Opening Up the Shut-Down Learner
By Rick Docksai
The Shut-Down Learner: Helping Your Academically Discouraged Child by Richard Selznick. Sentient Publications, www.sentientpublications.com. 2009. 160 pages. Paperback. $15.95.
Four out of every 10 American students in elementary school today might give up on learning well before graduation time, according to school psychologist Richard Selznick. They will disconnect from teachers, tune out of class, and simply “shut down” as students. In The Shut-Down Learner, Selznick tells parents and teachers what they can do to re-engage them.
“The shut-down learners that I have known are incredibly talented and misunderstood. Sadly, many of them are casualties of school,” Selznick writes.
Selznick has counseled thousands of young people with learning challenges. Almost all of his patients share two common traits: high visual-spatial skills — i.e., strength in “hands-on” activities — and poor language skills. They are adept at building, painting, and exercising outside. But standard classroom instruction is “deadening” to them. They get restless, easily distracted, and fail to follow through on assignments and exercises.
“Laziness and low motivation are not the main culprits — they are the byproducts of years of frustration,” Selznick writes.
As one example, he shares the experience of Catherine, whose mother scheduled an appointment with Selznick. He recalls:
“Catherine loved doing all of the spatial and hands-on activities, such as making puzzles, building block designs, and drawing pictures. In contrast, when it came to doing more of the letter- and language-related activities, she became much more fidgety and restless. I had to help her to stay on task and not give up readily.”
Shut-down learners constitute about 40% of the U.S. population, says Selznick. We often diagnose them with attention-deficit-hyperactivity disorder (ADHD) or dyslexia and prescribe them medications. Selznick is not anti-medication, but he cautions against thinking that medications alone will solve the problems. Shut-down learners have additional emotional and psychological needs. The first step is to discover why a child is exhibiting “shut-down” behavior, learn what makes him or her tick, and note his or her strengths.
Parents need to give intense structure, supervision, and support to children with learning needs. Parents must congratulate any small achievements and maintain an encouraging tone, Selznick advises. Outside tutoring can also help.
Selznick urges teachers to provide remedial education for shut-down learners in small classes or in one-on-one settings. The lessons would be supplemented by classes steeped in lively visual and spatial exercises.
“Building, creating, taking things apart and putting them back together will keep them connected much more than sitting in seven excruciating classes a day of academics,” Selznick writes.
Growing numbers of teachers today say that they struggle to sustain the attentions of many of their students. Selznick’s text is very timely, offering teachers and parents educational tools that could better engage children of many backgrounds and learning types.
About the Reviewer
Rick Docksai is a staff editor for THE FUTURIST and World Future Review.