Teaching Methods and What Motivates Students to Learn

The question “What is the key to teaching?” is a common one, and there is no simple solution.

Not all students learn in the same way; some need more time spent working with others, while others thrive when given opportunities to apply what they’ve learned in the real world.

Spend some time getting to know your student on a personal level before attempting to impart any further knowledge to them.

This is the most effective method for identifying the student’s preferred mode of instruction.

Many distinct pedagogical strategies exist. Some teachers may find that one method works better than another with their particular student population, while others may find that a combination of methods yields the best results.

Nonetheless, there are a few fundamental principles that will aid every student’s success, regardless of what you teach or how you teach it.

Here, we’ll go over some strategies you can use in the classroom to inspire your students to learn more.

What motivates people to learn, how best to teach them (depending on their personality type), and what the vast majority of different types of learners need to succeed academically or professionally are all discussed in this blog article.

Educators are also given suggestions for how they can apply these findings in the classroom.

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Teaching Methods

The teaching method encompasses the pedagogical practises and classroom management techniques that are employed by educators. The best approach to teaching depends on a number of factors, including your personal pedagogical beliefs, the make-up of your class, the nature of the subject(s), and the goals of your school.

Two primary criteria can be used to classify teaching theories into four categories: a focus on the teacher versus a focus on the students, and the use of high-tech versus low-tech materials.

Teacher-Centred Approach to Learning

Teacher-centred instruction is an educational philosophy that places an emphasis on the teacher as the primary authority figure.

Students, on the other hand, are viewed as “empty vessels,” with the ultimate goal of performing well on standardised tests and assessments, into which they are expected to uncritically pour the information they have been taught in lectures and direct instruction.

Using objectively scored tests and evaluations, we can determine whether or not our methods of instruction and assessment are producing desirable results for our students.

Student-Centred Approach to Learning

In student-centred educational models, students and teachers participate equally in the learning process, despite teachers still playing the role of authority figure in the classroom.

The instructor’s primary role is to act as a coach and facilitator for student learning and overall comprehension of the material.

Instructors are also accountable for evaluating their students’ progress in class and beyond through the use of portfolios, oral presentations, and other forms of informal and formal assessment.

In a student-centred classroom, the teacher continually evaluates the students’ progress towards learning goals as they are being taught.

High Tech Approach to Learning

Improvements in technology have been a driving force in the education sector in the last few decades. The high tech method of education, as the name implies, relies heavily on various electronic devices to aid students’ educational efforts.

These days, most educators provide their students with access to electronic devices like laptops and tablets in the classroom; some may even use the web to distribute homework assignments.

With access to an abundance of information, the internet is also useful in the classroom. The internet can also be used by educators to introduce their students to people from all over the globe.

Low Tech Approach to Learning

Many educators, despite the undeniable impact technology has had on the classroom, continue to favour tried-and-true, low-tech methods of instructing their students.

For instance, some forms of teaching necessitate that the teacher and student physically be present in the same space at the same time and talk to one another.

Additionally, there is evidence that suggests classrooms with less technology may be more beneficial to student learning.

Students who write down their notes rather than type them have an advantage in recall. Students who use tools like spell check and autocorrect at a younger age may have less developed spelling and writing skills than their contemporaries who did not use these tools until much later in life.

Although tailoring instruction to each student’s unique strengths and weaknesses is crucial, there are times when a more conventional approach yields better results.

Some forms of education that rely minimally on technological aids include the following:

• Those who learn best through movement are known as “kinesthetic learners.” Therefore, instructors should make space for students to walk around and use their bodies as part of their communication.
• To put it simply, in an expedition, you get to learn by doing. It is becoming increasingly common for students to engage in activities such as fieldwork, learning expeditions, projects, and case studies that allow them to apply what they have learned in the classroom to the real world, as opposed to learning solely through online simulations.
• Whether it’s a chemistry experiment or building furniture, there are many vocational or practical skills that cannot be taught in a virtual environment.

Educators can benefit from a deeper comprehension of classroom management, lesson delivery, and student engagement by exploring the wide range of pedagogical philosophies now at their disposal.

Different teaching roles or “methods” of teacher behaviour, each with their own distinct assortment of learning and assessment practises, can be found within each category of teacher and student-centredness and technology use.

Investigate the different options in order to pick the one that will serve your teaching needs best.

Teacher-Centred Methods of Instruction

Direct Instruction (Low Tech)

The term “direct instruction” is used to describe the standard educational approach that emphasises teacher-led demonstrations and lectures.

