Excellent list! I would respectful and punctual.

Many thanks,

Debra

What should be the properties of being good student?

Agreed with other scholars' input - would like to add the following:

A good student must be able to assimilate new knowledge and make it his or her own.  This requires a critical mind and a reflective attitude.

Love to truth,  integrity, passion, interesting to learning, vision tu future and reflective attitude.

A good student is also a good listener, a good follower and has a good heart and moral character.

Honest., integrity, love to learn, respect others and oneself.

Should not procrastinate, respects other people's opinion,

A good student first needs the desire to engage and secondly, the passion and dedication to persevere. Other qualities are inherent to the condition such as respect, punctuality and a critical and reflective mindset.  Learning is best performed when the individual is engaged with the subject. For the learning to be personalized and provide meaning to the learner it is essential that the following are enhanced: agency, freedom, independence of thought and control of self. To be a good student requires the opportunity to be a student in the first place 

Seven Characteristics of Good Learners

By: Maryellen Weimer, PhD

I’ve seen lots of lists that identify the characteristics of good teachers. They’re great reminders of what we should aspire to be as teachers. I haven’t seen many corresponding lists that identify the characteristics of good learners. I decided to put one together and invite your input. This could be a list for our students or anybody who aspires to learn well.

Good learners are curious – They wonder about all sorts of things, often about things way beyond their areas of expertise. They love the discovery part of learning. Finding out about something they didn’t know satisfies them for the moment, but their curiosity is addictive.

Good learners pursue understanding diligently – A few things may come easily to learners but most knowledge arrives after effort, and good learners are willing to put in the time. They search out information—sometimes aspiring to find out everything that is known about something. They read, analyze, and evaluate the information they’ve found. They talk with others, read more, study more, and carry around what they don’t understand; thinking about it before they go to sleep, at the gym, on the way to work, and sometimes when they should be listening to others. Good learners are persistent. They don’t give up easily.

Good learners recognize that a lot of learning isn’t fun – That doesn’t change how much they love learning. When understanding finally comes, when they get it, when all the pieces fit together, that is one special thrill. But the journey to understanding generally isn’t all that exciting. Some learning tasks require boring repetition; others a mind-numbing attention to detail; still others periods of intense mental focus. Backs hurt, bottoms get tired, the clutter on the desk expands, the coffee tastes stale—no, most learning isn’t fun.

Failure frightens good learners, but they know it’s beneficial – It’s a part of learning that offers special opportunities that aren’t there when success comes quickly and without failure. In the presence of repeated failure and seeming futility, good learners carry on, confident that they’ll figure it out. When faced with a motor that resists repair, my live-in mechanic announces he has yet to meet a motor that can’t be fixed. Sometimes it ends up looking like a grudge match, man against the machine, with the man undeterred by how many different fixes don’t work. He’s frustrated but determined to find the one that will, all the while learning from those that don’t.

Good learners make knowledge their own – This is about making the new knowledge fit with what the learner already knows, not making it mean whatever the learner wants. Good learners change their knowledge structures in order to accommodate what they are learning. They use the new knowledge to tear down what’s poorly constructed, to finish what’s only partially built, and to create new additions. In the process, they build a bigger and better knowledge structure. It’s not enough to just take in new knowledge. It has to make sense, to connect in meaningful ways with what the learner already knows.

Good learners never run out of questions – There’s always more to know. Good learners are never satisfied with how much they know about anything. They are pulled around by questions—the ones they still can’t answer, or can only answer part way, or the ones without very good answers. Those questions follow them around like day follows night with the answer bringing daylight but the next question revealing the darkness.

Good learners share what they’ve learned – Knowledge is inert. Unless it’s passed on, knowledge is lost. Good learners are teachers committed to sharing with others what they’ve learned. They write about it, and talk about it. Good learners can explain what they know in ways that make sense to others. They aren’t trapped by specialized language. They can translate, paraphrase, and find examples that make what they know meaningful to other learners. They are connected to the knowledge passed on to them and committed to leaving what they’ve learned with others.

http://www.facultyfocus.com/articles/teaching-professor-blog/seven-characteristics-good-learners/

I would say: enough metacognitive skills. That's all

Dear Ali sir

Really fine to see the explanation which you have given to us as expert.

It is an ultimately fact and true that teacher should be a good  learner.

Thanks for your literature sharing and link, too.

#Dinesh

Thank you for including me in this discussion.  I haven't thought much about what makes a good learner but I have been able to spot them in the classroom. All of the previously mentioned responses are good descriptors.  I would add a good learner has an appreciation of and a respect for the opportunity to learn.  A good learner will seize moments to learn and can connect learning across fields..application of information.  However, teachers ( myself included) often view the good learner as one who isn't a problem in class, who carefully attends to their work, and completes tasks with precision.  Yet, recently I find the unconventional student can often be the best learner.  They are too curious to stay still, too vocal to allow for lectures, too thought-ful to stay on track, and given the opportunity, love to investigate in different ways from what has been planned. These are the true learners...the ones who often drive the teachers crazy!

Thank you for including me in this discussion.  I haven't thought much about what makes a good learner but I have been able to spot them in the classroom. All of the previously mentioned responses are good descriptors.  I would add a good learner has an appreciation of and a respect for the opportunity to learn.  A good learner will seize moments to learn and can connect learning across fields..application of information.  However, teachers ( myself included) often view the good learner as one who isn't a problem in class, who carefully attends to their work, and completes tasks with precision.  Yet, recently I find the unconventional student can often be the best learner.  They are too curious to stay still, too vocal to allow for lectures, too thought-ful to stay on track, and given the opportunity, love to investigate in different ways from what has been planned. These are the true learners...the ones who often drive the teachers crazy!

