IT'S that time of year again - when students are in the throes of preparing for final year exams, still taking them or, for some, either relishing their good results or abhorring their underperformance. And inevitably, cases of unrealistic expectations by parents crop up too.

One recent case involved an upper primary school girl. A bright pupil, she scored an excellent 92 marks (A-Star) out of 100 in Mathematics. When she realised this, she was visibly upset and locked herself in the school toilet. Luckily nothing untoward happened to her.

She revealed later that she was upset because she did not score 95 per cent or more, as her mother had expected, and there was a possibility her favourite maths tutor would be changed.

As one who teaches brain-based learning and thinking skills passionately, I would like to point out that making threats and instilling fear in students do not elicit optimal performance. Encouraging good work, and dwelling on effort and improvements made, however big or small, do. Encourage. Encourage. Encourage.

Encouragement brings out and enhances the 'feel good' factor. This causes the brain to release 'feel good' neurotransmitters - dopamine and serotonin - which lead to more good work, thus perpetuating the cycle of 'encouragement - good work - encouragement - more good work'.

It is also useful to realise that other than proper nutrition, the brain needs three other types of brain food for optimal performance - in school or at work. These are lifelong learning, oxygen, and love and acceptance. All four are intertwined, interdependent and indivisible.

To get the best out of your child or students, focus on the positive, encourage and set targets - with the brain in mind.

Clinton Lim

This article was first published in The Straits Times.