Secondary students, in particular, must cope with a structure with
which no worker in the real world would be saddled (Shanker, 1989).
Shanker (1989) describes some of these conditions:
They're put into a room to work with 30 or more of their peers,
with whom they cannot communicate. The teacher gives them their
tasks, and, when the bell rings 40 or so minutes later, they have
to gather up their belongings and head to another "work station"
for a whole new set of tasks with a new "supervisor" who has a
different personality and, very likely, a different method of
operation. This routine is repeated six or seven times a day�All
youngsters are expected to have sufficient motivation and self-discipline
to get down to serious work on day one in anticipation of a "reward"
far down the road -- something most adults need all their fortitude
to accomplish. (p. 3)
