Theories of teaching are as much a part of the classroom as the student and the teacher. The effect that individual theories have on an environment depends on how they are incorporated within the classroom as well as the influence they have had on curriculum construction. This essay will briefly examine how motivation theory, cognitive and social cognitive theory along with constructivism have influenced education and the classroom. “Motivation is the process by which goal-oriented activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories: extrinsic and intrinsic motivation. Extrinsic motivators are external factors that can motivate a student; prizes are an example of this. One problem with extrinsic motivators is that the student's desire for participation often diminishes once rewards are withdrawn (McCullers, 1987). On the other hand, intrinsic motivation comes from within - learning for the pleasure of it - where the desire to learn leads to a higher level of knowledge and is a reward in itself. Kohn (1996, p. 285) states that research suggests: “Rewards actually decrease interest in intrinsically motivating tasks, thus sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a). Teachers are able to set clear goals for learning and relate learning to student needs, thus motivating the intrinsic learner. While teachers should predominantly use intrinsic motivators in their classrooms, extrinsic motivators have their role in motivating the extrinsically oriented student. However, extrinsic motivators should be used with caution as students will only...half of the paper......0.1037/0022-3514.52.5.1027Powell, K. Kalina, C. (2009). Cognitive and social constructivism: developing tools for an effective classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).Shabani, K. Khatib, M. Ebadi, S. (2010). Vygotsky's zone of proximal development: educational implications and teacher professional development. 3(4), December 2010. English Language Teaching: Tehran, Iran. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/8396Van Der Stuyf. RR (2010). Scaffolding as a teaching strategy. Adolescent learning and development. Section 0500A, November 2010. Retrieved from http://www.sandi.net/20451072011455933/lib/20451072011455933/RTI/Scaffolding%20as%20a%20Teaching%20Strategy.pdf