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I think students need to be motivated and have good time management skills

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They need desire and mot

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Students need the ability to accurately self-assess and make decisions based on that assessment.

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The ability to respond to difficulty

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Persistence, don't be afraid to fail.

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They also have to get involved in their own learning capabilities and enhance them to become good learners.

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Sweat etiquette

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The ability to take a risk and the motivation to be accountable for their own learning.

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Time management skills.... The ability to be an ACTIVE learner versus PASSIVE! Also, need to find the connection between the content and their personal life.

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How to utilize resources.

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It is ok to be wrong! Matter of fact it is good to be wrong once in awhile!

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They need to develop learning strategies like predicting and proactive learning.

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The willingness to accept that they will not "get" everything the first time and that it is okay to be wrong.

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Willing to try new things and THINK about how to approach them

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Kids have to believe and WANT to learn, have the ability to be gritty and struggle through their educational pitfalls.

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connect, collaborate, curiosity, communicate, inquiry skills

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Patience and resilience

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The trust in themselves and in the learning process to ask good questions, be ok if they can't get an immediate or correct answer, and the persistence to keep trying

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Self starters and dependable

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be curious, be creative, seek knowledge

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Students need to be curious. The trick is to spur that.

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Students only need curiosity and perseverance...adults need to to acquire/improve their own skills in order to improve learning experiences.

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To be allowed to explore their passions ... able to communication and collaborate with others.

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Students need to take risks, knowing they can learn from their mistakes and move further on the next attempt.

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Students need to be open minded and risk-takers.

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To think creatively and deeply

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The intrinsic motivation to learn and recognize learning for its own sake, not whether it will "be on the test." And, as others have said, to realize that failure is an option as long as they know they have done everything they can.

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The desire to learn and the ability to quiet the voices that tell them that they can't.

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The willingness to fail or be wrong.

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Flexibility of thought. The ability to solve problems in novel situations without spoon fed instructions. Resilience. Persistence. Grit. A hunger for "How?" and "Why?" instead of "What?"

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Learners need to feel curious - whether we purposely use a discrepant event or cognitive dissonance, or they simply have an emotional response to an observation, circumstance, or situation - the curiosity creates a connection to the content

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Amanda Meyer

For the high school students I work with to be effective learners, they need: 1) interest in or curiosity for what they're learning; 2) autonomy/personal choice in the content and/or process of learning; 3) a sense that their learning makes a difference, in their lives or someone else's.

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Students need to first have a clear understanding of 1) what education is for and of 2) their potential. With that teachers need to emphasize metacognition and passion. Students need to know "how they learn" and be self-educated, entrepreneurs of education. They need to realize that failing 1000 times and then finding that 1 solution is a WIN!

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Even though I am a math teacher, I tell my students that really my main objective it to help them learn how to learn. I try to embrace my own mistakes and to model good problem solving skills any time I am working with students. When students have really LEARNED something new, they know it and they love it!

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my adult students learn best when the content is contextulised but as they progress they become very effective learners when they can link the context and the learning all by themselves - its a journey of learning discovery!

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Students need to know that failure is an essential part of the process and that they are in a safe place to go through that process.

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In any content area, in any level, students need to be resilient and willing to embrace failure for what it is: First Attempt In Learning. Students afraid to fail are the students who don't learn, generally. Some students are willing to fail once or twice, but give up after that rather than tweaking as necessary to lead to success.

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I see our students being less and less able to really think and use their skills- they just want us to tell them what they need to know, and how to do it. Students need to really learn and master problem solving skills. They need to figure out how to use their resources and come at information in different angles until they figure it out. They also need to learn that failing at something doesn't mean THEY are a failure. It is an opportunity to learn.

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Students need to see learning as a life skill, not as something they do in school to get good grades. In order to truly understand this, they will have to move their understanding of learning as a challenge to be embraced, not rejected. This is a difficult leap for many to make. So many of my students like the classes and units that are easiest. When I flipped my first unit this year, some of the most negative reactions were from those who wanted the content more directly explained to them, rather than self-exploration. It was very difficult for many of them to realize the value of the challenge.

