Question: How many US states do no practice corporal punishment?

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

Answer: 30

<hl> 30 US states have banned corporal punishment, the others (mostly in the South) have not. <hl> It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

<hl> 30 <hl> US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.


Question: Where is corporal punishment practiced the most?

Answer: the South

<hl> 30 US states have banned corporal punishment, the others (mostly in the South ) have not. <hl> It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

30 US states have banned corporal punishment, the others (mostly in <hl> the South <hl>) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

30 US states have banned corporal punishment, the others (mostly in <hl> the South <hl> ) have not.


Question: Is corporal punishment increasing or declining in the South?

Answer: declining

30 US states have banned corporal punishment, the others (mostly in the South) have not. <hl> It is still used to a significant (though declining ) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. <hl> Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though <hl> declining <hl>) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

It is still used to a significant (though <hl> declining <hl> ) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas.


Question: What tool is used in corporal punishment?

Answer: a specially made wooden paddle

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. <hl> Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle . <hl> This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with <hl> a specially made wooden paddle <hl>. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with <hl> a specially made wooden paddle <hl> .


Question: Where is corporal punishment usually performed these days?

Answer: privately in the principal's office

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. <hl> This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office . <hl>

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given <hl> privately in the principal's office <hl>.

This often used to take place in the classroom or hallway, but nowadays the punishment is usually given <hl> privately in the principal's office <hl> .


Question: What is a common practice in official corporal punishment?

Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries. For details of individual countries see School corporal punishment.

Answer: caning

<hl> Official corporal punishment, often by caning , remains commonplace in schools in some Asian, African and Caribbean countries. <hl> For details of individual countries see School corporal punishment.

Official corporal punishment, often by <hl> caning <hl>, remains commonplace in schools in some Asian, African and Caribbean countries. For details of individual countries see School corporal punishment.

Official corporal punishment, often by <hl> caning <hl> , remains commonplace in schools in some Asian, African and Caribbean countries.


Question: What countries is corporal punishment still a normal practice?

Answer: some Asian, African and Caribbean countries

<hl> Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries . <hl> For details of individual countries see School corporal punishment.

Official corporal punishment, often by caning, remains commonplace in schools in <hl> some Asian, African and Caribbean countries <hl>. For details of individual countries see School corporal punishment.

Official corporal punishment, often by caning, remains commonplace in schools in <hl> some Asian, African and Caribbean countries <hl> .


Question: Where can you find more information on a country's practices?

Answer: see School corporal punishment.

Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries. <hl> For details of individual countries see School corporal punishment. <hl>

Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries. For details of individual countries <hl> see School corporal punishment. <hl>


Question: What is a common punishment in Singapore?

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

Answer: detention

<hl> Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. <hl> It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

Currently <hl> detention <hl> is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.


Question: What is a common punishment in the UK and Ireland?

Answer: detention

<hl> Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. <hl> It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

Currently <hl> detention <hl> is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.


Question: Where does the pupil remain while in detention

Answer: in schools

<hl> Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. <hl> It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

Currently detention is one of the most common punishments <hl> in schools <hl> in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.


Question: If a detention requires a pupil to just sit there, how are they required to sit?

Answer: quietly

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. <hl> During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly . <hl>

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit <hl> quietly <hl>.

During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit <hl> quietly <hl> .


Question: If a detention asks the student to write, what do they write?

Answer: lines or a punishment essay

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. <hl> During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay , or sit quietly. <hl>

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some schools. During detention, students normally have to sit in a classroom and do work, write <hl> lines or a punishment essay <hl>, or sit quietly.

During detention, students normally have to sit in a classroom and do work, write <hl> lines or a punishment essay <hl> , or sit quietly.


Question: What type of teacher is required in the Western Europe model of discipline?

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]

Answer: assertive

<hl> A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. <hl> Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]

A modern example of school discipline in North America and Western Europe relies upon the idea of an <hl> assertive <hl> teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]


Question: What is the balance for positive reinforcement?

