How to Help Students Become Self-Directed
 Self-direction and motivation are indispensable in almost all forms of
learning. It has been found that people, given different contexts, may be
self-directed and motivated at varying levels at different times. The classroom
has been known to promote these traits. The support of the teacher and other
social aspects help learners develop persistence, set goals independently, and
increases academic performance.
Changes In Education
With the growth of modern technology, education has undergone massive
transformations. It has gone way ahead from being teacher-centered to
learner-centered. A learner-centered environment demands that self-direction and
motivation should first be achieved. With so many courses today being web-based,
it is a necessity for most adult learners to develop these characteristics. From
the correspondence and postal-based study materials of the previous two decades,
learning has been made available through television and computer-based
instructions. With its practicality, many materials in education and other
relevant professional training programs are now made available online.
Opportunities for people to learn at their preferred pace and convenience has
been provided by this development. This, however, can only be fully utilized
after self-direction is achieved.
So a teacher doesn't waste their time and effort, there are essential things
to consider when helping students become self-directed learners.
Build Students’ Enthusiasm for Involvement
 The promotion of this important trait may be modeled by teachers
through the showcase of what they know about self-directed learning. In the
classroom, educators should act as the main promoter by providing opportunities
for students to discover what's in store for them as they learn to be
independent. Teachers can make use of visual aids like posters to introduce the
program by summarizing its benefits and life-long advantages. Making parents
aware and having them participate can also double the chances of achieving goals
related to self-directed learning.
Evaluate Your Students’ Sense of Self-direction
Can your students submit assigned tasks on time? As the class continues,
teachers now have direct access to monitoring students’ readiness for
self-direction. Observing patterns of class participation and quality of work
submitted can aid in identifying the needs for further support and development.
When students start to take personal responsibility for completing tasks,
submitting them and doing extra work to make outputs better, they are exhibiting
the characteristic of readiness. Involvement in activities that require them to
work on their own and fulfilling roles-expected outcomes can be great indicators
that they are starting to realize self-direction.
Create a Learning Environment Conducive to Develop
Self-directed Learning
Students’ ability and potential develops when they are in a nurturing classroom
climate. Teachers should make sure the class is nurturing, inviting and
positive, and never intimidating or threatening. Chances to interact freely with
class members should be made clear and encouraged. Consequently, let students
know the advantages of working with peers, taking one’s role seriously and
self-reflection on one’s performance. Class members should be exposed to
activities that help foster independence in learning like outside the classroom
explorations and sharing ideas with groups. Inculcating in students the
importance of challenging one’s self to develop provides a positive motivation
for self-direction.
Provide the Right Kind of Feedback
 Teacher’s feedback, when given correctly, pushes students to explore their
abilities and perform well. This can be noticed on the quality of outputs passed
or the level of participation exhibited. As a teacher, one should observe
closely students’ reaction to a certain kind of feedback. Students are most
likely to take feedback as guides for ideas, expression of affirmation, and
standards for performance, so it is the teachers’ task to give ones that are
meaningful and clear. Students who already developed self-direction in learning
will take this type of feedback positively, work their way through them, and
clarify points of confusion. In contrast, those who are not yet ready might take
this bitterly. It is essential that the teacher gives feedback that highlights
learners’ strength, gives direction to a much wider opportunity for learning and
sends a message of availability for assistance.
Reflect on Your Behavior as a Self-directed Learning
Facilitator
Teachers’ roles have changed with classroom diversification. Different from what
used to be the sole storehouse of ideas in class, educators are now taking the
roles of being mediators, guides and facilitators towards learning at one’s own
pace and style. Constant monitoring or students’ performance matched with the
teacher’s strategies can direct educators to understanding clearly what works
and what doesn't. Preferences and techniques vary from one teacher to another,
but the aims to achieving self-direction remains to be measured by the degree of
creativity, self-discipline and responsibility for one’s learning that students
demonstrate these qualities in and out the classroom.
Final Words
Do you have students who don’t take responsibility for their own actions?
Learners who are yet to fulfill self-direction in learning need intervention in
many aspects of their school work. Providing them with feedback coupled with
clear expressions of expectations facilitate their development. Making a student
self-directed does not happen overnight. Instead, it takes support and a
conducive environment to be realized. The more involvement the teacher devotes,
the better they understand students’ needs and monitor their progress. Teachers’
roles are critical in teaching students to be self-directed. Educators are the
main source of motivation so students can start considering the quality of their
own activities, and even start to motivate themselves to learn. The readiness to
respond to needs and anticipate difficulties to be addressed isn’t only an
expectation for the teacher but a solid foundation of a program that seeks to
develop learners who are motivated, satisfied, encouraged and persistent to
explore what tickles their interests.
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