ABSTRACT
It may seem strange to find a chapter on this subject, separated from those on teaching and learning. So perhaps I should declare that I am not implying that it is an optional aspect of teaching that can be added later, after basic techniques have been mastered. On the contrary, it is fundamental from the start that we attempt to find which of our teaching approaches result in good motivation. Yet many student teachers find that their preoccupation with management and learning objectives, and particularly with outcomes, makes them oblivious to motivation issues until they are confronted by the crisis situation of an obviously unmotivated group of children.