Answer: immediate and fair punishment for misbehavior

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. <hl> Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. <hl> Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with <hl> immediate and fair punishment for misbehavior <hl> and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]


Question: What type of boundaries help to define the way kids behave?

Answer: firm, clear boundaries

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. <hl> Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. <hl> Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and <hl> firm, clear boundaries <hl> define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]


Question: What is not considered appropriate disclipine?

Answer: sarcasm and attempts to humiliate pupils

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. <hl> Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed] <hl>

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; <hl> sarcasm and attempts to humiliate pupils <hl> are seen as falling outside of what constitutes reasonable discipline.[verification needed]


Question: What are teachers expected to give their students?

Answer: respect

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. <hl> Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed] <hl>

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to <hl> respect <hl> their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed]


Question: Who wants a more confrontational type of discipline?

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]

Answer: some teachers and parents

<hl> Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. <hl> This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]

Whilst this is the consensus viewpoint amongst the majority of academics, <hl> some teachers and parents <hl> advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]


Question: What countries are used as an example of harsher discipline with successful education?

Answer: East Asia

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. <hl> This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed] <hl>

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in <hl> East Asia <hl> for instance—that combine strict discipline with high standards of education.[citation needed]


Question: What do critics think the cause of problems with modern schooling is?

Answer: weakness in school discipline

<hl> Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. <hl> This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the <hl> weakness in school discipline <hl> and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]


Question: What type of discipline do critics want to see?

Answer: a more assertive and confrontational style

<hl> Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. <hl> This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate <hl> a more assertive and confrontational style <hl> of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed]


Question: What country has higher scores on standardized tests than the U.S.?

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In Japan, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

Answer: Japan

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. <hl> In Japan , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. <hl> Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In <hl> Japan <hl>, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

In <hl> Japan <hl> , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic.


Question: What country has such unmanageable students that many teachers do not discipline them?

Answer: Japan

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. <hl> In Japan , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. <hl> Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In <hl> Japan <hl>, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

In <hl> Japan <hl> , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic.


Question: What country has a problem with classroom discipline, even though scores on tests are high?

Answer: Japan

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. <hl> In Japan , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. <hl> Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In <hl> Japan <hl>, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

In <hl> Japan <hl> , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic.


Question: What country's schools have codes of behavior that are very strict?

Answer: Japan

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. <hl> In Japan , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. <hl> Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In <hl> Japan <hl>, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

In <hl> Japan <hl> , for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic.


Question: What class sizes can make keeping order difficult?

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Answer: 40 to 50 students

<hl> Where school class sizes are typically 40 to 50 students , maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. <hl> In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically <hl> 40 to 50 students <hl>, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically <hl> 40 to 50 students <hl> , maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught.


Question: If the teacher focuses on maintaining order, what does this take time away from?

Answer: instruction

<hl> Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction , leaving little opportunity for concentration and focus on what is being taught. <hl> In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from <hl> instruction <hl>, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from <hl> instruction <hl> , leaving little opportunity for concentration and focus on what is being taught.


Question: Who may teachers focus on, in order to prioritize attention?

Answer: motivated students

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. <hl> In response, teachers may concentrate their attention on motivated students , ignoring attention-seeking and disruptive students. <hl> The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on <hl> motivated students <hl>, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

In response, teachers may concentrate their attention on <hl> motivated students <hl> , ignoring attention-seeking and disruptive students.


Question: Who may teachers ignore, in order to prioritize attention?

Answer: attention-seeking and disruptive students

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. <hl> In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students . <hl> The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring <hl> attention-seeking and disruptive students <hl>. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

In response, teachers may concentrate their attention on motivated students, ignoring <hl> attention-seeking and disruptive students <hl> .


Question: Who ends up getting more of the teacher's resources in this scenario?

Answer: motivated students

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. <hl> In response, teachers may concentrate their attention on motivated students , ignoring attention-seeking and disruptive students. <hl> The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on <hl> motivated students <hl>, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

In response, teachers may concentrate their attention on <hl> motivated students <hl> , ignoring attention-seeking and disruptive students.


