concern of a student or even a general area of ​​interest, that student will not tune it out.children, as they work through their years of school do, in fact, find areas of study they genuinely enjoy . But these areas are different for different people. The general problem of matching individual interests to fixed curricula is one that is impossible to solve. People obviously have different backgrounds, beliefs, and goals. What is relevant for one will not be relevant to another. Of course, we can force something to be relevant to students - we can put it on the test. But this only makes it have the appearance of significance; it does not make it interesting.children decide not to play the game this system offers. Instead, they continue to search for ways in which what is taught makes sense in their day-to-day lives, becoming frustrated as they realize that much of what is covered is irrelevant to them. If children are unwilling to believe that their own questions do not matter, then they can easily conclude that it is the material covered in class that does not matter [9]. Is left, then, if the content has no intrinsic value to a student ? Any teacher knows the answer to this question. When students don't care about what they are learning, tests and grades force them to learn what they don't care about knowing. Of course, students can win this game in the long run by instantly forgetting the material they crammed into their heads the night before the test. Unfortunately, this happens nearly every time. What is the point of a system that teaches students to temporarily memorize facts? The only facts that stay are the ones we were forced to memorize again and again, and those we were not forced to memorize at all but that we learned because we truly needed to know them, because we were motivated to know them. Motivation can be induced artificially, but its effects then are temporary. There is no substitute for the real thing.visitor walks into a third grade classroom in Kazakhstan. For the most part, all of the students are actively participating and enthusiastic. theories about motivated are as varied as the types of students that populate today's classrooms. Some focus on curiosity, and some focus on intrinsic and extrinsic rewards, still other theories focus on what the teachers should do.school students are still a curious lot. The curiosity, however, is not the wide-eyed, trusting soul that was in that third grade classroom. Instead, they are ready to question what the teacher says, investigate things that we as adults know they should stay away from, and rebel against the concepts they feel unfair or unjust. They do not have the wide-eyed, what-ever-the-teacher-says-is-right attitude [10]. we walk down the hallway of the high school or listen in the teacher's lounge, we find that there are as many varied ways to teach as there are ways students learn. In one room, there is the teacher who sits on...
