person as lazy?

Opening Discussion (cont.)Is there a possible reason for that person’s laziness?

What do you think you could do to help that person overcome the “laziness” or whatever it is that is blocking him/her from completing tasks?

Output FailureThe discrepancies between a person’s

interests and abilities.

The student absorbs and processes information, but does not produce a product displaying his/her understanding of the information.

The student can take in information while listening and reading, but cannot convert that information to written language.

Some Characteristics of People with Output Failure

View their work as useless.

Are part of a wide-spread spectrum of dysfunctions.

Have difficulty with memory, language, attending, or motor function.

Neurodevelopment Dysfunction

Can be inborn or acquired.

The origin is unknown, but we do know that intake exceeds output.

Because the mind is forced to strain to produce output - output failure occurs.

Written LanguageThe most difficult task.

OF students have trouble getting their thoughts on paper due to physical coordination, integration of thoughts, or fear of writing.

Something to think about:A child must be competent in many basic fields, but an

adult can select his/her strongest field.

Writing helps to build and maintain brain pathways.

Types of Output FailureMotor Breakdown

Production Control Difficulties

Oral Language Dysfunction

Lack of Organization

Inputs for Outputs

Motor BreakdownThoughts are creative but writing is laborious.

Have good reading skills but have trouble with math & writing.

From verbal input to motor output is overwhelming.

Often have health complaints - stomachaches, headaches.

Motor Breakdown (cont.)Gross motor and fine motor skills are lacking in growth

needed for writing.

Motor problems do not respond to visual or verbal input.

Writing is illegible because the person does not perceive the letters accurately.

Motor Breakdown (cont.)Printing is preferred to cursive writing.

Finger agnosia - trouble keeping track of where the pen or pencil is located.

Motor Breakdown: StrategiesExplain the student’s strengths and weaknesses to

him/her.

Grade level retention only destroys self-esteem.

Help student with writing by using recurring themes.

Help with spelling - the first & last letters are often right.

Motor Breakdown: Strategies (cont.)

Oral recall of questions before writing.

Separate grades for writing.

Use of computer or Alpha Smart.

Tape record report first.

Print instead of cursive.

Motor Breakdown: Strategies (cont.)

Writing should be in stages:Brainstorm ideasArrange ideas in orderRough draftCorrect errorsFinal copy

Motor Breakdown: Strategies (cont.)

A spelling journal could help with future writing.

Frequent breaks.

Use of squeeze ball.

Use of verbal skills.

Attention regulates the quality of output.

Production Control DifficultiesImpulsive.

Lack of attention controls:PreviewingOptionsPacing QualityReinforcement

Production Control Difficulties (cont.)

Lack of motivation leads to disengagement and chronic failure.

Material needs are strong.

Oral Language DysfunctionLetter-perfect handwriting in short and simple

sentences.

Comprehension of language needs to occur with slowed speech.

Understands grammar but cannot use it in written language.

The person lacks original ideas.

Oral Language Dysfunction (cont.)

There is a language failure even though the person appears normal in everyday conversations - less vocabulary, needs more concrete cues.

Often the problems involve mispronunciation, stuttering, and stammering.

Something to think about:Many incarcerated people have expressive language

dysfunctions.

Oral Language Dysfunction Strategies

Brainstorm to help generate ideas.

Encourage creativity.

Activate prior knowledge.

Work through problem solving.

Step-by-step directions.

Oral Language Dysfunction Strategies (cont.)

Go through the planning stages of writing.

Time management skill-building.

Prioritizing.

Organize materials.

Lack of OrganizationCan’t complete projects because can’t prioritize,

multitask, or organize materials.

Strategies: Work on building those skillsStep-by-step directions

Inputs for OutputsPoverty and home life can play a role.

Also, wealthy parents who are overly concerned with making their child happy, so they cannot delay gratification for their child.

Stress is a major factor.

Inputs for Outputs (cont.)Internal factors:

Optimism level.Knowing own strengths & weaknesses. Initiative.Flexibility.Adaptability.

The higher these factors, the less likely IforO will be a problem.

Inputs for Outputs StrategiesRole models.

Work ethic of family needs to be present & verbalized.

Stop prolonged t.v. viewing.

Make a track record of successes.

Have positive peers.

General Output Failure StrategiesNeeds for Writing:

Letter formationKeyboardingTranslate ideas to wordsRecall of spelling & grammarGet original thoughts to paperWorking through “writer’s block”

General O.F. Strategies (cont.)

Developing Writing:Strategic planningCreate a timelineBrainstormResearchArrange ideasRough draftReviseFinal product - Assess it

General O.F. Strategies (cont.)

Organizing for Writing:Find materialsKeep materials organizedManage timeGenerate ideasOrganize thoughts - webbing, etc.Follow stages of writing

General O.F. Strategies (cont.)

Restoring Input:Family discussions in home or carField tripsVisit parents’ workplacesRealistic after school activities - not too much time/energy

General O.F. Strategies (cont.)

Restoring output:No t.v. during homework timeAdults available to help with workOrganize room at home for school work: bookcase

with books only, desk calendar (time management), file cabinet (with output experiments)

After school activities are realistic - not too muchProvide work incentives

General O.F. Strategies (cont.)

Fostering Output at School:Academic productivityCreative projectsMotor masteryExplain strengths & weaknessesEncourage strengthsOptimism for team

Ending DiscussionThink back to the person you thought of at the

beginning of this topic.

Now, what do you think that you could do to help that person overcome the blocks which make him/her appear “lazy”?