Question: What type of authority do Sudbury schools prefer?

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Answer: popularly based authority

<hl> Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. <hl> They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Sudbury model democratic schools claim that <hl> popularly based authority <hl> can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.


Question: In addition to schools, where else is popularly based authority effective?

Answer: governments

<hl> Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. <hl> They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for <hl> governments <hl> and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.


Question: What is the atmosphere in a school using popularly based authority?

Answer: persuasion and negotiation

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. <hl> Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation , rather than confrontation since there is no one to confront. <hl> Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of <hl> persuasion and negotiation <hl>, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of <hl> persuasion and negotiation <hl> , rather than confrontation since there is no one to confront.


Question: In schools using popularly based authority, what is public order like?

Answer: easier and more efficient

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. <hl> They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. <hl> Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is <hl> easier and more efficient <hl> than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.


Question: What must be passed using democratic means by the entire school community?

Answer: good, clear laws

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. <hl> Sudbury model democratic schools' proponents argue that a school that has good, clear laws , fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown. <hl>

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has <hl> good, clear laws <hl>, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.

Sudbury model democratic schools' proponents argue that a school that has <hl> good, clear laws <hl> , fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.


Question: What must a teacher show towards the course materials for increase learning?

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.

Answer: enthusiasm

<hl> Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. <hl> On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed <hl> enthusiasm <hl> towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.


Question: What gets transferred to students who are receptive to the teacher?

Answer: passion

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. <hl> On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. <hl> These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their <hl> passion <hl> to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.


Question: What do these teachers NOT do?

Answer: teach by rote

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. <hl> These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. <hl> One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not <hl> teach by rote <hl> but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.


Question: How do students rate teachers that they feel are enthusiastic?

Answer: higher

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. <hl> Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials. <hl>

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them <hl> higher <hl> than teachers who didn't show much enthusiasm for the course materials.


Question: What increases student's motivation to learn?

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Answer: teacher enthusiasm

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. <hl> Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. <hl> Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between <hl> teacher enthusiasm <hl> and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.


Question: Students exposed to an enthusiastic teacher usually did what more often outside class?

Answer: read lecture material

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. <hl> Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom. <hl>

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to <hl> read lecture material <hl> outside of the classroom.


Question: What is dramatic gesturing an example of?

Answer: nonverbal expressions of enthusiasm

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. <hl> Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm , such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. <hl> Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that <hl> nonverbal expressions of enthusiasm <hl>, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Controlled, experimental studies exploring intrinsic motivation of college students has shown that <hl> nonverbal expressions of enthusiasm <hl> , such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.


Question: What type of studies explored student motivation?

Answer: Controlled, experimental studies

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. <hl> Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. <hl> Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. <hl> Controlled, experimental studies <hl> exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.


Question: Nonverbal expressions resulted in what kind of levels of motivation to learn?

Answer: higher

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. <hl> Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. <hl> Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting <hl> higher <hl> levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.


Question: Enthusiastic teachers may cause students to become more ____ about their learning process?

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

Answer: self-determined

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. <hl> Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. <hl> The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more <hl> self-determined <hl> in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]


Question: What may cause "motivational embellishment"?

Answer: enthusiasm

<hl> There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. <hl> Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

There are various mechanisms by which teacher <hl> enthusiasm <hl> may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]


Question: What is the term for catching the motivation expressed by the teacher?

Answer: emotional contagion

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. <hl> Finally, the concept of emotional contagion , may also apply. <hl> Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of <hl> emotional contagion <hl>, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

Finally, the concept of <hl> emotional contagion <hl> , may also apply.


Question: What might cause a higher student interest in learning the presented subject?

Answer: Teacher enthusiasm

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. <hl> Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. <hl> Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. <hl> Teacher enthusiasm <hl> may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment"; increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.[citation needed]


Question: What is student motivation about school linked to?

