Dear Paul,
I had a meeting this week with your teacher and school VP, psychologist, and counselor. We were brainstorming ways to boost your achievement at school. See, you are a really bright kid, but your work doesn't show it. And if you don't improve your work, you are going to start falling behind in your subjects and get bored.
We agreed that the core of your problems is motivation. You just don't put effort into tasks that you are not inherently interested in. Daddy and I know how you feel, but, Paul, we all have to do work that is not interesting to us sometimes. It is part of growing up and being part of a community. Daddy has to take out the trash. Mommy has to wash dishes. We don't love these jobs, but we do them because it helps take care of the family. One of your jobs right now is getting an education. It is learning to follow directions and do tasks, even when they are boring. It is building self discipline and learning so that you have more choices later in life.
I would like you to work hard on assignments, because it is the right thing to do. We are going to try using immediate rewards, even though you won't always have rewards for doing the right thing. We are going to try to use approval, even though I don't want you to be a slave to approval. We are going to point out that doing work well the first time gives you more freedom later.
Paul, we are less concerned about your grades, than with having you develop good work and study habits. Those will serve you all your life.
We started the meeting with listing your strengths. Paul, you have some great strengths. Ms. D said you are very creative. VERY creative. She said you had very good oral expression. She said that you are definitely a visual learner. And that you had great higher level thinking. That means that you deeply understand what you have learned and can apply that learning to new situations. Awesome.
Ms. D said she was recently taking the class through an activity or worksheet with a graph. She was explaining the first part of the work to everybody, showing them how to use the graph and find the answers they needed. Then she started looking at the second part of the work. The graph was different, and she wasn't sure how it was supposed to be used. She paused and was trying to figure out how the graph worked. She said that you piped up explained what needed to be done. You led the charge.
Can I tell you how proud I am of you?
You have gifts of independence, creativity, helpfulness, higher level thinking, and oral expression. Add self discipline and perseverance, and you will be unstoppable.