earn it, but it will be easier or harder to learn for each student.
The major disadvantage to this method is that the student who does not want to succeed will not succeed and there is little the teacher can do to make him. Consequently, the student determined to not cooperate with a teacher will quickly begin to disrupt the teacher's attempt to co-opt the students' attention with the offer of success. The principal means by which the teacher will be able to deal with this type of student will be either to have him or her removed from the classroom, or to subtly employ the pressure of other student peers who like the idea of success and want to participate without distractions. This latter method may be easier if used with cooperative learning groups. The authors noted, finally, that mastery methods have yielded some evidence that they can help students learn how to learn, enabling them to take responsibility for their own lives and thus be able to learn despite distractions and disruptions.
Brookover, et al., avowedly humanistic in philosophy and approach, should be expected to likewise believe that each person can master learnin
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