This method has been around for a while, and for good reason; it is widely regarded as one of the most efficient approaches to teaching there is.

Passive learning, which refers to the idea that students can learn what they need to know by listening to or watching very precise instruction, is primarily used in direct instruction, the predominant teaching strategy.

This principle is at the heart of the teaching-focused educational model. Direct instruction positions instructors as the sole gatekeepers of information.

Within the framework of this approach, teachers routinely make use of structured and scripted lessons.

The statements the teacher should make and the tasks the students should complete for each and every minute of the class period are spelt out in excruciating detail in direct instruction lesson plans.

Since it does not cater to students’ individual learning styles or provide them with opportunities for experiential or alternative forms of learning, direct instruction is highly teacher-centric.

Also, it’s not very cutting-edge because it relies on books and paper worksheets rather than computers and individual devices.

Flipped Classrooms (High Tech)

The “flipped classroom” idea is generally agreed upon to have originated in 2007 when two teachers began using software that recorded their live lectures.

A year later, they were already using recorded lectures and discussing what would become known as the flipped classroom model.

Students in a “flipped classroom” participate in instruction by watching pre-recorded lessons at home and completing assignments in class, as opposed to listening to lectures in class and doing homework at home.

Educators who implement the flipped classroom model frequently use both original and publicly available online videos to help students learn.

One of the main benefits of the flipped classroom model, should the teacher choose to implement it, is that it allows students to work at their own pace, which can be a huge help in some cases.

There may come a time when all of a class’s students watch the same video.

When students have completed a certain amount of work, teachers in some classes may allow them to watch a new video (this would be an example of a “differentiated” approach).

Despite the potential student-centredness of flipped classroom models, they are still largely based on the teacher’s conception of how learning should occur and what information students require.

Because the system relies on online, pre-recorded lessons and activities, it is crucial that both students and teachers have access to a stable internet connection and internet-capable electronic devices.

Kinesthetic Learning (Low Tech)

Founded on the idea of multiple intelligences, kinesthetic learning encourages students to learn through active participation in activities like doing, making, and creating. In a kinesthetic classroom, students actively participate in the learning process rather than passively receiving information through lectures or demonstrations.

Teachers can appeal to their students’ kinesthetic learning styles by incorporating activities like drawing, role-playing, building, and the use of dramatic play and sports into the curriculum.

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Although kinesthetic learning activities are an effective way to keep students engaged and, at times, simply awake, they are not used in many classrooms.

This is due, in part, to the fact that, despite learning style theories’ widespread adoption, there is surprisingly little evidence from scholarly investigations showing that teaching to students’ individual learning preferences improves their academic performance.

One benefit of kinesthetic learning is that it encourages students to focus less on memorising facts and more on expressing themselves creatively and physically. Because of this, it is low-cost and easy to implement, and it gives students a much-needed break from their already extensive use of electronic media.

Kinesthetic learning can be more student-centred and less teacher-centred when students have agency over how they use movement to learn new information or experience new skills.

So it can be modified to fit the needs of individual classrooms and teachers. It’s also possible for students to take a more active role in their own learning when using kinesthetic methods.

Student-Centred Methods of Instruction

Differentiated Instruction (Low Tech)

Differentiated instruction refers to the educational practise of tailoring one’s approach to the needs of each individual student.

The initial surge in popularity was largely due to the Individuals with Disabilities Education Act (IDEA) of 1975, which guaranteed all children equal access to public education.

The Individuals with Disabilities Education Act (IDEA) mandated the creation of individualised education plans (IEPs) to help educators better meet the needs of their students with disabilities.

In today’s classrooms, teachers use differentiated instruction to meet the needs of their students.

Differentiation in the classroom can be achieved in many ways, such as by varying the means by which students access content, the types of activities they engage in to master a concept, the nature of the learning product they create, and the structure of the classroom itself.

There are many ways to differentiate instruction for your students, such as giving them access to multiple spelling lists, assigning them books at their individual reading levels, or having them work in small groups to review previously covered material.

The teacher bears the primary responsibility for planning and implementing differentiation, despite the fact that the focus is on the unique needs of each student. Further, while technology can be a useful tool, the differentiated instruction approach does not place a strong emphasis on its use.

This makes it a fairly conventional and simple method to implement.

Inquiry-based Learning (High Tech)

With inquiry-based learning, the instructor is not seen as the sole authority figure but rather as a guide and facilitator of the students’ learning throughout the entire course.

