Learner Motivation Quotes

I thought you didn't know how to drive a carriage," she shouted over the pounding of hooves. “Nonsense,” Nathaniel shouted back. “I’m a fast learner when properly motivated.

The possibility of the dream gives strength.

No matter how dysfunctional your background, how broke or broken you are, where you are today, or what anyone else says, YOU MATTER, and your life matters!

If you're not reaching back to help anyone then you're not building a legacy.

If you are willing to be a self-learner, you will develop yourself.

Life gives us experiences for personal development. Appreciate the lessons and be a learner.

Yes, we know you are a graduate with PhD. But when was the last time you chase after a book shop to buy and read a book at your own volition to obtain an information for your self-development? Knowledge doesn't chase people; people chase knowledge and information.

With great enthusiasm and determination you will master the art in your field.

My books, my paradise!

Keep calm and keep learning.

Read to find life treasures

How can you be bored? There are so many books to read!

How could we love books more than money? This is the state of book lovers.

My priority is not about grades. I yearn for knowledge, skills and wisdom.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

Blessed is the person who desired to read the Holy Scriptures. It’s brings great reward to those who believe, trust and obey the Holy instructions.

Education is one of the greatest gift for mankind. Each one of us must seek this enlightenment.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

Live to read, read to learn.

New adventures enrich one’s life.

It takes persistent practice to be skilful in the act.

You are learning to be an expert.

We ought to know the history of our ancient ancestors.

The only way to know is to learn, relearn and unlearn.

I am happy to have all the books I need to read.

I will pursue the dream, no matter how long it takes to fulfil it.

Read good books to improve yourself.

Push beyond your limits and surpass your own expectations.

If you yearn to learn, you’ll learn to earn.

Nobody can bring you a change. You have to want to change.

Education stimulates self-study.

Graduate study is an intensive education. You have to be diligent and determined from the beginning to the very end.

Learning from failure boosts a leader's chance of staying ahead of his standards. Leaders who rise quickly after falling are always stable.

Can you imagine a world without books to read?

Lift yourself to great heights.

Keep on exploring. Keep on evolving. Keep on experimenting.

It is easy to give up than to endure. Always choose the latter.

Pursuit of desires, divine passions.

Do all the work you can in your youthful days while you have the greatest strength.

Knowledge is life. The more informed you are, the better you are in making the best decision.

Desire for books, desire to read.

Nothing will be impossible for the one who reads.

Be daring, be passionate and persistently pursue your dreams.

Pursue your dreams. You will be amazed about what you can achieve it.

I can do it! I can do it!! I can do it!!!

The power of writing is phenomenal.

The more you learn, the more you know, you don’t know enough.

Our troubles begin the moment our teachers believe they know it all, and our learners think they are not teachable.

Learners who are successful may indeed be highly motivated. But can we conclude that they became successful because of their motivation? It is also plausible that early success heightened their motivation, or that both success and motivation are due to their special aptitude for language learning or the favourable context in which they were learning.

You were born a giver, don't die a taker. You were born an earner, don't die a begger. You were born a sharer, don't die a hoader. You were born a lover, don't die a hater. You were born a builder, don't die a destroyer. You were born a creator, don't die an immitator. You were born a leader, don't die a follower. You were born a learner, don't die a teacher. You were born a doer, don't die a talker. You were born a dreamer, don't die a doubter. You were born a winner, don't die a loser. You were born an encourager, don't die a shamer. You were born a defender, don't die an aggressor. You were born a liberator, don't die an executioner. You were born a soldier, don't die a murderer. You were born an angel, don't die a monster. You were born a protecter, don't die an attacker. You were born an originator, don't die a repeater. You were born an achiever, don't die a quitter. You were born a victor, don't die a failure. You were born a conqueror, don't die a warrior. You were born a contender, don't die a joker. You were born a producer, don't die a user. You were born a motivator, don't die a discourager. You were born a master, don't die an amateur. You were born an intessessor, don't die an accusor. You were born an emancipator, don't die a backstabber. You were born a sympathizer, don't die a provoker. You were born a healer, don't die a killer. You were born a peacemaker, don't die an instigater. You were born a deliverer, don't die a collaborator. You were born a savior, don't die a plunderer. You were born a believer, don't die a sinner.

I was, at the end of the day, a slow learner, an extremely slow learner afflicted with the lack of self-awareness to even realize it. I always thought I knew it all, but I was only ever motivated into action by one of two things: pleasure or pain.

We all have our unique careers that differ from one another, but the fact is that we must become "teachers and learners" at the end of it all! By the "learning career", we know what other people know; by the "teaching career", we make other people to know what we know!

All the great treasures of life are hidden in a book.

In the pages of a book, we find greatest solitude.

The truest and noblest gift for yourself is personal development.

The pleasure of reading is the greatest solitude.

God's grace is your inner strength. Go ahead and pursue your God-given dreams.

We must keep on learning for self-development.

Any training is initially difficult, but with persistence practice, we can master the art.

My wish is to create a huge library of books.

Read, re-read! Every word you read is a food for thy soul!

I travel to know the life of great souls in the pages of a book.

Dare to climb higher heights.

Self education is holy mission.

Upon reading, great stories by Great Spirits, the glorious inspiration penetrated our soul; we can’t help but to shed tears. It was a soul soothing and a deep spiritual awaken.

You can learn at any age.