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Answer: student-teacher relationships

<hl> Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships . <hl> Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Research shows that student motivation and attitudes towards school are closely linked to <hl> student-teacher relationships <hl>. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Research shows that student motivation and attitudes towards school are closely linked to <hl> student-teacher relationships <hl> .


Question: What type of relationships do enthusiastic teachers cause?

Answer: beneficial

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. <hl> Enthusiastic teachers are particularly good at creating beneficial relations with their students. <hl> Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating <hl> beneficial <hl> relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.


Question: What does a student's academic goals include?

Answer: the goals he receives from his superior.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. <hl> Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. <hl> Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes <hl> the goals he receives from his superior. <hl> A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.


Question: What should a teacher guide a student in?

Answer: aligning his personal goals with his academic goals.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. <hl> A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions. <hl>

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in <hl> aligning his personal goals with his academic goals. <hl> Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.


Question: What is strongly linked to good student-teacher relationships?

Answer: student motivation and attitudes towards school

<hl> Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. <hl> Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Research shows that <hl> student motivation and attitudes towards school <hl> are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.


Question: Students show more interest in classes taught by what type of teachers?

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Answer: friendly and supportive

<hl> Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. <hl> Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Students are likely to build stronger relations with teachers who are <hl> friendly and supportive <hl> and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.


Question: Students build stronger relationships with what type of teachers?

Answer: friendly and supportive

<hl> Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. <hl> Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Students are likely to build stronger relations with teachers who are <hl> friendly and supportive <hl> and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.


Question: What do supportive teachers spend more time doing?

Answer: interacting and working directly with students

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. <hl> Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. <hl> Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time <hl> interacting and working directly with students <hl> are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.


Question: Humor is a part of the classroom for what type of teacher?

Answer: effective

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. <hl> Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. <hl> Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and <hl> effective <hl> teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.


Question: What is the second aspect of teacher enthusiasm?

The way a teacher promotes the course they are teaching, the more the student will get out of the subject matter. The three most important aspects of teacher enthusiasm are enthusiasm about teaching, enthusiasm about the students, and enthusiasm about the subject matter. A teacher must enjoy teaching. If they do not enjoy what they are doing, the students will be able to tell. They also must enjoy being around their students. A teacher who cares for their students is going to help that individual succeed in their life in the future. The teacher also needs to be enthusiastic about the subject matter they are teaching. For example, a teacher talking about chemistry needs to enjoy the art of chemistry and show that to their students. A spark in the teacher may create a spark of excitement in the student as well. An enthusiastic teacher has the ability to be very influential in the young students life.

Answer: enthusiasm about the students

The way a teacher promotes the course they are teaching, the more the student will get out of the subject matter. <hl> The three most important aspects of teacher enthusiasm are enthusiasm about teaching, enthusiasm about the students , and enthusiasm about the subject matter. <hl> A teacher must enjoy teaching. If they do not enjoy what they are doing, the students will be able to tell. They also must enjoy being around their students. A teacher who cares for their students is going to help that individual succeed in their life in the future. The teacher also needs to be enthusiastic about the subject matter they are teaching. For example, a teacher talking about chemistry needs to enjoy the art of chemistry and show that to their students. A spark in the teacher may create a spark of excitement in the student as well. An enthusiastic teacher has the ability to be very influential in the young students life.

The way a teacher promotes the course they are teaching, the more the student will get out of the subject matter. The three most important aspects of teacher enthusiasm are enthusiasm about teaching, <hl> enthusiasm about the students <hl>, and enthusiasm about the subject matter. A teacher must enjoy teaching. If they do not enjoy what they are doing, the students will be able to tell. They also must enjoy being around their students. A teacher who cares for their students is going to help that individual succeed in their life in the future. The teacher also needs to be enthusiastic about the subject matter they are teaching. For example, a teacher talking about chemistry needs to enjoy the art of chemistry and show that to their students. A spark in the teacher may create a spark of excitement in the student as well. An enthusiastic teacher has the ability to be very influential in the young students life.

The three most important aspects of teacher enthusiasm are enthusiasm about teaching, <hl> enthusiasm about the students <hl> , and enthusiasm about the subject matter.