In the first part of this series, we discussed how teachers and administrators struggle to apply new techniques and updated processes to address the motivational challenges that prevent students from participating in the learning process. As we continue, we will see the complexities of student lives that affect their participation in the classroom.

Disidentification with the school: Underperforming and unmotivated high school students show an overwhelming lack of identification with the school. To identify themselves, students need to grasp a sense of belonging, of being a valuable and important member of the school environment, and that school is a valuable element in their personal life. Students who do not feel accepted tend to lack motivation to actively participate in the learning process and, worse, they tend to develop attitudes of anger and hostility towards teachers and classmates. In contrast, it was found that students who identify positively with school (those who experience feelings of belonging, feelings of achievement, and are able to connect the school environment with their personal life) engage in active learning more easily.

It is important to point out that the feelings of identification or dis-identification of high school students with the learning process is a cyclical experience; that once launched is very likely to strengthen over time. Students can show interest in school and school-related experiences when they receive positive results (such as good grades, high scores, congratulations from teachers).

Understanding that student ownership contributes to the learning process, teachers and administrators should investigate how to apply different learning styles in the classroom.

Learning styles: Teachers and students alike experience the consequences associated with a generation raised and educated in a high-tech society. Today’s students experience tremendous advancements in multimedia and special effects; These students are very addicted to instant gratification. Teachers must capture their attention and then stimulate meaningful learning to maintain that attention. Teachers must take a proactive approach to include all students in the learning process by varying the curriculum to accommodate a range of learning styles. Some research determines that, ideally, teachers tailor their teaching style to the learning styles of their students. On the contrary, some researchers conclude that students must adapt their learning style to the teachers’ curriculum. Most likely, a combination of the two (the ability to collaborate between teacher and student) is the greatest value. Although there are a variety of learning styles, by the time they reach high school, most students develop a preferred style, perhaps out of habit or perhaps inheritance. Regardless, many students find a habit or pattern that works for them, and they often become dependent to the point of enslaving themselves to that style.

Encouraging students to experiment with ideas and theories allows them to learn from mistakes while exposing students to other learning paths. It is important to guide and protect students from frustration and to assure them that trying new forms of learning styles offers them more tools to put in their academic toolbox. This toolkit is the set of knowledge, skills and abilities that students acquire throughout their lives and that are available to use when critical thinking or problem solving skills are needed. To fill this toolbox, students need experience; they need to learn from their mistakes. This means an environment where mistakes are not only tolerated, but also encouraged. The term active learning emphasizes the focus on students as learners as opposed to teachers who focus on themselves as teachers. The concept is not about adopting new instructional techniques, but about reminding teachers to focus on the students themselves; that is, student-centered learning.

Students develop processing preferences over time; basically we all “feel, think, reflect, and do, but linger in different places along the way.” This is how our learning style is defined. Left-sided learners tend to be analytical and logical, while right-sided learners tend to intuition, creativity, and imagination. The importance of teachers understanding this concept is learning student biases and adapting the classroom environment to meet the different needs of students.

In Part 3, we will look beyond the barriers and investigate strategies that will foster a shift from passive to active learning.