·  Distracting to avoid doing work, peer judgement= self-esteem issue (Dreikurs theories of behaviour management?)

·  Assess classroom culture. Culture of high stakes/ success vs. failure, what can we do to make sure that effort and having a go is the most important thing and grades are just a marker on the journey

·  Potentially extrinsic motivation (e.g., class rewards) may be exclusionary/ alienating or show Daleesha up

· Guessing here/ speculating about how other student’s perceive her. We can assume that other students know she is acting up to avoid the work?

· Piaget cognitive development. Elkind’s Imaginary Audience/ Personal fable. Developmental concern with perception of self and how she is perceived/ judged by others

· Teacher should throw a life jacket to say ‘here is your way back on track’

Sam has high intrinsic motivation to chemistry but low intrinsic motivation to biology. All his motivation is intrinsic (he is not motivated by grades). However he is not intrinsically motivated to fit in to the learning community (sociocultural role). Potentially not receiving extrinsic motivation through teacher support. 

What might we (as teachers) do to support the student?

As he is intrinsically motivated, giving him more autonomy to chose tasks which are closer to his area of interest but still within the subject area and targeting learning outcomes. Making him see the value in learning biology and how it can apply to chemistry. Increase connections between biology and chemistry. Encouraging them to see there is value in what he is learning.