“A good teacher is one who progressively makes himself superfluous” (Thomas Carruthers). Before we can consider ourselves professional teachers or even expert teachers, we must first understand how our students learn, how they are motivated to learn, and what kind of environment would support their best learning. These questions have long been pondered by psychologists and teachers. As teachers in training, I believe it is important for us to also begin to consider these questions and take them into account for our future teaching practices. Furthermore, for meaningful learning to occur and remain relevant for our students, we must create a safe and inclusive learning environment. I believe this safe and inclusive education environment is created through three key areas. These areas consist of different aspects of child motivation and the idea of ​​scaffolding, particularly regarding information processing. To some extent it can be said that without a sense of motivation, be it intrinsic or extrinsic, a child's ability to learn and reach their potential is greatly reduced. Motivation is best described as an internal state that not only elicits and directs behavior but also helps maintain it (Woolfolk & Margetts, 2013). Motivation not only plays an important role in a child's ability to learn, but also shapes the student's interests and enjoyment of school and studying (Martin, 2003). For both student and experienced teachers it is easy to see that if a student has a high motivation to learn, his or her behavior towards school work is more positive and, in turn, leads to greater academic success, while a student with little or no motivation will exhibit negative behavior...... middle of paper......lori, teachers, and parents (3rd ed. pp. 471). Alexandria, Virginia: American Counseling Association. Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabling factor for success. School Psychology Review, 31(3), 313-327Martin, A. J. (2003). Kids and motivation. The Australian Educational Researcher, 30(3), 43.Puntambekar, S. & Hubscher. R. (2005). Tools to support students in a complex learning environment: what have we gained and what have we lost? Educational Psychologist, 40, 1-12.Reeve, J. & Jang, H. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary school diary, 106, 225-236.Vygotsky, L. S. (1978). Mind in society: the development of the higher mental process. Cambridge, MA: Harvard University Press. Woolfolk, A. & Margetts, K. (2013). Educational psychology (3rd ed.). New South Wales: Pearson.