The student's creative free interest inner motivation is applied on a strong structured curriculum. But, practically, difficulties arise.

If the student doesn't have the prerequisites, the new task might look overwhelming enough to trigger a lack of motivation. To prevent this, the tutor always probes the level of mastery of the prerequisites.

If the student associates the new task with undesirable results, then learning won't take place. To prevent this, the tutor inquires about the reasons of the dislike and who is reinforcing it (peers, teacher, relatives). A boy student could for example believe that poetry is only for girls. If the student expresses intentional disinterest in any academic area, it will hinder the academic success sooner or later. To prevent this, if necessary, the tutor reframes the meaning. For example saying "reciting romantic poems can attract girls".

If the student doesn't perceive the use and goal of the new task, chances are a lack of interest will take over. To prevent this, the tutor always explains why and what for.

If the student fears failure about the new task, motivation will be low. To prevent this, the tutor explains that mistakes are part of the normal learning process.

If the student has personal problems like divorce of the parents, boy/girlfriend rejection, drug, alcohol, lack of sleep, low eyesight, then learning is hindered. The tutor CANNOT prevent this.

If the student performs learning only to please the tutor or the parents, then it is not sustainable. Children want to be like people they admire. To reshape this limited motivation, the tutor explains all the good uses of the new knowledge and what the student can do from now on. Everybody likes to feel more powerful, more able to do new tasks.