“I am working hard, but I don’t seem to be making the progress that some others are making.”
We continue discussion of the 5th sign from the 5 signs that you may be working hard but not smart. Again, the 5 signs again are:
- Too much “brute force” in memorizing
- Very long study hours
- Lack of planning or system in study
- Low risk taking
- Mismatch between student’s preferred learning strategy and program expectation
Take ownership of your personal language learning program.
Actually, this idea of taking ownership of your own program goes far beyond the 5th sign. What does “ownership” here mean? I won’t actually define it here. Instead, let’s compare two students, one who is taking ownership of the process and the other who is becoming a slave to it.
- Student Atries to do everything that is expected of him.
- He puts in long hours trying to learn all the vocabulary found in his lessons.
- He puts a lot of emphasis on being correct and eliminating mistakes.
- He believes that tests over the materials are important for evaluating his progress in the language so he works hard to do as well as he can on them.
- He feels validated if he scores well and feels cheated if he gets a low score.
- He gets frustrated with other students who are holding him back by not being as hard-working as he is.
- He also gets frustrated because he feels he is putting a lot of work into learning aspects of the language that are not really very important to him.
- The phrase “if only” is becoming common in his speech when he talks about how his studies are going.
- All this is lowering his motivation to learn the language.
- Student B picks and chooses from the book the things she wants to learn.
- She limits how much time she spends doing homework. In fact, she sometimes does only half the assignment.
- Other times she rushes through the homework (unless it is something that she really thinks is useful).
- She considers the material secondary to the greater goal of improving her language skills.
- Her attitude towards tests could be called ambivalent.
- She sees that they may have value for reviewing material and they are sort of a fun challenge, but she feels it is a waste of her time to put in hours preparing to ‘ace’ them.
- What she really likes to spend time on are her own language projects that she has designed for herself and practicing with native speakers.
- She almost, but not quite, sees the formal class requirements as secondary to her language learning goals.
- Another thing, she rarely even notices how the rest of the class is doing.
- She tries to be helpful and she pays attention to them out of politeness, but her focus is to catch some information from them and from their interaction with the teacher.
- If she can make use of what her classmates have learned – that’s a bonus prize.
Questions: Which student has taken ownership of the language learning process? Which one is closer to your own experience? If you find that you have a strong emotional reaction to this comparison, ask yourself ‘Why do I have this reaction to these descriptions?’ Then after you have answered, stop and ask yourself again because there may be a deeper answer that your initial answer overlooks.
I’ve only scratched the surface on this topic here. Do you have a definition of what ‘taking ownership’ of your personal language means, should mean, or could mean? Please reply if you have comments or questions.