Determined Underachievers Not everyone needs to get from raw beginner to ringing their 1,000th peal by Christmas! All the talk of "motivation" is fine PROVIDED the teacher knows and respects the aspirations of the student and tailors a fine balance of tuition and mentoring to suit. Presumptions around how fast and how far someone must be advanced are commonplace and can, in fact, have a very negative effect on a student's confidence. For example, for half my life I've aspired to be a steady and trusted tenor ringer, though always at the back. Attaining methods per se was never a driver for me, nor has it been for a number of people I know who also came to ringing in middle age. A possible solution to Barbara's problem might be to have a month in which no "teaching" is carried out with the individual but in which she participates in ringing that is chosen to allow her to utilise such skills as she has already acquired in a lower-stress manner. Provided she is supported with advice when something is less than perfect, rather than being criticised for that as a "mistake", her engagement with ringing might well be re-set and open to learning more. Perhaps, like me, she knows that, for her at this time, happiness lies in doing the basics well in the absence of enforced further advancement. With a level of contentment now, she may very well choose to advance further in the future. Without that contentment, she will surely leave forever.