Strategies for Success in College

Learning and Motivation Strategies for Success in College This reflection essay relates to the learning and the goal-setting theory coupled with the insights I gained while attending my nursing classes. I have begun my study by detailing how my career in nursing has evolved while participating in various learning activities. The subsequent sections present a description of motivational attributes of an effective teaching strategy implemented in classroom setting.

The study also offers a summary of the strategies that can be adopted in order to make a successful learning experience in college. I attended an educational system where schooling was based on traditional teaching systems. Teaching approaches were similar to the approach of a "banking model." The school's procedure depicted the teachers' roles as depositing correct information to the learners to a point that it was needed.

I began preparing for an end or term exam in my first year in the school by revising material offered to us severally. I did not have any notion why I had to learn the material. Therefore, my life in the school and my learning experiences were done through "rote learning." The school system made emphasis on performance objectives over learning goals (Blerkom, 2011). During my third week in the school, I encountered an experience that changed my approach and motivation to learning.

The experience came about after and encountered with my third year English 101 tutor, Mr. Rickie. He was very smart he had a good grounding on issues of English and career advice. His past engagements in learning and curriculum development allowed him to be consistent and relevant to learning motivation. The year was marked by class members taking the class as passive and engaged in class games instead of concentrating during class sessions.

The fourteenth week of the class people started seeing the sense of paying attention during class sessions, and we started enjoying French. The students' attitude to the class took a different turn due to the measures he took to change the learning atmosphere (Blerkom, 2011). First, Mr. Rickie made the class lively through "activity setting" on Wednesday classes. The students were separated into manageable groups of five each. Students from each group were dressed to fit the roles assigned to their respective groups. The class also created these situations as role-plays.

In subsequent week, Mr. Rickie asked us about our goals as well as professions we dreamt to pursue after our education. For instance, my group took the assignment of having meetings with professionals. The day the group took to play a role, I opted to play a lawyer. My group had prepared to meet within a restaurant and conversations were to be in English. Teachers using such an approach geared towards motivating students consider students as co-constructors of knowledge through meaningful ways.

The approach to learning considers the environment as well as role of peers in through interactions of questioning, interpreting, and listening to others' ideas. Teachers using the learning strategy take into consideration students' different understanding levels and diverse learning styles in eliciting ideas. The process through which students embraces opportunities of generating various ideas and clarifying their own enables reflection on provisions of fellow students. The past.