My experience, both as a student and as a teacher, has taught me that the secret to learning is the "desire" to learn. Some students are motivated by grades, some are motivated by family or responsibility. There also exists a large group of students who question the value or "need" to learn a particular thing. It may not be a subject that interests them or, perhaps they question the utility of a particular knowledge base. My favorite teachers have always been those who know how to make a subject relevant or even enjoyable. I had this issue in high school, with math and physics. Why should I care about vectors, statistics, derivatives, and load forces? My good teachers were able to demonstrate that, although not used, as such, on a daily basis, these concepts are critical in problem-solving. Why is it easier to jack up a car with a longer handle on the jack? Why does a car burn more gas with acceleration or at high speed? Just an awareness of these issues improves our thinking. Knowledge needs to be relative to a student's needs and interests. Whether it be math, language or science, knowledge and awareness contribute to the ease and enjoyment of our lives. I am often asked if I feel like I wasted time earning a master's in life science before becoming a physician. My answer is always that my life has been enriched by my understanding of how the world works and by my great pleasure of being a part of it. It makes me a better citizen and a better person. I could go on as to how success in learning relates to a "reward-based" culture, or how it contributes to self-esteem, self-confidence, etc. My basic approach is to make learning relevant. It is also the case that many students don't know how to learn. It is important, in education, to emphasize thinking; to allow the student an opportunity, not just to memorize material, but to think through the questions and discover things for themselves. How would you help a student stay motivated? Students are motivated in different ways. Primarily, I think that students need to feel that they are making progress and that they are "getting it". I would anticipate discussing with my students how they feel about their progress or their lack of progress. I would investigate how this learning makes them feel about themselves and about their lives, in general. Some students respond well to simple rewards, verbal kudos or "attaboys". Many take pride in their new knowledge and their new abilities in once troubling subjects. Relating motivation to success can be a productive cycle. If a student has difficulty learning a skill or concept, what would you do?