7. The better scenario for Scene 1: Andy: (recalling Ms Wong throwing a book at him the previous week) Andy: (thinking to himself) I should try and score higher for the next test so Miss Wong will not think that I am useless.
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9. The better scenario for Scene 2: Ms Wong: Andy, you did not finish your corrections before handing in your Science book to me. May I know the reason? Andy: I’m sorry, Ms Wong. It’s just that, I am not too sure of how to do them. No one else would help me. Ms Wong: How about you stay back for a short while during recess. We will go through them together. Andy: Ok, Ms Wong.
20. Ms Wong: Yes, Andy. Please read up your Science chapter and practice the questions. I know you can do this! I have confidence in you. Andy: *Sighs* Another Science test? The better scenario for Scene 3: Andy: Thank you Ms Wong. (Yes. Ms Wong said I can do this! I will study hard for this test.)
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22. The better scenario for Scene 3: Bee Choo: Hey Andy, how did you do for your Spelling? Andy: *Sighs* Not good at all. I’m lousy in Science, and Spelling too. Bee Choo: Don’t say that. You just need a bit more practice, that’s all. Need my help in Science? We can revise our Spelling together too for next week! Andy: I’d like that! Thanks Bee Choo.
23. From Scene 3: Ahmad approached Andy to play soccer even though there was a test the next day. This shows that Ahmad could not care much about the test. Ahmad asked, "Andy, do you want to play soccer with us? … … “ Huh, revise later, what if I fail again?” Andy queried. “ Never mind lah, won’t fail one lah” Ahmad responded confidently. With his peers being quite disruptive, it only adds to the decline in his grades. Andy: Hey Ahmad! I’m doing my revision at home. Remember we have a Science test tomorrow? Ahmad: Hello Andy, What are you doing at home? The better scenario for Scene 4: Ahmad: Orh... I thought we could play soccer together. But it’s fine. What about I go to your house and we can study together? Andy: That will be a good idea. Don’t forget to bring your Science textbook. See you soon Ahmad!
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25. From Scene 3: Ahmad approached Andy to play soccer even though there was a test the next day. This shows that Ahmad could not care much about the test. Ahmad asked, "Andy, do you want to play soccer with us? … … “ Huh, revise later, what if I fail again?” Andy queried. “ Never mind lah, won’t fail one lah” Ahmad responded confidently. With his peers being quite disruptive, it only adds to the decline in his grades. Andy: I’m not sad. I’m just disappointed with myself. I studied but I still did not do well. Ahmad: Andy, Don’t‘ be sad about your results. The better scenario for Scene 5: Ahmad: Don’t regret . Whatever it is, you still have some time to show that you still can do well. Trust yourself, buddy. Andy: Thanks Ahmad for your encouragement!
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29. The better scenario for Scene 5: Ms Wong: Alright class, I have the results of the Science test with me now. I’d like to congratulate Bee Choo as she did very well for this test. Andy: *Claps* Ms Wong: Andy, I see that you have placed more effort in your test. Although there is room for improvement, keep it up! Andy: Thank you, Ms Wong. I will try even harder next time.
Instead of being affected and discouraged by his peers remarks, Andy could turn them into a motivation for himself, that might help build his self-confidence.
The teacher should not criticize the student especially not in front of the other students thus bringing about a sense of guilt and inferiority in him. Instead the teacher should encourage him and give him constructive ideas on how to improve. She should also teach the 'Water Cycle' using explanations and examples from everyday events instead of making them recite the 'Water Cycle' repeatedly.
In this case, I would suggest that the students surround himself with positive peers who would provide emotional support and a sense of identity for him therefore making the student have a feeling of belonging.
Humanistic perspective of motivation – Maslow’s Hierarchy of Needs Abraham Maslow believes that certain basic needs must be met before higher needs can be satisfied. The hierarchy of needs (in regards to Andy's life) is as follows: Physiological Andy’s basic needs are met His father is working His mother is a house wife. He has a roof over his head and has the necessities for living. Safety Andy is in a protected environment whereby there is no war and relatively low crime. He does not need to think about his survival as compared to people in third world countries.
