"I've fallen a brown" is a very colloquial phrase to which multiple origins are attributed. A "marrón" is an unpleasant and unpleasant task that no one wants to do. For example, telling someone that they are fired from their work. Joaquín Sabina mentions it in one of his songs:

"Why eat me a brown/when life shines/putting before you a candy?"

Many students continue to disappoint their parents when they enter the turkey phase. It happens that they reap their first failures, which may be followed by running away from home for fear of parental reaction.

The lack of motivation, the drop in performance and the risk of school withdrawal among adolescents have almost always been attributed to causes unrelated to the change in age, ignoring the fact that this change usually entails an inevitable maladjustment staff that hinders learning.

There are parents who confuse a new way of being (that of adolescence) with bad behavior, thus moralizing their children's conduct. For example, if the child has worse grades than before, instead of telling him "you are studying less lately", they label him with only three words: "you are lazy".

According to the Pygmalion effect, parents' expectations of their children's performance tend to be fulfilled, whether they are good or bad. It happens that children believe so much that they are and will be that way that they end up getting it.

The crisis of adolescence affects all dimensions of life, especially that of study, which is why we can speak of "the crisis of the adolescent student".

The typical adolescent's way of being is at the opposite pole of the character of the well-built work . The adolescent is impatient (wants everything here and now); fragile: (breaks down in the face of difficulties); lazy, (puts off tasks and leaves them unfinished). On the other hand, the work well done requires planning, effort, order, method, patience and perseverance.

After the finding of the "I", the adolescent no longer has any use for the incentives to study that he/she had in childhood (to be the first in the class, to be on the honor roll, etc.). This extrinsic motivation does not satisfy him. On the other hand, he tends to react positively to intrinsic motivation or self-motivation, based on the internalization of a value.

I know a student who after resisting to learn English at class was able to do it on his own intensively to communicate with a friend who lived in London. Preferred and internalized value in this case: friendship.

Two more examples of self-motivation:

The joy of knowing the truth, as a response to the natural need to know, which manifests itself in intelligent curiosity;

The satisfaction of being in solidarity, as a response to the inner need to reciprocate what has been received.

The successive difficulties of adolescent children in the programs of study should be considered by parents not as episodes of a tragedy, but as educational challenges. An example: the challenge of knowing how to adapt the demands to the circumstances and possibilities of each child, valuing more the effort made than the results themselves.