This instructional strategy is founded on inquiry-based learning, which emphasises student exploration and hands-on projects.

Teachers actively encourage students to take an active role in their learning by posing questions and considering what it is they would like to know more about.

The following step is for students to do research on their questions, find information and sources that explain key concepts, and discover strategies for overcoming any challenges they encounter. Presentations of the findings may take the form of websites, videos created by the researchers, or more formal presentations.

As part of the inquiry-based learning that characterises the student-centred approach to teaching and learning, students take an active and participatory role in their own education.

However, the teachers’ role in facilitating this process is crucial as well.

Each student will typically be occupied with a different question or topic for the majority of the time allotted to the enquiry cycle.

Teachers in this context don’t just hand out facts and figures; they also ask students challenging questions and suggest areas of study related to the process. Students’ final step in the enquiry process is to reflect on their own learning and growth as a result of the experience.

They also think about its connections to other fields, because studies in one area often raise new questions that prompt investigations in unrelated areas.

Inquiry-based learning has the potential to make efficient use of technology through the use of online research sites, social media, and the chance to form global connections with people from outside of one’s local community. Still, depending on the context, this isn’t always required.

Expeditionary Learning (High Tech)

This method of education, known as “expeditionary learning,” was conceived by the same educator who created Outward Bound. Students in this type of project-based learning go on field trips and conduct in-depth research on topics that are important to their communities and schools.

With this model, students can learn how to solve problems in a variety of contexts, including their own.

A student in a major city, for example, could learn about pollution by examining relevant statistics, reading relevant information, and visiting local locations that have been affected by the problem.

After everyone has a common grounding in the problem’s nature and scope, students and educators can collaborate to develop a workable plan of action.

Students may benefit from having access to the internet and the Google Suite (Docs, Sheets, and Drive) when conducting research, creating presentations, and completing projects.

The hands-on work and making an effort to interact with members of the community are, however, the most crucial parts of this methodology.

Personalised Learning (High Tech)

Due to its relative novelty, the concept of “personalised learning” is still being refined.

The foundation of the model is for teachers to create individualised lesson plans for their students based on the latter’s strengths and interests. When it comes to curriculum, personalised learning places an emphasis on student choice and independence.

Competency-based learning is used by students in personalised learning classrooms and schools.

When students have mastered the material they are currently studying, they can move on to the next set of standards or topics.

Each student’s performance is evaluated in a way that best suits them. In a personalised learning environment, students can move on to material that is above their grade level as soon as they demonstrate competency with the material. Students who might benefit from extra help have that opportunity built into their daily schedules.

High school completion isn’t the only goal that can be supported by personalised learning environments.

Students who do not require academic support in the form of remediation or extension work, for example, can receive mentoring and assist in the development of lessons in social skills and other or 21st century skills.

Despite personalised learning’s heavy focus on the learner, instructors are still responsible for leading classes, reviewing students’ progress through frequent assessment, and meeting with them to adjust their individualised plans as needed.

They should also be familiar enough with modern technology to use it effectively. Teachers will need to be comfortable using digital tools in order to provide students with the individualised and differentiated education they deserve.

Game-based Learning (High Tech)

The concept of game-based learning emerged out of the need to make classroom instruction more engaging for students. And since games necessitate students to use problem-solving and soft skills they’ll need as adults, they’re a great way to encourage a “mastery mindset” rather than focusing on grades.

They’ll need to be able to do these things when they’re grown up.

With the help of in-game choices and experience, students in a game-based learning environment work towards a common goal (the learning objective). Whenever a student reaches a new milestone or completes an objective, they will be able to level up and earn a badge, much like in their favourite video games.

The time and energy put in by teachers to facilitate their students’ game-based learning experiences is substantial.

It’s good news that programmes like 3DGameLab and Classcraft exist to make these processes much easier.

Teachers who adopt this software will have access to valuable information that could help them better meet the needs of their students through individualised instruction.

Because of the crucial role that educators play in this framework’s content planning and development, gaming for education is not solely student-centred.

Still, the onus is squarely on the student, who sets his or her own goals and determines how best to achieve them in a game-like environment.

What Motivates Students to Learn

As teachers and parents, we know that when students are motivated, they learn more and achieve more in the classroom.

Motivated students may do things like finish their homework on their own time, go above and beyond what is required of them, and offer thoughtful contributions to class discussions without being asked.

Moreover, he or she might be more able to see exam failure not as a reflection of academic failure but as an opportunity to improve.

The challenge now is figuring out what motivates students and how to support that.

