In contrast, intrinsic motivation is easily identifiable in an individual, but can be more difficult to sustain within a classroom. Henley wrote: “The strongest incentives occur naturally. The work of reading a funny story or the feeling of competence after solving a mathematical problem reinforces the desire to read or calculate.” (p 122) Teachers should strive to support students who are naturally intrinsically motivated so that they remain so, and perhaps instill some of these principles in students who are more extrinsically inclined. In the classroom this support can include giving students the opportunity to take part in decision making in their classroom and giving students responsibility for their education. It is important to note that imposed deadlines, assessments, and goals are common in school, but they fundamentally undermine intrinsic motivation. It may not be realistic to think that a teacher can completely eliminate anything that undermines intrinsic motivation, but a teacher who leads with intentionality can mitigate the effects and eliminate external motivations as much as possible.