How do I like to study?

Sometimes we forget that the internal emotional factors of motivation, responsibility, persistence, and structure play an important part in the learning process.  When we understand our learning style preferences, we can find ways to take full advantage of our strengths and overcome our weaknesses.  It is also important to understand that others, even in our own families, might be different.

We approach life from a variety of perspectives and our particular perceptions are not always shared.  One person might get excited about a project and begin right away, but then fizzle out. Another begins more slowly and doesn’t want to be interrupted until the project is complete. People act a certain way for a myriad of reasons.

To make emotional factors even more confusing, sometimes students give the same response, but have opposite motivations for the way they act.  Consider this example.  A student procrastinates on an assignment, but why? Are they unmotivated?  Highly persistent? Nonconforming? Or highly structured?

It could be any of these possibilities.  An unmotivated child might procrastinate because the project doesn’t interest them, or they don’t want to do it. Maybe they are overwhelmed with the length or complexity.  On the other end of the spectrum, a highly persistent person might wait until the last minute so they can do it all in one shot without interruption. The structured student may feel uncomfortable because they don’t know where to begin. While a nonconforming student may not set off because they don’t see a purpose in the work.

Sound confusing?  Let’s take a look at these key elements one at a time to see how emotional aspects affect learning.

Motivation

Internally Motivated:  Some students want to learn everything they can as quickly as they can.  They jump ahead in assignments.  If they come to a question they can’t answer, they scour the Internet.

If you are blessed to have a highly motivated learner, then don’t hold them back.  Let them be self-paced and achieve rapidly.  These students are self-starters.  They like long term projects, with self-designed objectives, procedures, and evaluations.  They may suffer frustration if they are required to turn in parts of an assignment a little at a time. Give them a task and let them create a final project on their own.

This sounds like the ideal student to teach; however, you must also provide some guidelines because this student might get completely sidetracked.   Let’s take a look at this scenario.  A highly motivated high schooler arrives home from class and opens his textbook to complete an assignment.  A question on cells leads them to check the Internet.  They are fascinated by microscopic life and micro-organisms.  They discover information on bacteria and viruses.  After learning all they can about COVID 19, they go back to bacteria.  Suddenly, they look up at the clock and it’s 11:00 p.m.  They completely lost track of time, and they never finished their homework!

Sometimes the highly motivated student needs to be encouraged to finish their school assignments before investigating other related branches of the subject area.  Multiple checkpoints can make them feel micromanaged, but deadlines and timelines are helpful structures for these types of learners.

Externally motivated:  Some students need external motivators to get them started.  If you have a younger child, pique their interest by exposing them to many fascinating places and activities.  Provide them with a variety of educational toys and games that inspire creativity.

Other motivators include words of praise, a smile, and a good grade on a project. Find a variety of short-range motivators such as time with peers, a fun activity, or choice of reward for focusing and completing the required work in the allotted time.

This type of learner needs shorter assignments.  Be clear on your expectations. Give procedures one step at a time with brief objectives so that they don’t feel overwhelmed.  These children need frequent checkpoints.  Have them complete learning logs. Provide check off boxes of assignments so they can feel a sense of accomplishment.  Test them regularly and give them immediate feedback.

Teach the hardiest subjects during their best time of day.  Use their preferred perceptual strength when you teach and reinforce learning with secondary preferences.

Responsibility

Conforms:  Some children naturally like rules and will happily conform to traditions. They feel a duty to follow the teacher’s directions exactly and might be a bit of a perfectionist.  When teaching someone with this learning style preference, begin with clear instructions.  Open up some options as they feel ready to increase their independence.  Help them deal with imperfections.

Unconventional:  On the other hand, a nonconformist wants to find their own way. This child will challenge you, so pick your battles and explain your reasoning.  Insist that important objectives are successfully accomplished, but give them choices when you can.  I find aspects of the work environment and dress are easily negotiable.  Choices on assignments and assessments are also appropriate.  These children will force you to think outside the box a little bit and get creative.  They may be strong debaters.  Listen to how they view the world and enjoy their unique perspectives.

Task Persistence

Very Persistent:  A very persistent student will want to work on an assignment until the task is finished, and they might get angry if they are interrupted. These students are determined and untiring.   A block schedule works well for them because they have a longer time period to work on a particular project.  These children don’t want to begin a book unless they can sit and read it all day.  They may procrastinate because they know a task should take several days, but they don’t want to begin unless they can finish all at once.

Challenge these students to take breaks.  They shouldn’t sit forever.  If they are working on the computer, check their ergonomics.  Make them look away from the computer screen and blink.  Build mandatory breaks into their schedule.  Force them to go outside, have a snack, or complete a quick chore before getting back to work. Help them chunk assignments so they have a sense of completion at the end of the day.

Let them know that it helps the brain to sleep on things. In the morning they might have a different perspective.  Encourage them to stop at a certain point and revisit long-term assignments the following day.

Not Persistent: Other children are not so persistent. They are the ones who begin many projects but don’t finish. Sometimes it is because their attention span waivers.  Other times they give up when the going gets tough.   Encourage these children to stick with it.  Give them short easy tasks.  Praise them for completing their assignments.

As you work with them, increase the length of their assignments as they are ready.  Let them chose options for learning based on their interests and physiological strengths.  Use short-range motivators and reinforcements.  Praise them.  Permit periodic breaks.  Be a good role model and finish your own tasks.

Structure

Unstructured:  An unstructured student doesn’t want to feel boxed in. Instead, they prefer to make their own decisions.  They thrive on choices.  Ask them questions and let them make selections.  Let them choose the environment they prefer for learning. For example: Would you like to read your book in the rocking chair? Or on the couch?  Let them choose who they want to work with.

Give them options on assignments with activity and reporting alternatives. Let them consider what activities they would like to do from the suggestions in the teacher guide.  State your objectives clearly and review work regularly.  If your student is making progress, continue to permit alternatives and variety. If not, then help them build structures for success.

Structured: Children who desire a high level of structure need the teacher to be specific. They like to follow directions and don’t like alternatives.  They can feel annoyed if you ask them too many questions.  Choices might stress them out.  Be direct with these students.  Tell them exactly what you want them to do and how you want them to do it.  Give them processes, systems, resources, and timelines.  The teacher should help pick the activity from the teacher guide.  As they feel secure, encourage them to pick from a set selection of activities.

Equilibrium

As in most things, we should strive for balance in our emotional outlook.  If you were not born with the emotional perspective you desire, take a look at the suggestions offered in this article and strive for growth. It is important to realize that once you understand your tendencies, you can work with them to develop a successful learning environment.

More articles on learning style preferences can be found here:

Determining How I Learn Best: An Overview of Learning Styles

Environmental Preferences for Learning

Emotional Preferences for Learning

Global vs Analytical Learning Style Preferences

Share what you are learning about your learning style preferences below.