学习者也不总是有动力去花费大量的时间和精力去获得新的技能。他们并不总是认识到这些技能的用处，或者他们害怕学习这些技能所需要的努力。学生们通常有很强的信念和坚持不懈的学习方法，尤其是失败，害怕学生们宁愿记住一整段，也不愿去理解和记住主要的问题。特别是中学的学生对这个主题不是很感兴趣，而是去学校认识他们的朋友;学习似乎或多或少是一个次要问题。这类学生喜欢听老师指导的课，而不喜欢参加自我指导的活动。学生之间的个体差异会产生问题，比如寻求注意力的学生会吸引更多的注意力，也会造成干扰。有些学生在个别学习时间很少受到老师的关注，因为他们问的问题很少，因此很少受到老师的监督。未能定期征求学生对某一学科进展情况的反馈。学生脱离这门学科是他们想要的吗?课堂的程序和方法使用得好吗?你是否有一些学生不喜欢的事情(例如，演讲，清晰的陈述，不友好的态度)?这些因素的信息不仅有助于使课堂气氛更好，而且也营造了一种氛围，让学生觉得老师对他们要说的内容感兴趣。这也有转移到内容领域的趋势。
新西兰基督城论文代写:学习者的时间
Learners are not always motivated to invest much time and energy in gaining the new skills either. They do not always recognise the usefulness of these skills, or they dread the needed effort to learn them. Students often hold strong beliefs and persistent approaches to learning especially failure fearing students prefer to learn a whole paragraph by heart than to understand and remember the main issues. Students in especially secondary schools are not very interested in the subject matter instead they go to school to meet their friends; learning seems to be more or less a side issue. Such students prefer to follow teacher directed lessons, than to engage in self directed activities. Individual differences between students create problems such as attention seeking students who attract more attention as well as causing disruption. Some students get little teacher attention during individual study hours as they ask very few questions and thus are offered little supervision.A failure to periodically solicit student feedback in a subject about how it is progressing. Are students getting out of the subject what they want? Are the classroom procedures and methods used well? Are there some things that you are doing which students don't like (for example, lecture, clarity of presentations, unfriendly manner)? Information on these factors not only helps make the classroom atmosphere better but it also creates an atmosphere where students feel the teacher is interested in what they have to say. This has a tendency to transfer into content areas as well.
