The school environment foundation is based on theories that improve student learning, have a positive impact on the school environment, and can "provide valuable guidance for students teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Although teaching is about what a student is taught, there are some practices that are used to get the most out of students without the student realizing it. Experts in the field have developed several theories that aim to provide an answer to how and why children learn. These theories aim to help teachers understand why children think a certain way and why different children respond better to different teaching techniques. There are many different theories, but this article will focus on three: motivational, social-cognitive, and metacognitive. This document will provide information about each theory, supported by the theorist, and explain how each has an impact in the classroom. Theorists believe that motivation within the classroom has its benefits when you are able to produce student work. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work of a high standard. Students must be determined to put in the effort and have the ability to do the necessary work (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work fall into the extrinsic motivation category. Extrinsic motivation is about rewarding students for their work. If a student manages to complete what was asked of him, he will be rewarded, for example, with a sticker or a lucky dive. Extrinsic motivation for some students means that the reward is... middle of paper......cation Inc.Flavell, J. (n.d.). John Flavell: Metacognition. Retrieved July 8, 2011, from Massage CE Continuing Education Home Study NCBTMB, NCCAOM Ethics Fibromyalgia TMJ Acupressure TCM: http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.htmlMarsh, C. (2008). Becoming a teacher. (4th ed.). French Forest: Pearson Education. Retrieved from: http://lms.curtin.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_62128_1%26url%3d.McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). New Jersey: Pearson Education.Van Der Stuyf, R. R. (2002). Scaffolding as a teaching strategy. Adolescent Learning and Development, Retrieved from: http://www.sandi.net/20451072011455933/lib/20451072011455933/RTI/Scaffolding%20as%20a%20Teaching%20Strategy.pdf.