Various factors, such as the student’s interest in the subject matter, the student’s prior achievements in the subject matter, the student’s desire to please their parents or teachers, and the student’s internal drive to succeed, can motivate the student to do well in school.

However, motivation is most effective when children also have a positive view of themselves, believe in their own abilities, and know how to approach problems methodically.

That’s because it’s been shown that kids who have a positive view of themselves are more likely to be happy with who they are.

Intrinsic Vs. Extrinsic Motivation

Intrinsic and extrinsic motivation are the two main types of motivation.

People who learn because of their own internal motivation are said to be “intrinsically motivated.” Learning motivation that relies on something outside of the student is called extrinsic motivation.

Unlike adults, who can pick and choose what they want to learn about, children are often forced to learn whatever is on the school’s required curriculum.

This can mean that they rely on extrinsic motivation, like rewards or punishments based on their performance, rather than their own internal drive to excel in a given area of study.

But there are ways to encourage kids to learn to learn for their own sake.

Below is a list of ideas for educators, and our posts go into greater depth on the importance of motivation and how to motivate children to read.

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Ideas for Fostering Motivation and Engagement

One Step at a Time

Overwhelm at school can sap a student’s motivation, even if they have a genuine interest in the material being studied.

A lot of students feel this way.

Furthermore, while adults can more easily see the big picture and break down a task into a series of logical steps, this is a skill that younger students may have more trouble picking up on their own.

Teachers can help students out by doing some of the work for them and arranging assignments in a logical progression.

By reviewing the task from the previous day, introducing the lesson for today, and making a brief mention of the lesson for tomorrow, children can develop strong planning skills and a greater sense of self-efficacy in learning.

Furthermore, it is an efficient strategy for encouraging students to focus on a single assignment at a time, thus reducing the likelihood that they will become overwhelmed.

Let Students Choose

Give students some say over what they learn and how they learn it.

It’s easier to care about your academic success when you’re the one making the decisions and putting in the work.

Teachers can often make their lessons more engaging and relevant to their students by incorporating real-world examples and stories.

There is usually a way to cover everything on the school curriculum, even though many teachers have specific topics they must cover.

As a result, it’s beneficial to expose young children to a variety of pedagogical approaches in the hopes that one of them will prove to be the most effective.

You may find this to be quite useful. The same is true for students who face a unique set of academic obstacles.

The more adaptable and accommodating teachers are, the more likely students will be to be motivated to learn. If you are a teacher and would like some guidance on how to help your students who have difficulties with dyslexia or dyspraxia in the classroom, take a look at our recommendations.

Praise Effort Over Result

Reassure the student that the effort they put forth was appreciated, even if the final product was not up to par.

Students can develop a healthy sense of self-worth that will serve them well regardless of how they perform academically.

Children with a strong sense of self-worth are more likely to take risks and excel academically.

Furthermore, they may find it easier to celebrate their successes and view their failures as issues with their performance rather than reflections of who they are as flawed individuals. Learn more about the ways you can encourage students’ growth of self-assurance.

In addition, when educators place more value on assisting students in strengthening their approach to problem-solving and skill development than on the successful completion of a specific task, they can help students see the bigger picture and adopt a more healthy approach to learning.

It’s much easier to keep the motivation to keep learning alive when you realise that learning is a process that continues throughout your life.

Focus Attention Through Engagement

Some students have trouble staying focused in class. It could be due to emotional distress and/or distraction at home, or it could be the result of a learning disability like attention deficit hyperactivity disorder (ADHD).

It’s unfortunate that telling a student to “pay attention” is often the least effective way to get them involved in the activity at hand.

Instead, have students come up with their own personal connections to the topic at hand through freewriting prompts or group activities before the lesson proper begins.

This makes it much less difficult for them to engage with and remember the content.

To get students’ bodies and brains ready for the upcoming lesson, you might also have them get up from their seats, walk around the classroom, or perform some sort of physical activity.

The Touch-type Read and Spell Course is a fantastic example of a multi-sensory approach that can help achieve this goal. It incorporates sight, sound, and touch, allowing students to build muscle memory in their hands to aid in the acquisition of literacy skills like spelling.

It involves reading, listening, and typing all at once.

Review Progress and Set Realistic Goals

An individual’s continued success and high levels of motivation to learn can be ensured by establishing learning milestones based on their previous achievements.

Teachers, parents, and students can all benefit from sitting down together to reflect on the student’s past work, track their current progress, and plan for the future.

