This report presents information concerning a model of instruction that was designed to mediate student motivation. The text's purpose is five-fold: to explain what it means to mediate student motivation; to convince the reader that changes in instructional design can motivate both students and teachers; to demonstrate how to make changes to instructional design while respecting the established curriculum, teaching styles, and individual differences; to explain faulty student attribution and how it effects persistence and achievement; and to illustrate how teachers may encourage students to "work smarter and not harder." The text opens with the statement that persons need training in being students. The first lesson explains how to get and hold students' attention. The focus then shifts to modeling as a way of securing the commitment of teachers and students. It examines student behavior and students' time and effort spent on assignments. Some suggestions as to how to correct faulty attributional thinking are offered, followed by tips on how to be a professional student. The author describes good versus bad strategies, explaining that it is important to think through specific behaviors and sequences of behaviors. Some of the efforts that other institutions have made involving intervention plans are summarized. The third section presents actual examples of problems faced by the author. (Includes seven appendices and a glossary of terms.) (MKA)