Humanistic perspective of motivation – Maslow’s Hierarchy of Needs Abraham Maslow believes that certain basic needs must be met before higher needs can be satisfied. The hierarchy of needs (in regards to Andy's life) is as follows: Physiological Andy’s basic needs are met His father is working His mother is a house wife. He has a roof over his head and has the necessities for living. Safety Andy is in a protected environment whereby there is no war and relatively low crime. He does not need to think about his survival as compared to people in third world countries.
Humanistic perspective of motivation – Maslow’s Hierarchy of Needs Abraham Maslow believes that certain basic needs must be met before higher needs can be satisfied. The hierarchy of needs (in regards to Andy's life) is as follows: Physiological Andy’s basic needs are met His father is working His mother is a house wife. He has a roof over his head and has the necessities for living. Safety Andy is in a protected environment whereby there is no war and relatively low crime. He does not need to think about his survival as compared to people in third world countries.
Humanistic perspective of motivation – Maslow’s Hierarchy of Needs Abraham Maslow believes that certain basic needs must be met before higher needs can be satisfied. The hierarchy of needs (in regards to Andy's life) is as follows: Physiological Andy’s basic needs are met His father is working His mother is a house wife. He has a roof over his head and has the necessities for living. Safety Andy is in a protected environment whereby there is no war and relatively low crime. He does not need to think about his survival as compared to people in third world countries.
Upon hearing this, Bee Chu turned around and sneered at Andy, her voice booming, “Yah! You are going to fail!” Andy felt a surge of anger welling inside him as he shouted at Bee Chu, “You shut your mouth up!” Ms Wong glared angrily at Andy, “That is so rude of you Andy!” Andy wondered to himself, “What did I do wrong this time? Didn't you also use those same words just now?“
“ You shut up! You think you are so smart!” Ahmad shouted.
Ahmad approached Andy to play soccer even though there was a test the next day. This shows that Ahmad could not care much about the test. Ahmad asked, "Andy, do you want to play soccer with us? … … “ Huh, revise later, what if I fail again?” Andy queried. “ Never mind lah, won’t fail one lah” Ahmad responded confidently. With his peers being quite disruptive, it only adds to the decline in his grades.
Ahmad sidled up to Andy, “I thought you were studying, you didn’t join us for soccer.” Andy replied, “I spent so much time learning the water cycle but I couldn’t remember anything when I sat for the test. Even though I know the different states of matter, I don’t even know what Ms Wong is asking for … Aiyah, I should have played soccer with you guys huh, after all, I still failed!”
For Andy in this scenario, Andy is struggling with persevering in his studies as the challenges he faces prevents him from having a sense of competence. Not being able to meet up with the standards as compared to his classmates causes him to have feelings of inferiority. As he is 'labelled' a failure, there is little eagerness to engage in productive work. He tried to study for his test but that does not necessary mean productive studying. With the lack of ability to cope with issues, In this stage of Erikson's Stages of Psycosocial Development, Andy is more inclined towards inferiority than industry.
Reinforcers and Reinforcement To reinforce behavior means to strengthen the behavior. There are two forms of reinforcement i.e positive reinforcement and negative reinforcement. Positive reinforcement The frequency of a response increases because it is followed by a rewarding stimulus eg: A teacher’s positive comment Negative reinforcement The frequency of a response increases because it is followed by the removal of an unpleasant stimulus. E.g a father nags at his son to do homework. He keeps nagging. Finally, the son gets tired of hearing the nagging and does his homework.
5. Use Negative Reinforcement Effectively For example: Thomas you have to stay in your seat and finish your writing before you join the other students in making a poster Using negative reinforcement has some drawbacks. Sometimes when teachers try to use this behavioral strategy, children throw a tantrum.
