Abstract

Teachers know that next to maintaining order in the classroom their most difficult pursuit is instilling into the students, or drawing forth a desire to learn, or having students enter into the educational marketplace and partake of its offerings. Placing the problem of motivation second to that of discipline is perhaps reversing the order of difficulty, and a closer look at these two aspects of teaching will reveal that lack of discipline is usually indicative of a poorly motivated group. Perhaps motivation should share top billing with discipline as a teaching problem.