TABLE OF CONTENTS
Question 1 1-4
How to implement support to assist learners seen as underachievers 2
Introduction 2
Creating Motivation 2
Using Clear Directives 2-3
Collaborative and Cooperative Learning Groups 3
Make use of Intrinsic Motivation 3
Focusing on Mastery 3
One-on-One Sessions (Coaching) 4
Conclusion 4
Question 2 5-6
Discuss how to interview traumatized victims. Demonstrate the understanding of different
types of interviews. 5
Exploratory Interview 5
Informative Interview 5
Historicity Interview 5
Advisory Interview 6
Conclusion 6
Question 3 7-9
Road Safety 7
Teaching method 7
Lesson Plan 8-9
Bibliography 10 - 11
1
, ETH302S - ASSIGNMENT 2
Question 1
How to implement support to assist learners seen as underachievers.
Introduction
The academic performance of learners perceived as underachievers has been a general
concern in the educational sector. Various questions have been raised by teachers as to why
other students show capability in verbalizing some intentions but fail dismally on assigned
projects. This has resulted to many learner underachievement myths such as that
underachievers are ‘unteachable’, ‘lazy’, cannot be motivated’ etc. (Rahal, et al, 2010). There
has been a controversy in certain processes surrounding student underachievement such as
the definition, types of underachievers or devising the right types of interventions. Even
though this is the case, Mandel and Marcus (1995) are quoted in Rahal, et al (2010) stating
that, “Underachievers are, infact, highly motivated … finding out precisely where their
motivation lies is the key to helping them. According to Rahal, et al (2010), it is the teachers’
duty to look for an appropriate method to use to unlock a learner’s motivations. This paper
will outline various support methods and how to implement them in order to assist learners
who are underachievers.
Creating Motivation
It is imperative for teachers to remember that ‘one size does not fit all’ in the classroom.
Thus, they must find motivational techniques that best suit every individual underachiever
learner. According to Rahal et al (2010), even though the process may seem long and tiring,
underachiever students eventually learn or catch up with other students.
Using Clear Directives
In order for students to succeed in the given assignments, they have to understand the
requirements or instructions of the given task. This implies that educators should give precise
and concise instructions and task requirements to students (Rahal, et al, 2010). This is more
so to learners who are underachievers. Therefore, for Thato, Keam and Nonny, I would give
directions and instructions as precisely as possible. I would lay out steps to follow (if
needed), objectives and expectations. This will work best if I require them to write down the
instructions so that they keep on referring back to them when they need to. Lavoie (2007)
2
Question 1 1-4
How to implement support to assist learners seen as underachievers 2
Introduction 2
Creating Motivation 2
Using Clear Directives 2-3
Collaborative and Cooperative Learning Groups 3
Make use of Intrinsic Motivation 3
Focusing on Mastery 3
One-on-One Sessions (Coaching) 4
Conclusion 4
Question 2 5-6
Discuss how to interview traumatized victims. Demonstrate the understanding of different
types of interviews. 5
Exploratory Interview 5
Informative Interview 5
Historicity Interview 5
Advisory Interview 6
Conclusion 6
Question 3 7-9
Road Safety 7
Teaching method 7
Lesson Plan 8-9
Bibliography 10 - 11
1
, ETH302S - ASSIGNMENT 2
Question 1
How to implement support to assist learners seen as underachievers.
Introduction
The academic performance of learners perceived as underachievers has been a general
concern in the educational sector. Various questions have been raised by teachers as to why
other students show capability in verbalizing some intentions but fail dismally on assigned
projects. This has resulted to many learner underachievement myths such as that
underachievers are ‘unteachable’, ‘lazy’, cannot be motivated’ etc. (Rahal, et al, 2010). There
has been a controversy in certain processes surrounding student underachievement such as
the definition, types of underachievers or devising the right types of interventions. Even
though this is the case, Mandel and Marcus (1995) are quoted in Rahal, et al (2010) stating
that, “Underachievers are, infact, highly motivated … finding out precisely where their
motivation lies is the key to helping them. According to Rahal, et al (2010), it is the teachers’
duty to look for an appropriate method to use to unlock a learner’s motivations. This paper
will outline various support methods and how to implement them in order to assist learners
who are underachievers.
Creating Motivation
It is imperative for teachers to remember that ‘one size does not fit all’ in the classroom.
Thus, they must find motivational techniques that best suit every individual underachiever
learner. According to Rahal et al (2010), even though the process may seem long and tiring,
underachiever students eventually learn or catch up with other students.
Using Clear Directives
In order for students to succeed in the given assignments, they have to understand the
requirements or instructions of the given task. This implies that educators should give precise
and concise instructions and task requirements to students (Rahal, et al, 2010). This is more
so to learners who are underachievers. Therefore, for Thato, Keam and Nonny, I would give
directions and instructions as precisely as possible. I would lay out steps to follow (if
needed), objectives and expectations. This will work best if I require them to write down the
instructions so that they keep on referring back to them when they need to. Lavoie (2007)
2
