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Learning tends to be associated with specific ways of considering events and establishes a student's "explanatory style," or the components of permanence, pervasiveness, and personalization.
Permanence refers to someone believing that negative events and/or their causes are permanent, despite the fact that evidence, logic, and past experience indicate that they are instead temporary: "I'll never be good in English." Pervasiveness is generalizing, so a negative aspect of a situation is thought to extend to others as well: "I failed math, so I'll fail all my courses." Personalization deals with whether individuals attribute negative events to personal flaws or to outside circumstances or people. They tend to blame themselves for everything: "It's always my fault."
To overcome such helplessness, teachers have to incorporate means of gaining self-worth and learned optimism with activities identifying negative interpretations of events, assessing their accuracy and generating more accurate interpretations. The encouragement of gaining mastery over acquiring new learning is essential to alter this personal perception. The teacher needs to incorporate ways of offering praise and positive reinforcement, goal attainment, activities geared toward a student's level, choices in activities, and multiple opportunities. The students who feel helpless...
Then, they can acquire knowledge about themselves, others and the world at large and, just as important, gain self-confidence and a belief they can succeed.
References
Bransford, J.D. (Ed) (2000). How People Learn: Brain, Mind, Experience, and School Committee on Developments in the Science of Learning, Washington, D.C.: National Academy Press.
Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic,1983
Goleman, D. (2006) Emotional Intelligence. New York: Bantom Books
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