Having kids keep a journal or folder where they can document their progress will make this job much easier.

One effective method is to schedule regular check-in sessions and have discussions with students about how they feel about their progress.

They can weigh in on decisions from the get-go because of this mechanism.

Know that no two students will have the same preferred method of learning.

As a result, bringing in a private tutor who can work with the student one-on-one and provide the necessary direct support may be useful if the student is falling behind his or her peers or failing to make adequate progress.

This might be useful if the student is lagging behind in class or isn’t making enough progress.

Self-Directed Learning and Motivation

Students engaged in self-directed learning are responsible for their own time management and evaluation of progress, rather than merely receiving feedback from their instructors.

This environment encourages the growth of intrinsic motivation because there is no external pressure to perform or meet deadlines.

The pace of the class and the amount of material covered at each meeting are both set by the students themselves. Self-directed learning that adheres to the broad strokes of a structured course can be very inspiring.

Students who have trouble learning often benefit from over-learning, and this is especially true for them.

This means that people can take the same class over and over again as long as they like without fear of looking foolish to their peers.

Self-directed learning is challenging to implement in a traditional classroom setting, but may be more manageable outside of school hours.

Some school districts provide students with the option to take self-paced classes, such as touch-typing software like TTRS.

Frequently Asked Questions

Conclusion

The most effective teachers know how to motivate their students to learn by tailoring their lessons to their individual learning styles.

There are four broad categories that can be used to describe approaches to education: teacher-centred, student-centred, high-tech, and low-tech.

Direct instruction is an example of a low-tech method that has been shown to be effective for student learning because it encourages students to actively participate in the learning process by moving around and communicating with their bodies.

Although direct instruction is the most effective method, it places a heavy emphasis on the instructor and makes heavy use of printed materials rather than digital ones.

Students in a flipped classroom can learn at their own pace with the help of both teacher-created and freely accessible online videos.

Through activities like drawing, role-playing, building, and dramatic play, kinesthetic learning encourages students to actively participate in the learning process.

With differentiated learning, teachers can adjust their methods to meet the needs of each student.

Classroom differentiation can be accomplished through a variety of means, including but not limited to altering students’ access to content, the nature of the activities they participate in, the learning product they create, and the classroom layout.

Methods of education such as Inquiry-based learning, Expeditionary Learning, and Personalised Learning all make use of technology to maximise its benefits and foster international connections.

Game-based learning is a great way to encourage a “mastery mindset” rather than focusing on grades, and teachers who are confident using digital tools to provide students with individualised and differentiated education are invaluable.

Children are more likely to be motivated when they have a healthy self-image, confidence in their abilities, and a methodical approach to solving problems.

In order to keep their students motivated, teachers should allow them some say in what and how they learn, praise effort over the result, and place an emphasis on problem-solving and skill development.

To ensure students’ success and motivation, it is important for teachers, parents, and students to regularly review progress and set attainable goals.

When students are responsible for their own education, they are more likely to be intrinsically motivated and to overlearn material, which can be managed more effectively outside of the classroom.

