1.4 Laws of Learning
There are numerous laws of learning. They are included here to assist the instructor in gaining insight into how and why people learn.

1.4.1 Law of readiness :
The law of readiness states that a person learns when ready to learn, and a person is ready to learn when a reason for learning is perceived. Some students may be ready to learn even before they walk into the classroom, while others may be interested, but not ready to learn. The instructor often must instill and nurture the desire to learn.
There are circumstances, of course, under which even the most strongly motivated person is not ready to learn, and there is little, if anything, that the instructor can do about it. If outside influences, such as health, finances, or family problems weigh heavily on the student, the desire to learn can be completely overshadowed.

1.4.2 Law of exercises
The law of exercise states that those things most often repeated are best remembered. Thus, practice and drill are absolute requirements for learning. The instructor, then, must provide opportunities for practice, insuring that it is directed toward a goal.

1.4.3 Law of effect
The law of effect is related to the emotional reaction of the student. According to this law, learning is strengthened by a pleasant or satisfying feeling and weakened if associated with an unpleasant feeling. Setting goals that students cannot reach, or introducing material beyond comprehension, will result in feelings of frustration, futility, and inadequacy.
Instead, the instructor should establish intermediate goals the students are capable of reaching, so they can experience success and feel they are making progress toward the ultimate goal. Negative motivation should not be used, because fear of an undesired outcome does not strengthen learning. It is the anticipation of a successful outcome that prompts students to do their best. Although every learning experience may not be successful, students should not be allowed to feel degraded by a failure.