success is nothing more than a few simple disciplines, practiced every day – Jim Rohn
The wandering prodigy. They come to class without clear conviction of why they are studying, unsure of what embodies learning. They attend classes like empty pails wanting to be filled, yet are not sure why. Their mindset is caged in thinking that filling the rote memory constitutes sound knowledge. They are self-convinced that they are not able to learn from reading with understanding and then trying to apply what they’ve understood. Nevertheless, they want to have correct answers quickly though unwilling to delve into deep analysis of concepts needed for problem-solving. They are usually answer-focused when asked to solve a problem: their first step involves looking for a solution from a reference (reviewer), instead of solving (or trying to solve) on their own. They are comforted by the sight of a solution thinking that they will know the solution, but in fact, they don’t. They equate solving to following the solution shown in their reference, oblivious to the fact na ang ginagawa nila ay hindi pag-so-solve (sa halip ay paggaya lang sa pattern)… Worse, there are those who resort to simply copying the solution (directly from the reference). Their notebooks will show many solved problems which sadly are technically not their own. Di ba, they are only fooling themselves? A filled-up notebook affords them a feel-good glee but deep inside they are also still sure that they don’t know (enough) yet.
The self-delimited students. They come to class wanting to know but are somehow hesitant to do the requisite actions. They desire the result but are not fully willing to devote (or give) commensurate time and effort oblivious to the fact that just as harvesting requires prior pertinent seed-planting, learning requires corresponding input of diligent efforts fueled by sincere desire for taking in and understanding new knowledge. They prefer not to get out of their comfort zones, usually choosing the method that they are familiar with. They have a limiting notion that they somehow do not have the ability to develop a ‘new’ learning process besides what they are already used to: having difficulty adapting to new or unwanted teaching styles. They also think that meddling with their seatmates as the latter solve seatwork problems constitutes learning for them. Contrary to the dictum, “Hindi ako natatakot magkamali” they want to write in their notebooks only if they are already sure that the solution they will write is correct. They prefer to erase or remove wrong solutions written in their notebooks, instead of leaving the same for later reference (of what to avoid).
The decided learners. They come to class ready and willing to learn. They are attentive in class. They are very open to try doing what they are tasked to do. It is normal for them to try solving a problem on their own first before asking a seatmate. They don’t mind initially committing some mistakes along the way. They remain in high spirits even when their initial solutions are not correct because they marvel on, and savor, the discovery of knowledge as if learning is a sufficient end in itself. They are comfortable with not erasing their mistakes (written in their notebooks) perhaps because they consider them as pointers for review. They are using nuggets of discovery to build their storage of knowledge. When discussing their solution, they can stand behind their (initial) understanding (kahit pa that will involve “defending” their viewpoints) and yet willing to change consequently when found incorrect. These aspects add excitement to their journey towards learning.
So why am I saying these? If the obvious is not yet clear, the differences described above are borne largely by attitude! Not necessarily by intelligence…
This means
anybody desiring to be a better learner can! Just like A B C…
Attitude Begins Constituting Desired Education…
and the effective attitude is "Smile on me, your servant; teach me the right way to live" - Psalm 119:135 (The Message)
The choice is yours: would you rather not be? or better yet be?
