 Given Dewey’s different approach to psychology, teaching roles would need revision. While teachers still had to know their subject matter, they also needed to understand the student’s cultural and personal backgrounds. Learning as an activity which incorporated actual problems necessitated a careful integration of lessons with specific learners. Traditional motivational strategies, too, had to change; rather than relying on rewards or punishments, Deweyan teachers were called to reimagine the whole learning environment; they must merge the school’s preexisting curricular goals with their pupils’ present interests. One way to do this was by identifying specific problems able to bridge curriculum and student and then create situations in which students have to work them  out.[31]  The problem-centered approach demanded a lot from teachers, as it required training in subject matters, child psychology, and various pedagogies capable of interweaving these  together.[32]