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Cathie Marriott/ My thoughts on Learning Skills

Students need to be able to THINK first. CREATE individually and with others solutions to problems, and new knowledge which they SHARE with others for critical analysis and recreating and GROW from their learning experiences where they know how to apply their learning to other situations and problems and UNDERSTAND their learning is connected to future learnings.

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In this Information Age, it is more important than ever to move from "teaching" to "learning". As faculty, we need to create environments (both physical and virtual) that invite the learners to engage with the subject matter. At the same time, we need to encourage the "joy of learning" while helping learners understand the importance of persistence, and of moving from the mere completion of learning activities to "mastery learning"  or "deep learning", and ultimately to a disposition of life-long learning.

The article below provides both a good summary and a good illustration of the Habits of Mind: http://www.teachthought.com/learning/what-are-the-habits-of-mind/

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Since it's impossible for students to learn and understand everything about any topic, how much they learn is not as important as how they learn. Can they continue learning even after they leave a class? Do they have the tools and skills they need to truly be independent learners? If they are passionate about a topic, do they know how to pursue that passion? Students must be able to sift through infinite amounts of information to find one or two pieces to complete their own puzzle.

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Students need dedication and desire. The more they give of themselves, the more they learn and grow.

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I think students and teachers need to be able to think out of the box.  Students need to be willing to dig deep and sift through the garbage to reach the truly unique and interesting, to find their light bulb moment when everything clicks.

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Students increasingly need the skills to sort information, first as credible/unreliable and then as relevant/irrelevant.

If they can't make the first distinction, they risk internalizing misleading data. This could warp their perception of curriculum content, but also of themselves (if they absorb negative messages from peers, the media, etc.).

If students can't sort the relevant from the irrelevant, they can't marshal strong evidence for their arguments. But they also can't process instructions or feedback efficiently if they weigh the minutiae equally with the core substance.

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Risk taking is a big part of successful learning. We need to show students that sometimes things aren't going to work out the first time you try, whether it is trying to solve equations or in writing a thesis statement. Effective teachers allow students to take risks and if they do fail, they do so in a way that allows real learning to begin. I see it all the time in my math classroom. Students do not want to put their work on the board until I check it first for fear they are wrong and it may somehow affect my perceptions of them as a student (or worse, affect their grade...). Sometimes, though, I WANT them to be wrong because in seeing the err of their ways, that is the best lesson they can learn from me.

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Mary Montag

In order for students to succeed and be effective learners they need to have a willingness to try. Students need to know their teachers care! I have found that having a relationship based on trust and fairness opens up the opportunity for risk!. I can just see it on their faces…What if I am wrong? So what, who cares, let's try anyway...

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In order for students to succeed and be effective learners, I believe the most important skill a student must have is grit. They need to persist in the challenge, and never give up. If they experience hurtles, they will jump it and continue on. A set back doesn't deter the student with grit. Grit also leads to passion.

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Building a relationship, I feel, is key to students becoming effective learners.  We must know where they came from and what type of learning style they possess.  In doing so we are then able to differentiate learning to help each individual student become an effective learner!

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In order to truly be an effective learner we need to experience setbacks and learn to become resilient despite the setbacks.

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Joan Sweeney - Believing in kids has become one of my foundational perspectives in the classroom. I realize that when I have confidence that they can learn and grow, even the weakest students gain new skills.

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After a morning Discipline With Dignity training, the high school principal and I walked to the cafeteria to eat lunch. He said, "I love your session, but it's not practical." I responded with my view that it was practical because it works -- but it's just not easy.

He pointed to a girl sitting alone at a table and said, "Do you think it would work with her?" She looked like she was a character from the Mad Max movies. She had just been released from federal prison. Her look was extreme (maybe not so much today) with spiked orange and purple hair, tattoos, all black makeup including black lipstick and black rouge, and severe body piercings. The principal looked at me and said, "So what would you do?" I asked back, "What about you? How do you handle her?" He said that he would draw a line and tell her she'd better not cross it. I responded, "What if she says, 'I'll kill you?' Which one of you will be more afraid, her because she crossed the line you drew, or you because she threatened you with death?" The truth is that if she's been to prison, nothing that can be done in a school would frighten her. Detention? Calling her mother?

