The first few days of the new semester is the time when students tend to devise their goals and the roadmap to achieve them. And this often requires making changes. Students need to be open to accept changes if they are to bring any course of action in their semesterly plans. It is a fact that if you are able to head off with a good start, the momentum is going to carry you forward throughout the term.
Although there are different strategies on setting goals for the new semester, but as for this discussion, we are going to talk about the preliminary step, how being open to change helps the students in this regard.
Be Open to Change
Even though it is important for you to learn how to use various strategies, but that alone is not sufficient to become a full-fledged successful student. The strategies need to be applied both within and outside the classroom walls. The results are rather upside down, a portion in the class will see this as an opportunity to grow more as a genuine ‘learner’ than a mere ‘student’, while for others it might be a threat to their comfort zone.
Why students are hesitant to change?
There are several reasons explaining why students are reluctant to change. Let’s acquire a closer insight in the major ones that should help the students to understand their cognitive state and the need to act otherwise in the classroom.
- Learners believe they can’t change
Quite a self-defeating tone, but unfortunately, some students have become so accustomed to their learning habits and academic performance, they think a considerable change is nowhere on the cards. For instance, “I can’t change, this is how I am always going to perform in the Algebra class” or “I have always managed to score a C in Geography”. In most cases, such sentences and beliefs tend to cement the student’s thoughts preventing him or her from considering new strategies in their learning process, because they think any kind of change won’t influence their performance positively even in the slightest.
- Learners don’t want to change
Some learners are rather content with themselves and not open to change, they would prefer to keep the things as they currently are. It is not uncommon to see students struggling in complex and tedious courses in their undergraduate or postgraduate degree programs, and many take it as a reason to stay with their adopted learning strategies without squeezing a margin for new methods. However, college and university level programs require students to experiment different things in order to stay abreast with the quick pace of the subject material, various coursework projects, presentations, exam preparations, etc.
Unsurprisingly, your learning strategy might not be coming fruitful, and your teacher will advise you to use flash cards, predict assessment questions, or any other self-assessment strategy to see if you can up your academic performance in the course. This is what students should realize that if they are not experiencing any change in their academic performance, despite putting more than ample effort and time in learning, it will most probably be down to the reason that their strategies are not effectual and need to be revised.
- Learners are unfamiliar with the things to change
This reason is more relevant for newcomers as compared to college sophomores. First-semester students typically don’t know the things they require, or most likely will require to change in the future throughout their academic tenure. Hence, making it difficult to make changes later on.
Many students fall under the impression that the well-worked strategies used in high school would promise the same results in college or university level degree programs too. However, the case is quite otherwise. Degree programs demand conceptual and thought-provoking strategies asking students to stay flexible in their approach, in other words, be willing to adopt new and modernized strategies to understand the complex and tedious subject matter discussed in the classroom as intended.
This is what new students fail to understand, only ending up getting frustrated as to what they should do to turn things around.
- Learners don’t know how to change
This comes as the last, probably the most critical one, not having the knowledge on how to bring the needed change in the learning arsenal. Not many students belong to the 3rd point, but some might even know that their methods are not running and providing results as expected, for instance, reading the subject material and lecture notes two to three times thoroughly, only to find it difficult, yet again to answer in the exams. Or struggling to create a top-quality coursework paper or any other type of writing piece all due to the lack of proper research and writing skills.
The problem is they don’t know how to change things. For example in the above cases, the student could replace the repetitive reading sessions with flash cards, predicting and writing questions, or indulge in group-based activities to memorize the subject matter better than ever. In second case, hire a professional dissertation writing assistance provider to cater one or more of their academic writing commitments. A major contribution falls down on the teachers too, the professionals need to help the learners in mastering different learning strategies in order to come to terms with the rapidly changing and unpredictable nature of classroom discussions and activities.