Twenty-five years before Ray Kroc opened his first McDonald’s store, he would be a struggling “paper cup” salesman in Chicago. The country is in the midst of the prohibition era and soda fountains were rapidly expanding rather than bars. Walgreen’s was at the forefront, opening new stores and soda fountains at the feverish pace.
Kroc lived just a couple of miles from Walgreen’s headquarters and saw a way for his paper cups. So, he arranged a gathering while using VP of Food Service where he proposed that Walgreen’s offer “take-out drinks” from other soda counters.
“Are you crazy?” the VP blasted back! “Why should I pay you 1 cent for a cup? That will cut my profits. No way!”
Kroc explained, “You’ll sell more! Right now, you cannot sell any more sodas if you do not increase the stools for folks to sit down and stay for a drink, however, you do not have the room to be expanded seating. Besides, people would carry their sodas out, making people thirsty for the drinks. It would draw much more traffic into your stores and stay a tremendous boost for business!”
The VP wasn’t still convinced. He was enraged at the suggestion. Finally, Kroc attended the Walgreen’s fountain down the street and gave them 200 free cups. “These are on me,” he offered. “Test them out. Try these for the month to see what you consider.”
By the finish with the first day, the take-out drinks were a smashing success! The VP was finally that was the start of “take-out sodas.”
CAN YOU IMAGINE LIFE WITHOUT TAKE-OUT DRINKS?
The world may not end if we were without take-out sodas or coffees but you are so ordinary given that it can be impossible to visualize being so in opposition to the concept. Using … Read more
There’s nothing that can beat authentic motivation to uplift the learning quotient of language students. Well-motivated ESL students learn faster, retain lessons better, discover possibilities to apply lesson principles with greater regularity, and express themselves in English more fluently when compared with students who lack proper motivation.
Early learners are naturally curious and are often compelled to understand more about and engage their environment. As a people age group, however, this natural curiosity tapers off substantially, such that a lot of students in a very conventional classroom environment fight to target the lesson.
As demonstrated in countless studies
motivation in toddlers is practically always quite high. This allows for cognitive, associative, assimilative, and imitative learning at an unparalleled rate. At this stage, learning languages is probably the locations where children exhibit unusual affinity and learning speed. However, as children get older, the intrinsic motivation to understand new skills gets eroded by different external stimuli. Bullying, driving a car to be ostracized by peers when a shot at something fails, and excessive parental restrictions some of the factors that may hamper young students’ learning rates. Eventually, the experience of learning–a process that previously generated pure excitement among toddlers–becomes something more linked to boredom inside a four-cornered classroom. Given this scenario, the intrinsic motivation to understand among many adults is understandably low and subconsciously de-prioritized for externally induced motivation (learning something to help settle the debts, being probably the most prominent).
That said, motivation–regardless of origin–is pivotal in hurdling the challenges associated with language learning. The more motivated ESL students are, the higher they are at absorbing and applying lesson principles. It is therefore important for ESL educators not only to know the nature and properties of motivation but also to consider approaches that assist motivate students to find out English.
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