Nonetheless, they are interested—and therefore listening, and really thinking by him or her self. That being the goal is teaching them about thinking in order to establish their cognitive development. Once the children have figured out how very important their education is to their future—the prospect of making the lesson interesting is not as important as when teaching children who are in lower levels of education like preschool, kindergarten, and virtually all of the elementary grades. Older, motivated children are interested because knowing the material is essential for them.

The others—older kids—if not interested in thinking and developing their knowledge, are students we wish we could guide and instruct well enough to change their minds. But there will be students that are never interested in learning or study. Unfortunately, it is his or her choice.

· Younger children sometimes need to be involved more so than just sitting at their desks and answering questions.

o For example:

Story time:

When you tell a story, do not just read the words on the page. Pause and ask the kids questions like:

“Why do you think that the two children are dropping crumbs behind them as they go deep into the woods?”

Another idea is to follow the words on the page with your finger. Sometimes kids learn the first steps toward reading this way. Especially when you use repetition as a part of your plan—the kids will begin to know the words by heart. Therefore the children begin to recognize words.