Employers today are increasingly vocal about the skills they seek in future employees. Study after study reveals a consistent message: beyond technical expertise, employers prioritize competencies like self-direction, collaboration, and effective communication. They emphasize their ability to train new hires in job-specific tasks, provided these foundational skills are already in place. This highlights a crucial point for educators: are we adequately preparing our learners with these essential life skills?
Research reinforces the critical role these skills and dispositions play in the learning process itself. Many argue that these attributes are as, if not more, vital than the traditional academic knowledge we often emphasize. Reflecting on my own educational journey, I realize the profound impact self-direction, or the lack thereof, can have on a learner’s success.
Looking back, I would describe my K-12 experience as passively compliant. I attended classes, achieved decent grades, and progressed to the next level. While I possessed communication and collaboration skills, I was rarely challenged to truly direct my own learning. The structure was pre-set, the path laid out, and my role was primarily to follow, study when required, and meet expectations to advance to college.
This lack of self-directed learning skills became starkly apparent when I entered higher education. Suddenly, I was expected to navigate my learning independently, a skill I hadn’t adequately developed. This wasn’t a failure of the system, but a personal deficit that resulted in a steep learning curve. Ironically, the most transformative education I received, the one that truly taught me self-direction, wasn’t in a classroom at all.
On April 29th, 1993, on the eve of my twenty-first birthday, I began Basic Training as an Infantryman in the United States Army at Fort Benning, GA. Turning twenty-one on a hard bench in the Georgia humidity was certainly a memorable experience.
US Capitol: Illustrating the self-directed learner's path to growth and mastery.
In the Army, communication, collaboration, and even creativity were essential for survival and mission success. However, self-direction was paramount. It wasn’t just about personal achievement; it was about the well-being of your platoon. My drill sergeants instilled in us the absolute necessity of taking ownership, not just for our individual learning, but for each other’s. If you faltered, you studied harder, practiced more. If you didn’t grasp a concept or meet a physical standard, you dedicated every spare moment to improvement. Failure had real consequences, and assessments were based on demonstrable performance. We faced dynamic scenarios demanding rapid information processing, critical thinking, and appropriate, learned responses.
This experience solidified my belief in the universality of these life skills, applicable to learners of all ages. At Memorial Elementary School in Newton, NH, we see this principle in action as primary level teachers increasingly emphasize CARES behaviors: Cooperation, Assertion, Responsibility, Empathy, and Self-Regulation. Educators recognize the powerful leverage these skills offer young learners, fostering their growth and development across all domains. While traditionally these skills might not have been explicitly taught, this is evolving.
The groundbreaking work of Carol Dweck on growth mindset has been instrumental in this shift. Her research highlights that learners, both students and adults, possess the capacity for continuous growth in any area, be it academic or behavioral. Empowering students to understand their strengths and areas for development, and to take responsibility for their own progress in these crucial skills, unlocks remarkable potential. This ownership is key to fostering “My Learner’s” journey.
Upon returning to academia after my military service, I was a changed learner. Maturity played a role, but fundamentally, I had become a highly self-directed learner. I understood what was required, formulated plans, and took initiative. I engaged in reflective learning, identifying learning gaps and proactively seeking solutions.
Providing structured opportunities within our educational systems for students to practice, assess, and cultivate these “other” competencies is not merely beneficial; it’s essential. It empowers students to become more complete, well-rounded learners, and ultimately, the college and career-ready individuals our evolving workforce demands. By prioritizing self-direction and related skills, we invest in “my learner” and equip them for lifelong success.
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Jonathan is the Director of Innovative Projects for the New Hampshire Learning Initiative, overseeing personalized and competency-based learning initiatives.
Formerly principal of Memorial Elementary School, a nationally recognized PLC and competency-based learning model school.
Jonathan resides on the New Hampshire Seacoast with his family. Follow him on Twitter @jvanderels.
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