There are many ways other than formal school in which students can learn major subjects such as mathematics, English, and science . Alongside institutions, youth centers now also help students gain GCSEs if they have not been offered a place at a college. My internship therefore consisted of observing a class of 7 students in a youth center, wishing to obtain a GCSE diploma in English. During the observations, many themes emerged from the placement. In this reflective overview, aspects such as motivation to learn, culture and diversity will be explored in more detail to provide explanations from psychological perspectives. Themes: Motivation to learn In an individual scenario, during the internship, a student created a PowerPoint presentation which received compliments from the professor for the excellence of the presentation of his work. Suggestively, as Mueller and Dweck theorized, this encouraged other students to aim to perform better than the complimented student when it was their turn to present. This teaching technique, known as vicarious reinforcement, is a type that tends and aims to increase the student's production of a particular behavior while aiming to increase their motivation to learn. Theorists Mueller and Dweck (1998) identified verbal praise, which occurred in the given example, as an important variable that influences the individual's motivation to learn. Motivation, as Woolfolk, Hughes, and Walkup (2013) explain, is viewed as something internal, that instigates, directs, and maintains a person's behavior. These theorists stated that behavioral approaches to motivation consist of careful analysis of incentives and re...... middle of article ......ing Effectiveness research over the past decade : the role of theory and research design in disentangling meta-analytic findings. Review of Educational Research, 77, 454. Colquitt, J., LePine, J., & Noe, R. (2000). Towards an integrative theory of training motivation: a meta-analysis of 20 years of research. Journal of Applied Psychology, 85, 678-707. Rjosk et al. (2014). Composition of socio-economic and linguistic minority classes and individual reading results: the mediating role of teaching quality. Learning and Teaching, 32, 63-72. Van Ewijk, R. and Sleegers, P. (2010a). The effect of peer socioeconomic status on student achievement, a meta-analysis. Educational Research Reviews, 5, 134-150. Ames, C. (1984b). Competitive, cooperative, and individualistic goal structures: A motivational analysis. Research on motivation in education, 1, 177-207.