Two Areas Of Personal Weaknesses In Being A Self-Motivated And Engaged Student

As students were forced into their growth of knowledge in elementary school and middle school by continuously being taught basics, in order to prepare them for high school and beyond, they get to gain their freedom and decide whether or not they want to meet their teachers’ marks in high school. Throughout the school year, there comes a time where students have to sign up for classes. By having this choice, students can decide on how they want to challenge themselves in the next school year. During my two and a half years of high school that I have conquered so far, I learned that in a classroom setting there are students who take advanced courses, enjoy the subjects that they chose to take, and try their best to get the best grades that they can receive, in order to prepare them for their future in adulthood. However, there are also students who do not try or realize the importance of the free education given to them because they do not have an interest in the subjects that teachers are teaching them or are just being forced by their students to attend school. Some teachers try their best to bring out the motivation in these students who do not yet see that education is power and freedom, but there are also teachers who ignore these helpless students that are blinded by the present things that affect them like popularity or living with the motto that “you only live once”, because these teachers do not have the inspiration in the

As educators, we are instructing our students not only in matters of scholarship, but in matters of self. Expression through confidence of autonomy, self-efficacy, and intrinsic motivation are integral to the development of any individual.

On the other hand, Printich (2000) integrated motivational constructs and developed a general framework of self-regulated learning. There were four phases to this framework, forethought, monitoring, control and reflection phase. Under each of the phases, different self-regulatory activities from contextual, behavioral, motivational, affective and cognitive areas were listed. Boekearts (1997), described self-regulation as the parallel process of purposeful action used by students to meet their two priorities, growth goals and emotional wellbeing goals (Boekearts & Corno, 2005; Puustinen & Pulkkinen, 2010). Finally, Zimmerman (1989), described self-regulated learning through the lens of Bandura socio-cognitive theory. Zimmerman (2002) described self-regulated learning as a cyclic process which consists of three phases: forethought, performance, and reflection. For the purpose of this paper, the focus is on examining forethought process of self-regulated learning described by Zimmerman

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

I am writing to describe the three different learning theories. The first of the three is the “self-directed learning “theory. According to Maurice Gibbons, 2014 Personal Power Press International: “In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. In schools, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests. For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully. This website is devoted to illuminating these principals as they apply to schooling and to life.” To me this learning means that an individual sets their goals once learning has been decided to accomplish then how to go about learning once the registration and such are done and the classes have started, one would actually have to sit an plan step by step, this degree for me will be a little longer than most as I am actually a little older and taking classes to satisfy myself to receiving my degree in Business Administration. The definition actually describes what many of us try to do at some point and that is to learn on our own terms and in our own way. I am working on getting my assignments done a little earlier however that is

Reinforcing these ideas, Omar, Hassan, & Atan (2012) found in an online course the goal is to gain and keep the learner’s attention. Furthermore, engaging the learner by utilizing activities that capture their attention and build on their previous knowledge and interests will be beneficial to the students’ growth in the course. Facilitating student engagement and motivation, teachers are encouraged to provide constant and consistent feedback which includes questions and activities which spark reflection (Larsen, 2012). Additionally, the use of reflection was found to be a critical element to designing an effective online course (Iskander, 2014). Larsen (2012) found that one method of creating effective interactivity is to incorporate activities using reflection. Using reflection, learners are expected to communicate how the content relates to their own lives as well as any prior knowledge they may have about the content (Verpoorten, Westera, & Specht, 2012). The creation of activities using reflection effectively can be as simple as the teacher creating ‘dig deeper’ type questions for the students to answer about the content of the lesson. Additional studies by Barrett (2013) and Grosso, Smith, & Grosso (2012) found that effective online teachers facilitate deeper thinking by posing additional questions to students as they answer the initial questions. That is to say, using ‘how’ and ‘tell me more’ type questions will encourage students to fully engage in the

In the study this means enjoyment of the learning activity and ultimately interest. To acquisition and improvement of knowledge, through mistakes. Intrinsic motivation generates the fundamental aspects of a self-directed student.

As many of us near our senior year of high school we all begin to think seriously about pursuing our education further and what we want to come of it. This is also the time when we pick a major and sometimes incorporate graduate school into our future goals. These educational goals that we form at an early age reflect our desires most truly because we have yet to be discouraged by hardly anything. However, the downside is that in many cases rising college students don’t realize all that entails reaching the goals they have set for themselves. As a result, many students falter in their pursuit towards the original set goal. There are several common ways in which students deviate from the original plan. Some students begin college under a

There are many aspects to being a self-directed, intrinsically motivated, and active learner. From our reading assignments it has become plain that the most important aspect is taking initiative. This means being someone who doesn 't have to be told to learn this or that, but will take the first steps down the road of learning. Taking the initiative to learn is core to every other aspect, whether we talk about the 15 Ways of the Successful Self-Directed Learner by Jeff Cobb, or come up with our own definitions and reflections on being an active learner.

As a lifelong learner, it is important to recognize one’s unique needs in order to continuously gain and create new knowledge. Self-directed learning (SDL) was found to be the basis for those who identify with being a lifelong learner (Dynan, Cate, & Rhee, 2008). Therefore, self-directed learners tend to be motivated by intrinsic incentives to successfully acquire new skills and qualities for personal and professional growth (Hiemstra, 1994; Patterson, Crooks, & Lunyl-Child, 2002). Self-directed learning is a process in which the individual determines their path in recognizing and implementing learning strategies for their needs (as cited in Dynan et al., 2008). As a self-directed learner, one has the ability to strengthen the desire to achieve and accomplish goals (Hiestra, 1994). Previous literature identified self-directed learners as the most effective learners when he or she has identified and chose their preferred learning styles. For this reason, teachers in secondary schools introduce and model various learning strategies to provide students with the foundation for future use. With this SDL skill, students should determine useful resources and tools, identify required modifications for unique needs, and address any questions (Dynan et al., 2008). This provides students with the ability to make learning meaningful and easier to retain (Dynan et al., 2008).

One of the greatest struggles educators face is poor student attitudes. Behavior problems and lack of motivation manifest in education when students have misconceptions and poor attitudes about education. Many graduates of an educational program will enter the world with the ability to regurgitate information, but they lack the skills needed for innovation and problem-solving in their careers and daily lives. To assist in creating classrooms that foster motivation for learning, educators must be willing to self-assess their teaching methods and styles to gauge if their classroom mechanisms are engaging the students. As scripted and standardized lessons have become the expectation and educational norm, teachers must be willing to step off the beaten path to spark a deeper connection to the material for the students.

Before exploring some strategies to engage students in self-learning, let’s take a look at the characteristics of a self-regulated learner.

We are able to begin to develop abilities in self-directed-studying during our first-year in the college, to be an effective student. We will be spending a considerable time getting information and learning the continuous creation of new information, new skills due to the fast pace of change in culture and technology, and an access to info. Much with this learning will happen at our own initiative. We as a person will have the main responsibility for implementing, planning, and even appraising our learning effort. This what we should understand as self-directed learning.

Students can learn in many different ways, if they have the will to learn. But the commitment and effort they exert will decide their overall participation. Research shows that academically competitive students immerse themselves more in school activities than the non-competitive one. And this makes form a good relationship towards their peers and school staff (Willms, 2003).

The topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a student's academic performance. My idea was that a student's performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a student's academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was