One of my biggest challenges over the last ten years has been motivating students to become more responsible for their own learning. While some students relied almost completely on the teacher for direction, were frequently absent or late for class, neglected homework, or forgot their books at home, the more successful students not only managed their assignments, but did additional work and always seemed to be one step ahead of everyone else. The successful students are what I want so much to teach all my students to become: motivated, independent learners.

As teachers know, we cannot "teach" passive learners to become independent learners. We can, according to Paulo Freire (1), create and support the conditions where teachers and students share power in learning rather than the traditional "teacher as the expert" model. Creating these conditions helps promote independent learning. I believe two areas are crucial to motivating students to become independent learners-teacher preparedness and student learning-to-learn strategies.

Teacher Preparedness
Self-learning is socially formed and culturally framed (2). The differences in class, culture, ethnicity, personality, cognitive style, learning patterns, life experiences, and gender among adults are more significant than the fact that they are not children or adolescents (3). In a traditional setting, teachers plan, teach, and evaluate their curriculum. They set goals and objectives ahead of time. The collaborative classroom is different. The teacher does not develop goals and objectives before considering student needs and goals. Curriculum development requires constant negotiation between teacher and students. This collaboration encourages students to make meaning for themselves, based on their understanding of why and how new knowledge is related to their own experiences, interests and needs.

Learning-How-to-Learn Strategies
Teachers need to help students learn how to organize learning. Students most often need assistance in three specific areas:

1. Managing Time: Students often have difficulties remembering to include all of the activities in their lives when organizing their time. A discussion of time management should emphasize the role of a students' commitments, study and leisure activities in planning their day-to-day schedules. It is also important to illustrate for students the different types of management organizers, such as a planner or a day timer. Students need to develop a strategy that works for them and understand that people having different needs, use different approaches. Teachers can integrate time management strategies into daily classroom practice, can offer separate time workshops on time management, and can connect with program counselors to make sure that time management strategies are integrated into the counseling component of a program.

2. Managing Materials: Students often lack the necessary organization skills to maintain their binders and notes in some systematic order. Providing ongoing assistance for students in the various techniques of organizing their materials is critical to successful learning. The program may also want to invest in providing students with pocket folders, etc. A regular and systematic review will go a long way to reinforcing its success. For example, teachers can set aside a very short time at the end of each class so students can organize their notes and materials, make notes about what they need to do for the next step, and so on. Teachers can set up a file box in the classroom with individual folders so students can locate on-going work, thus using "down" classroom time effectively and encouraging independent learning.

3. Utilization of Technology: Computers, the Internet, interactive software, audio and video programs represent significant technological advances. They can be used effectively to help students learn independently.

Independent learning is part of a lifelong process of education. It can be fostered by creating opportunities and experiences in the classroom that encourage student motivation, curiosity, and self-confidence. Independent learning is an interactive process among students and between teacher and students. The initiative for the collaborative process lies with the teacher. In some respects it may require extra effort on the part of the teacher, but in the end the satisfaction of sustaining the success of independent learners is well worth it.

References:
1. Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.
2. McCargar, D. F. (1993). "Teacher and student role expectations: Cross-cultural differences and implications." Modern Language Journal, 77(2), 192-207.
3. Auerbach, E. (1992). Making Meaning, Making Change: Participatory Curriculum Development for Adult ESL Literacy. Washington, DC; McHenry, IL: Center for Applied Linguistics; Delta Systems.

Tom Lynch has been teaching ESOL for several years. He can be reached by e-mail at: Thomas.p.lynch@worldnet.att.net