A good Question The properties of the good Student are Punctual,honest,Loyal to his Study and Parents And it also depends teacher how he motivate encourage and enhance these abilities through different assessment techniques........ 

I would disagree with the position that there could be universally applicable dispositions, characteristics or habits of mind. What makes a "good student" is certainly contextual, and depends on what the aims of education and underlying philosophy of education are! If you subscribe to the "banking theory" of education, and the aims are narrow, then yes, quiet, obedient, etc. would be desirable in THAT environment. If you take a critical or progressive view of educational purpose, you might instead look for students who are curious, contrarian, ask a lot of questions, take risks, etc. Having been a teacher educator for some years, I can say that the characteristics that one teacher views as negative (disruptive, trouble-maker, contrarian) can be viewed positively by another teacher (out-of-the-box thinking, engaged, etc.)

I have a little different take on this issue. I am an educational researcher, and my main work is in the area of teacher knowledge to teach mathematics effectively. On the similar lines for last two years I have been studying with other two researchers, what we call -- "studenting". We elicited three practices pro students learning that we call as -- Students learning practices. These are namely, listening with understanding, speaking publicly and making and using records. We found that the traditional norms of listening and maintaining notebook, with completed homework doesn't actually respond to learning of the subject. We propose that opportunities where listening, speaking and making records is modeled, cued and enacted leads to best learning atmosphere from teacher, content and peers. I would like to share our research work on this if anyone is interested. 

Dear Shweta Madam

We people are the students till the end.  You can share it and let us have look

by us with various angles to your research.

#Dinesh

I think I would add to your list : 

• Positive
• Critical
• Organised
• Responsable
• Social
• Respectful

I also think that a student eager to learn and a student hungry of knowledge might act the same way. Motivation factors could help set a difference.

Hi!

I fully agree, on one level. But good for whom? And what is "good" in this context? Absolute general questions easily only creates a mess, because different people have, from the vantage point of their roles different observables and models. 

The concept of a good student is based on the context, as alluded to in previous posts. What makes a good student is based on one's concept of "student" and "good."  The very nature of the generic use of student can include any one from pre-birth to death. Thus, the requirements of the students change during the life-cycle. Similarly, the cultural expectations of a student differ at different stages of the students learning. 

With reference to "good," do we mean successful, engaging or something else? For example, a successful student may not show a lot of the qualities highlighted in the previous posts as they are just-in-time learners and do not openly engage in learning in a stereotypical way. Often presenting themselves as unorganised and last minute engagers (a point of debate).

I acknowledge that students require key qualities as indicate in previous posts but as educators, we need to acknowledge that students engage differently based on their wants and needs. Thus, I am suggesting that the pedagogical and andragogical approach to learning, needs to reflect the wants and needs of the student. Bringing me to, what could consider to me a more interesting question, what makes a "good teacher." After all, any social activity offers a two-way process and education is a social activity with its own social roles, values and norms.

Good luck with your enquiry. 

In my opinion, the qualities of a good student are:

• motivation and curiosity, or a passionate interest in something worthwhile
• study or work habits
• determination or persistence
• character, or moral sensitivity
• honesty and self-respect.

1. Would stand up under a table only once.

2. Have a small smile on their face when they learn something new.

3. That they know they are not alone in learning.

4. Doing is much more important than listening.

Characteristics of a good Student

Many students in high school do not know what it takes to be successful in the school environment. They understand good and bad grades in a general way, and they sense that they should attend classes, but that is where their knowledge begins and ends.

Most teachers know what a good student is - and is not. For one thing, a good student is not necessarily the most intelligent individual in the class.

The following is a list of some characteristics of good students. This list is a description of what a hard-working student does and what a teacher likes to see. By learning these characteristics, you may better understand the day-to-day and class-to-class behavior of successful students. The idea is to provide you with guidelines you can follow which will help you get down to the business of becoming a serious, successful student.

1.    Successful students attend classes regularly. They are on time. They listen and train themselves to pay attention. If they miss a class, they feel obligated to let the teacher know why before class begins, if possible, and their excuses are legitimate and reasonable. They make sure they get all missed assignments (by contacting the teacher or another student), and understand specifically what was covered in class. Successful students take responsibility for themselves and their actions.

2.    Successful students take advantage of extra credit opportunities when offered. They demonstrate that they care about their grades and are willing to work to improve them. They often do the optional (and frequently challenging) assignments that many students avoid.

3.    Successful students are attentive in class. They don't talk, read, use their cell phone, or stare out windows. In other words, they are polite and respectful, even if they get a little bored. They also participate in class even if their attempts are a bit clumsy and difficult. They ask questions that the teacher knows many other students may also have.

4.    Successful students see their teachers before or after class or during their prep about grades, comments on their papers, and upcoming tests. Successful students end up talking to their teacher outside of class at least once during the semester. They'll go out of their way to find the teacher and engage in meaningful conversation. These students demonstrate to the teacher that they are active participants in the learning process and that they take the job of being a student seriously.

5. Successful students turn in assignments that look neat and sharp. They take the time to produce a final product that looks good, and reflects of a care and pride in their work. Successful students seem driven to complete their assignments. All work and assignments are turned in, even if some of their responses are not brilliant.

I think the five points in your list are to the point, but there's one overall blanket word that encompasses all those things, and that is curiosity. I'm naturally curious, so I love to learn, and I find myself learning about how to make students curious. If we instill some ideas and in them that make them want to learn, then they become more curious, and they have to come to class on time, have to be attentive, and have to give/get opinions, just because they're curious. The difficult part is finding what it is that makes someone curious, and one thing may not make the entire class feel that way. However, if we can teach our students something in a new way, make them see our in a different way, then I think we are paving the way for good and eager students.