Students need to ensure they take responsibility for their actions to advance their learning potential

Teachers can encourage, support and advise. However, it is a student's intrinsic motivation that has the most influence over their learning.

Glasser (1986) argues that it is a student’s intrinsic motivation and personal attitude that has the most influence over what the student will think, do, say, choose, achieve, and learn.

Student behaviour research

By examining and reporting on student behaviour and student attitudes in relation to their learning outcomes, Glasser (1986) found that unless a student was personally motivated to behave and learn, there really was very little anyone else could do except offer advice, but inevitably it was the student who was responsible for their behaviour and learning.

There is no teacher who can teach a student who does not want to learn

In this, Glasser (1986) acknowledges that “there [are] no doubt…some teachers who are more skilful at motivating than [others; however], there is no teacher, no matter how skilled, who can teach a student who does not want to learn” (p. 13).

Learning cannot be forced

Glasser (1986) argues there is no point in trying to force a student (or anyone else) to behave or learn. Instead, one has to accept the premise that it is the individual who is accountable for his or her own actions, and, ultimately it is the individual who decides to behave in a specific manner. Ultimately, individuals are accountable for their own attitudes, actions and behaviour.

Self-regulation and cognitive behaviour modification

The value and the significance of self-regulation and cognitive behaviour modification are important to take into account. Woolfolk (1998) notes that “[t]he most recent application of behavioural views of learning emphasizes self-management” (p. 231).

Learning is a journey of the self, by the self, for the self

The intention, the action and the engagement in learning is a journey of the self, by the self, for the self. The others in the life of students, such as their family, their significant others, their teachers, their mentors, their peers, and their friends can only provide encouragement, information, support, and advice; however, as Woolfolk (1998) points out, it is the student who must engage in the learning process to benefit from the information that is being presented. 

Students are responsible for their learning

This means students are not only responsible for their own learning, but they are also the masters of their own educational and personal destiny. The teachers informs the student to open the book. The student is the one who needs to open the book. The teacher informs the students it's time to write. The student is the one who needs to pick up the pencil. Teachers will always assist, encourage, support and advise, however the act and action of learning remains with the receiver of the information.

Teaching is no different to coaching. The tennis coach models the action, informs the listener what action needs to be undertaken to hit the ball with the racquet. The receiver of the information is the one who must pick up the racquet, and use the racquet, with they are holding to hit the ball. No one can hit the tents ball for someone else. No one can kick the football for someone else. No one can play the trumpet for someone else, and etc. This signifies, of course, that the individual is responsible for his or her own thinking, behaviour, learning and self-mangement of choices.

Self-management

Self-management in a school setting, is about informing students that if they wish to advance and progress in their studies, they need to take control of their own learning. Citing studies undertaken by Zimmerman and Schunk (1989), Zimmerman (1990), Winne (1995), and Manning and Payne (1996), Woolfolk (1998) points out that the “responsibility and the ability to learn [remains] within the student, [no one can actually] learn for someone else” (p. 231).

Life is filled with tasks that call for self-management

"If one goal of education is to produce people who are capable of educating themselves, then students must learn to manage their own lives, set their own goals, and provide their own reinforcement…Life is filled with tasks that call for…self-management" (Woolfolk, 1998, p. 232, citing Kanfer & Gaelic, 1986).

About the author

Dr Ragnar Purje holds the position of Adjunct Lecturer School of Education and the Arts, Central Queensland University. Under the supervision of Professor Ken Purnell Ragnar’s thesis focussed on the success of his pioneering form of acquired brain injury complex movement therapy. The therapy is now referred to as CBBMMT (Complex Brain-Based Multi-Movement Therapy). Ragnar’s thesis has also added two new descriptors into the lexicon of human biology; these are neurofluidity and hólos. Neurofluidity are the neurological processes that lead to the condition of brain plasticity. Hólos is a descriptor which, for the first time in history (to the best of Ragnar’s research and understanding), provides a category which unifies the brain and the body, with one word. 

Prior to this the brain and the body had always been referred to as two separate entities, i.e. the brain and the body. Hólos derives from the Greek: ?λο? ? ? ólos. The English word holistic is derived from hólos. Holistic and hólos offer the same classification. Holistic and hólos incorporate the concept of holism.

Ragnar is the author of Responsibility Theory? (A new consideration in neuroeducation). A brain-based immersive systematic self-talk sequence learning program. The purpose of which is to empower teachers and transform students. Responsibility Theory? presents ten powerful precepts which provides teachers, educators, and parents with additional pedagogical and social tools, that fits in with any teaching style, any classroom behavior management program, and all school rules. The Responsibility Theory? program also fits in with all parental home rules.

Once teachers are informed about what Responsibility Theory? is and how it should be applied, the next stage is for the teachers, in accordance with their own personality and teaching styles, to begin introducing the program to their students. As part of this process the students are informed by their teacher that each student can immediately use this knowledge and power to take control of their thinking and behavior, which will help them to constructively advance their well-being, their social skills and academic potential; not only for today, but forever.

Associated with this is Ragnar’s Responsibility Theory? NeuroEducation Self-Empowerment Project. The Project is based on neuroscience and brain plasticity research. It is suitable for schools, colleges, corporations, or any organisation interested advancing personal and social wellbeing by constructively and systematically especially dealing with negative influences such as bullying, cyberbullying, or negative life-style choices and/or negative peer influence. If I can change my thinking, I can change my behaviour and my life.

Ragnar is the initiator of NeuroNumeracy?, an intensive self-motivating and transformative neuroscience brain-based numeracy learning program for children, the purpose of which is to enhance their skills, knowledge and understanding of the four operations in mathematics. Ragnar has completed three Master of Education degrees (one in education; one in guidance and counselling; and one in leadership and management). He has two Bachelor degrees (Physical Education and Psychology). He has also completed five Post-Graduate awards (education; sports science; exercise and the sports sciences; health counselling; and communication studies). Ragnar is a former Australian karate champion.