Content Summary

• What motivates people to learn, how best to teach them (depending on their personality type), and what the vast majority of different types of learners need to succeed academically or professionally are all discussed in this blog article.
• Students are viewed as “empty vessels,” with the ultimate goal of performing well on standardised tests and assessments, into which they are expected to uncritically pour the information they have been taught in lectures and direct instruction.
• In student-centred educational models, students and teachers participate equally in the learning process, despite teachers still playing the role of authority figure in the classroom.
• The instructor’s primary role is to act as a coach and facilitator for student learning and overall comprehension of the material.
• In a student-centred classroom, the teacher continually evaluates the students’ progress towards learning goals as they are being taught.
• Different teaching roles or “methods” of teacher behaviour, each with its own distinct assortment of learning and assessment practises, can be found within each category of teacher and student-centredness and technology use.
• Investigate the different options in order to pick the one that will serve your teaching needs best.
• Passive learning, which refers to the idea that students can learn what they need to know by listening to or watching very precise instruction, is primarily used in direct instruction, the predominant teaching strategy.
• Students in a “flipped classroom” participate in instruction by watching pre-recorded lessons at home and completing assignments in class, as opposed to listening to lectures in class and doing homework at home.
• Educators who implement the flipped classroom model frequently use both original and publicly available online videos to help students learn.
• One of the main benefits of the flipped classroom model, should the teacher choose to implement it, is that it allows students to work at their own pace, which can be a huge help in some cases.
• Despite the potential student-centredness of flipped classroom models, they are still largely based on the teacher’s conception of how learning should occur and what information students require.
• Because the system relies on online, pre-recorded lessons and activities, it is crucial that both students and teachers have access to a stable internet connection and internet-capable electronic devices.
• Although kinesthetic learning activities are an effective way to keep students engaged and, at times, simply awake, they are not used in many classrooms.
• This is due, in part, to the fact that, despite learning style theories’ widespread adoption, there is surprisingly little evidence from scholarly investigations showing that teaching to students’ individual learning preferences improves their academic performance.
• So it can be modified to fit the needs of individual classrooms and teachers.
• It’s also possible for students to take a more active role in their own learning when using kinesthetic methods.
• The teacher bears the primary responsibility for planning and implementing differentiation, despite the fact that the focus is on the unique needs of each student.
• With inquiry-based learning, the instructor is not seen as the sole authority figure but rather as a guide and facilitator of the student’s learning throughout the entire course.
• This instructional strategy is founded on inquiry-based learning, which emphasises student exploration and hands-on projects.
• As part of inquiry-based learning that characterises the student-centred approach to teaching and learning, students take an active and participatory role in their own education.
• Students’ final step in the enquiry process is to reflect on their own learning and growth as a result of the experience.
• Inquiry-based learning has the potential to make efficient use of technology through the use of online research sites, social media, and the chance to form global connections with people from outside of one’s local community.
• Students in this type of project-based learning go on field trips and conduct in-depth research on topics that are important to their communities and schools.
• With this model, students can learn how to solve problems in a variety of contexts, including their own.
• When it comes to curriculum, personalised learning places an emphasis on student choice and independence.
• With the help of in-game choices and experience, students in a game-based learning environment work towards a common goal (the learning objective).
• The time and energy put in by teachers to facilitate their students’ game-based learning experiences are substantial.
• What motivates students to learn As teachers and parents, we know that when students are motivated, they learn more and achieve more in the classroom.
• But there are ways to encourage kids to learn to learn for their own sake.
• Give students some say over what they learn and how they learn it.
• If you are a teacher and would like some guidance on how to help your students who have difficulties with dyslexia or dyspraxia in the classroom, take a look at our recommendations.
• Students can develop a healthy sense of self-worth that will serve them well regardless of how they perform academically.
• Children with a strong sense of self-worth are more likely to take risks and excel academically.
• Learn more about the ways you can encourage students’ growth of self-assurance.
• This makes it much less difficult for them to engage with and remember the content.
• To get students’ bodies and brains ready for the upcoming lesson, you might also have them get up from their seats, walk around the classroom, or perform some sort of physical activity.
• It incorporates sight, sound, and touch, allowing students to build muscle memory in their hands to aid in the acquisition of literacy skills like spelling.
• An individual’s continued success and high levels of motivation to learn can be ensured by establishing learning milestones based on their previous achievements.
• Teachers, parents, and students can all benefit from sitting down together to reflect on the student’s past work, track their current progress, and plan for the future.
• Having kids keep a journal or folder where they can document their progress will make this job much easier.
• One effective method is to schedule regular check-in sessions and have discussions with students about how they feel about their progress.
• They can weigh in on decisions from the get-go because of this mechanism.
• Know that no two students will have the same preferred method of learning.
• This might be useful if the student is lagging behind in class or isn’t making enough progress.
• Students engaged in self-directed learning are responsible for their own time management and evaluation of progress, rather than merely receiving feedback from their instructors.
• The pace of the class and the amount of material covered at each meeting are both set by the students themselves.
• Self-directed learning that adheres to the broad strokes of a structured course can be very inspiring.
• Students who have trouble learning often benefit from over-learning, and this is especially true for them.
• Self-directed learning is challenging to implement in a traditional classroom setting, but may be more manageable outside of school hours.
• Some school districts provide students with the option to take self-paced classes, such as touch-typing software like TTRS.

Author

Dr. Olga Abeysekera

Dr Olga Abeysekera, founder of Dr Study Tutoring and the Dr Progress Group Pty Ltd, is passionate about transforming education through innovative and personalised tutoring. With a PhD in Management from Monash University and a background in both academic research and private tutoring, she has a deep commitment to helping students excel.
Her holistic approach at Dr Study Tutoring emphasises not only academic success but also the development of lifelong skills, ensuring that each student receives the best education and support possible. Dr Olga’s dedication to continuous improvement drives her mission to inspire a love for learning that lasts a lifetime.

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