I have falling in love with reading.

The act of reading will enrich your life.Become a lifelong learner and a reader.

Failure gives the bald hairs; equips the novice with experience. The learner, sooner or later, becomes a teacher by it.

Writers and learners will write better and learn more if they understand the "why" of what they are studying.

Winners are people who believe in themselves and are ready to take risks!

Leaders are readers and learners are earners.

Every teacher are once a student, Every professional are once an amateur, Every rich are once a poor, Every motorist are once a learner, Every friend are once a stranger, Every ex are once a lover, Every today are once a tomorrow, Every emigrate are once a citizen, Every dead are once alive, Every house are once a land, Every super star are once an upcoming, Every winner are once a dreamer and every start always have an end. Stay humble and Positive, afterall life is vanity- Goals Rider

Givers are worth more than takers. Earners are worth more than beggars. Sharers are worth more than hoarders. Lovers are worth more than haters. Builders are worth more than destroyers. Creators are worth more than imitators. Leaders are worth more than followers. Learners are worth more than teachers. Doers are worth more than talkers. Dreamers are worth more than doubters. Winners are worth more than losers. Encouragers are worth more than detractors. Defenders are worth more than aggressors. Liberators are worth more than jailers. Soldiers are worth more than murderers. Angels are worth more than monsters. Protectors are worth more than attackers. Originators are worth more than copiers. Achievers are worth more than quitters. Victors are worth more than failures. Conquerors are worth more than warriors. Contenders are worth more than spectators. Producers are worth more than users. Motivators are worth more than discouragers. Masters are worth more than amateurs. Intercessors are worth more than accusers. Emancipators are worth more than backstabbers. Sympathizers are worth more than provokers. Healers are worth more than killers. Peacemakers are worth more than instigators. Deliverers are worth more than collaborators. Saviors are worth more than invaders. Believers are worth more than sinners.

For a learner, every obstacle, every failure, every difficulty, every enemy, every stumbling block turns into lessons and opportunities. For a non-learner, every opportunity, every chance, every solution, every path is nothing more than a hurdle.It's your attitude that makes the difference. -Emit Eht

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

Who is the learner and what is his or her relationship to knowledge and learning? Is he or she basically good or evil (or both)? Passive or active in learning? Capable of choice, or has life already been determined somehow? Motivated internally or externally? An unmarked slate or having unrealized potential? These questions are answered every day in every classroom, daycare center, or basketball court—answered by the way children are viewed and treated by adults.

a study by Marie Guilloteaux and Zoltán Dörnyei (2008) who explored the links between teachers’ motivational practice and students’ motivation for L2 learning. It was a large-scale study with 27 teachers and over 1,300 learners in English as a Foreign Language (EFL) classrooms in Korea. The teachers’ motivational strategies were described using a classroom observation scheme—the Motivation Orientation of Language Teaching (MOLT). MOLT identified 25 motivational practices used by the teachers that were relatively easy to define and to observe.

Possible explanations for talented language learning fall into two general areas. One view says: What matters is a person's sense of mission and dedication to language learning. You don't need to describe high performers as biologically exceptional, because what they do is a product of practice. Anyone can become a foreign-language expert - even an adult. (...) The other view says: Something neurological is going on. We may not know exactly what the mechanisms are, but we can't explain exceptional outcomes fully through training or motivation.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

Andrew Murray comments boldly, but I think rightly, on Christ’s pledge: “Ask and you shall receive; everyone that asks, receives.” This is the fixed eternal law of the kingdom: if you ask and receive not, it must be because there is something amiss or wanting in the prayer. Hold on; let the Word and Spirit teach you to pray aright, but do not let go the confidence He seeks to waken: Everyone who asks receives. . . . Let every learner in the school of Christ therefore take the Master’s word in all simplicity. . . . Let us beware of weakening the Word with our human wisdom.[18] Because God answers prayer, when we “ask and receive not” we must consider the possibility that there is “something amiss or wanting” in our prayer. Perhaps God has indeed answered, but not in an obvious way. And possibly our prayers show nothing amiss, but we don’t yet see the answer only because God intends for us to persevere in praying about the matter awhile longer. Still, we must learn to examine our prayers. Are we asking for things outside the will of God or that would not glorify Him? Are we praying with selfish motives? Are we failing to deal with the kind of blatant sin that causes God to put all our prayers on hold? Despite what we see in response to our prayers, however, let’s not become so accustomed to our shortcomings in prayer and to the perception of asking without receiving that our faith in the force of Jesus’ promise is diminished. Prayer is answered.

Self-confidence and self-seeking are the greatest virtues.

Keep working while grace abound.

Mistakes and failures are valuable experiences. With every experience, you increase in knowledge and wisdom for the ultimate success.

If I have nothing but a room full of books, it is enough for me to survive life.

I live within the world of books.

Our knowledge is limited. However, reading augments our knowledge.

It can be done. It will be done.

The courage to ask question is the willingness to know.

I am a lifelong learner.

The life of the spirit is enfold in great literature.

When I have fully executed this phase of my life, then I can begin a new chapter.

If you ought to know, educate yourself.

Every child ought to be educated.

Our stories must be written, shared and communicated.

highly engaged learners contribute greatly toward a scholarly and productive school climate (McCann & Turner, 2004). To be optimally successful, students must be authentically engaged in their learning and intrinsically motivated.