So he again asked what I would do. I said, "Talk to her." And he invited me to go over and try it right then. So I did. Dressed in my three-piece suit, I sat down at her table. She looked at me for a minute and said, "Who the f**k are you, a***ole?" I was a little stunned and didn't have time to read a book or check my notes. So I relied on two strategies I had just taught the teachers in my morning session: meet the real needs of students and use challenge instead of threat.

I said, "I'm someone writing a book on teenage violence, and I think you know better about it than me. If you have the courage to tell the truth and answer one question (challenge), I'll put your name in my book (need to be noticed)." She asked what the question was, so I replied, "Are there any teachers who you listen to, follow directions, show respect and learn from?" She said she had one like that, and I asked her what made that teacher different from the others.

Her answer is one that I will never forget and has been one of the constants in my work ever since. It's a movie scene that replays over and over in my mind. Right before my eyes, her answer transformed her from a tough, hardened criminal to a frightened little girl.

Because she's stupid. She thinks I can get a job someday, that I may even be able to go to college, or be a good mother because I know all the things not to do.

Then she started crying. The tears streaked down her black make-up and made her look like a zebra with black drops falling on her white top.

I ain't going to college and I ain't getting a job. I'll never be a mother. I'm a dead girl. In prison when they write your name on the wall, you die, and my name is there. I know I'm going back. But that teacher believes in me, and man, it really, really matters.

Later I put her name, Roxanne, in my book and tried to find her to give her a copy, but nobody knew where she was or how to find her.

Sometime later, I traveled the country doing trainings. I asked administrators if I could meet with about ten of their most troubled students. I did this for grades K-12, in urban, rural and all economic areas. I did it on two Indian reservations. I asked two questions: "Who is your favorite teacher and why?" I expected most to say they had no teacher who was a favorite. But they all did. Among the top reasons was, "They believe in me."

Five Ways to Reach Out

Believing in students is not simply telling them that you believe in them. These words matter only if they are true and if you demonstrate them by your actions. There is no way to fake it, because kids have built in crap detectors (a phrase taken from Neil Postman, and Charles Weingartner, in Teaching As a Subversive Activity), and they can tell if you don't mean it. Here are some ways to express it.

1. Stop Using Rewards

Rewards are not needed if you believe in a student. The reward implies to them that they only way you can get them to do something is to pay them. That is the opposite of believing.

2. Encourage Effort More Than Achievement

Not every child can meet the unrealistic goals of a test-mad curriculum. Every child can try to do his or her best. Ironically, the harder students are encouraged to try, the better they do on our crazy high-stakes testing.

3. Give Second, Third and Fourth Chances

In many states, the law says, "Three strikes and you're out." In most schools, the most troubled kids get only one strike. The message is, "Be the way we want or we don't want you." School is for all children and mistakes are part of the learning process, not just for academics, but also for behavior. Rather than strike them out, teach them the skills they need to overcome their deficiencies.

4. Don't Say "You Failed" - Say "You Haven't Done It Yet"

Encourage hope by letting students know that, no matter what they do, they can still do better. Safety always comes first in a school environment, of course. Sometimes safety concerns override points 3 and 4, but not as often as we think.

5. Increase Opportunities to Learn

The children who need recess the most are the first ones to lose it. Being removed from field trips, the cafeteria, library and all other learning opportunities only makes students less able to handle them in the future. No one would say to a basketball player, "You missed too many foul shots. You can't practice until you get better." It is time to stop giving more opportunities to those who have already proven they are successful while denying opportunities to those who need them the most.

If we can start reaching kids like Roxanne sooner rather than later, who knows how many lives could change?

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Believing in Students: The Power to Make a Difference | Edutopia

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After a morning Discipline With Dignity training, the high school principal and I walked to the cafeteria to eat lunch. He said, "I love your session, but it's not practical." I responded with my view that it was practical because it works -- but it's just not easy.