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Copyright ©2025 Infospace Holdings LLC, A System1 Company. All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Answers. Transferability of knowledge is essential to relevant education. Without it, the student is not able to take what he learns in the classroom and apply it to his extracurricular interests; or vise versa.

However, it is a more difficult task to ensure that the student is focused and motivated enough to take interest in transferring his understanding to begin with. Trending Questions Who Discussed the people's right to select and eliminate rulers? What does collecting china from Edith Wharton's Age of Innocence mean? What has the author Robert Walter Bretall written? What has the author Donald Richard Read written? What has the author Carroll Dana Winslow written? What alternative measures of organizational performance besides share prices do you think might change the focus of business leaders?

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What has the author J J Procter written? What has the author Julianna Dranichak written? What has the author Warren Green written? Who wrote the 1983 Pulitzer Prize-winning book The Color Purple? Unfortunately, the teacher can only do so much to cater to her students individually. Students must eventually learn to be self-reliant, treating the teacher as a resource. For this to happen, it is important that a general atmosphere that encourages enthusiasm of the subject matter be maintained, one that is conducive to learning.

Once this is done, the teacher can appropriately work her students' interests and ideas, and help them develop both in school and independently of it. It is critical that the students see the importance of learning both inside and outside of the classroom. Special interest subjects which appeal to more limited student appeal and application are beneficial for at least two reasons. Firstly, they demonstrate the usefulness of more common subjects. Game theory, logic, and programming can all represent commonly used mathematics in practice; poetry, style, and culture-specific literature classes may utilise knowledge and skills taught in general English courses; economics, ecology, psychology, and art history combine disciplines.

Secondly, they can demonstrate new applications of broader students, which students may not be aware of. Unfortunately, it would be impossible to structure a curriculum that is specialised to each student's personal ‘domain'. If a teacher attempted to create such a course, she would be quickly overwhelmed. Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest.