Homework vs Study

Did you know that study in not just completing assignments or homework?

Sometimes students think study is just doing assignments, but study is done to supplement homework. Even if you have no specific homework, you always have study!

We forget what we learn very quickly. A day after a lesson if we have done nothing with the information we learned then and didn't think about it again or read it again we will have lost 50%-80% of what we learned. Seven days later, we remember even less, and by day 30, we retain about 2%-3% of the original! After each lesson we need to revise and practise new material so that we can remember it and so do projects, tests and exams easily with the knowledge we already have.

We remember things much better if we go over concepts very soon after we first learnt them. On the same day we receive the information, if we spend ten minutes reviewing, we will remember almost all we learnt. A week later, if we take 5 minutes to "reactivate" the same material, we can still retain almost 100%. By day 30, our brains will only need 2-4 minutes to give us the feedback, "Yup, I know that. Got it."

However, a better approach than rehearsal (just going over things or re-reading them) is to:

Add detail to the information to be remembered. Draw pictures or diagrams, read around the topic.
Re-organise the information.

draw mindmaps
make flash or palm cards
re-write notes with coloured pens
use mnemonics (memory tricks)

set ideas in a song,
use initial letters to make a word (remember the rainbow colours ROYGBIV?)
restate formulas or laws in rhyme
draw pictures or models for main concepts

Actively think about the material. Ask yourself questions. Does it make sense? Do I agree? Can I think of a better way?
Make it meaningful. How does/How can/How might what I learn apply to me, my parents and my neighbours?
Relate it to other things you already know or have experienced. How does this fit in with what I already know? Make connections.

Myths about Study

There are many myths or stories students dream up or pass on to each other about study

If you don’t have homework you have nothing to study. This is incorrect , even when you have no assignments; you should revise work each day and read ahead and around the topic to prepare for the next topic.
Spending time at your desk in front of your books is study . No, not if you are only making lists, shuffling papers, sharpening pencils, gazing into space or otherwise getting ready.
You can study quite well in bed . This is not true. Your body is too relaxed to absorb anything well.
Everyone studies in the same way . Not true. Everyone has a different learning style. Find yours and use it! Some like to see things, others to hear, others to draw etc.
The best way to study is to write out notes or highlight important sections . This is a very inefficient way of studying. Success comes from comprehension, not memorisation . You have to understand ideas. This means building something new in your brain. The way to find out if you can "construct" an idea is to re-create it in a different form, by explaining it aloud.
It’s better to study for long hours.No, it’s more efficient if you study for about 50 minutes, and then take a break for 5-10 minutes. If you’re spending too many hours studying, you probably need help to be more efficient.
Listening to music is good to help you study . This is not true for most people as they become distracted by a good tune or are unable to concentrate when the music is loud or discordant. Listening to Baroque music like Mozart often does improve learning.
Teachers know when you don’t understand something . No, they do not if you don’t tell them! Teacher s can make ideas clearer, explain things in a different way, or help you with further suggestions IF YOU ASK.
You can prepare quite well for tests and exams by staying up to study the night before . This is a very bad practice. You will not have time to develop a clear understanding so very little of what you learn will be retained or really understood. Also you will be tired and not at your best for your test.
Being positive improves study outcomes . True! Say to yourself I can remember this and you will do much better

Want more?

http://www.trinity.wa.edu.au/plduffyrc/library/study/myths.htm

Goals

A goal without a plan is nothing but a wish! You probably have long term education or career goals

You might have long term education or career goals:

To impress parents, teachers or peers

To become a skilled plumber or doctor

To be rich enough to donate your first million to India

Whatever they are they can not be attained unless you set short and medium term goals to take you on your way. These closer goals have to be SMART Specific, Measurable, Attainable, Relevant, Time-limited

• SPECIFIC: Describes what you want to accomplish with as much detail as possible. Eg set up a study timetable, and stick to it! Make changes as necessary. Allow for family, job, sport, and personal time.

• MEASURABLE: Describes your goal in terms that can clearly be evaluated.

Eg. Have printed copy in room and homework diary. Trial it. Record how many days it was followed.

• ATTAINABLE A goal you know you are actually capable of obtaining with a little stretch! E.g. There is only need for effort, energy, discipline and time. Analyse how time is spent now and see when study can really fit in. Try sticking to the plan.

• .RELEVANT Make sure it fits in with what you’re trying to do.

Eg Making the timetable “pretty” with borders and pictures won’t help stick to it!

• TIME-LIMITED: Goals that break longer term goals into shorter pieces and clearly specify target completion dates.

Eg By the end of this week set up the timetable. Trial it for the following week. Make changes. Stick to it for a month

Go to Goals and Goal Setting: http://www.trinity.wa.edu.au/plduffyrc/library/study/goals.htm

Motivation

You might experience loss of motivation as a reluctance to undertake an assignment or project, or attend classes. As a result of loss of motivation you may be thinking about giving up. You might feel: anxious, confused, frustrated, angry, uncertain or depressed.

What makes you want to study...or not?

Is it:

interest in the particular assignment?
the need to know and learn?
the desire to improve?
seeking knowledge because knowledge is power?
to be able to do the things you want to do in life?
to better yourself?
to enjoy the learning process?

If these are true you obtain motivation from Intrinsic factors (i.e. within the learning) These are also called Mastery Goals as they focus on mastering the work.

Do you instead:
Want high marks?
Want to make to able to make lots of money?
Don't want to let down the teacher?
Parents will kill you if you don't do well?
Have to do better than the others in the class?
Fear failure?

If these are true you are motivated by Extrinsic factors (things outside the learning itself). These are called Performance Goals because they focus on achievement levels.

Most people are motivated by a combination of both of these. Sometimes these no longer have enough power to actually motivate you. Sometimes you aren't motivated at all. You can increase your motivation by combining the two factors. For instance you can use your Goal-setting skills to try to achieve some of those Extrinsic goals by setting short term Intrinsic or task-oriented goals. Then be calm, make time, concentrate on one thing at a time. Your attitude to yourself and study plays a huge part in your motivation. Imagine yourself studying hard, make study a priority. Reward yourself (only) when the tasks are complete: watch TV, spend time with friends, eat an ice-cream.

Also your attitude to yourself and study plays a big part.

Developing Memory and Memory Skills

Did you know that study in not just completing assignments or homework ?

We forget what we learn very quickly. A day after a lesson if we have done nothing with the information we learned then and didn't think about it again, read it again, etc. we will have lost 50%-80% of what we learned. Seven days later, we remember even less, and by day 30, we retain about 2%-3% of the original! After each lesson we need to revise and practise new material so that we can remember it and so do projects, tests and exams easily with the knowledge we already have.

We remember things much better if we go over them very soon after we first learnt them. On the same day we get the information, if we spend ten minutes reviewing, we will remember almost all we learnt. A week later, if we take 5 minutes to "reactivate" the same material, we can still retain almost 100%. By day 30, our brains will only need 2-4 minutes to give us the feedback, "Yup, I know that. Got it."

Read more: Developing Memory and Memory Skills. http://www.trinity.wa.edu.au/plduffyrc/library/study/memory.htm

Notemaking and Notetaking

Many students think study just involves re-reading the textbook or class notes. A better approach than just rehearsal is to:

Add detail to the information to be remembered. Draw pictures or diagrams, read around the topic.
Re-organise the information. Draw mindmaps, re-write notes in textas, use mnemonics (memory tricks)
Actively think about the material. (Ask yourself questions. Does it make sense? Do I agree? Can I think of a better way?
Make it meaningful. (How does/How can/How might what I learn apply to me, my parents and my neighbours?)
Relate it to other things you already know or have experienced.

Read more: Notemaking and Notetaking: http://www.trinity.wa.edu.au/plduffyrc/library/study/note.htm

Multiple Intelligences

Did you know that there are many different ways of learning?

For your study time to be effective your first method should always be in the style that works best for you.

Later you can use other methods to further consolidate.

Linguistic Learner: learns best by: saying, hearing and seeing words.
Logical/Mathematical Learner: learns best by: categorizing, classifying.
Spatial Learner: learns best by: visualizing, dreaming, using the mind's eye.
Musical Learner: learns best by: rhythm, melody and music.
Bodily/Kinesthetic Learner: learns best by: touching, moving, interacting with space
Naturalistic Learner: learns best by: studying natural phenomenon.
Interpersonal Learner: learns best by: sharing, comparing, relating, interviewing.
Intrapersonal Learner: learns best by: working alone, on individualized projects.

One that underlines and influences all: Emotional Intelligence: emotions affect learning

Want to find out your style? This is part of a Study Quest. You might like to try it out. http://www.trinity.wa.edu.au/plduffyrc/library/study/styles.htm

Time Management

Does it seem like there's never enough time in the day to get everything done ? Feel like you're always running late? Here’s a tip: concentrate on results, not on being busy. Making notes: not sharpening pencils; creating mind maps, not cover pages.

Schedule tasks. Figure out how much free time you have each week, Give yourself a time budget and plan your activities accordingly. Work out how much time tasks will take and plan a long term timetable.
Find the right time. You'll work more efficiently if you figure out when you do your best work. For example, you can do maths best earlier in the day.
Make a "To Do" list every day . Put things that are most important at the top and do them first. Break hard tasks into smaller pieces and do them first.
It's okay to say "No." You don’t have to go to every party or join every group. Stick to your priorities.
Communicate your schedule to others. If phone calls are proving to be a distraction, tell your friends that you take social calls from 7:00 to 8:00 p.m
Use spare minutes wisely. Revise material while waiting, or on the bus.
Review your notes every day. You'll reinforce what you've learned, so you need less time to study.
Get a good night's sleep and eat well. Running on empty makes the day seem longer and your tasks seem more difficult

Want to find out more?

http://www.trinity.wa.edu.au/plduffyrc/library/study/time.htm

A Reading Technique

SQ3R is one useful technique for extracting the maximum amount of benefit from your reading time. It helps you to organise the structure of a subject in your mind. It also helps you to set study goals and to separate important information from irrelevant data.

SQ3R is a 5 stage active reading technique. The stages are:

Survey : Look over the piece of writing to establish its purpose (what is it trying to get across to the reader?) and to get the main ideas.
Question : Create questions to ask yourself. Base them on headings and sub-headings. This helps your mind engage and concentrate.
Read: to answer the questions, to fill in the information around the mental structures you've been building.
Recall/Recite : Remember the answers in your own words, put them in a different form, say them out loud etc to retrain your mind to concentrate and learn as it reads
Review : Go over what you’ve learned within 24 hours, then in a couple of days to refine your mental organization and begin building memory.

If you use SQ3R, you will significantly improve the quality of your study time

Want to find out more?

http://www.trinity.wa.edu.au/plduffyrc/library/study/read.htm

Preparing to Study: A Good Study Place.

Is my Study Place available to me whenever I need it? If you Place that you share work out a schedule so that you know when you can use it.
Is my Study Place free from interruptions? You may have to hang a DO NOT DISTURB sign on the door or take the phone off the hook.
Is my Study Place free from distractions? Research shows that most students study best in a quiet environment. If playing music, keep the volume low.
Does my Study Place contain all the study materials I need? Include reference sources and supplies such as pens and pencils, paper, ruler, calculator.
Does my Study Space contain a large enough desk or table? Use a desk or table that is large enough. Allow enough room for writing and try to avoid clutter.
Does my Study Place have enough storage space? Be sure you have enough storage space to allow you to keep your desk clear of unnecessary clutter.
Does my Study Place have a comfortable chair? Select a chair in which you can sit for long periods while maintaining your attention.
Does my Study Place have enough light? The important thing is that you can clearly see what you need to see without any strain or discomfort.
Does my Study Place have a comfortable temperature? Select a temperature at which your mind and body function best—not too hot or too cold.

Want more see http://www.trinity.wa.edu.au/plduffyrc/library/study/prepare.htm

Smart Study: Effective Study

Students sometimes have trouble studying

Firstly they might be procrastinating and not actually be studying. They might be sharpening pencils or re-arranging books.
Secondly, they might not be concentrating.
Thirdly, they might not have an idea of ways to read.

However,

Students might think they are studying, and spend hours going through books.

They go to a huge effort and spend hours writing down notes or highlighting most of the text.
But they often do very poorly on tests which require a genuine understanding of the material.

Instead

Read the material slowly and carefully, trying to understand the underlying ideas. Close the book.
Self-test. Answer a question or explain what you’ve read aloud, or tell someone else. (Mum, Dad, brother, fellow student…help each other) If you can’t explain adequately what you’ve learnt. Try these: Go back, re-read, try to understand
Ask your teacher to explain what you don’t understand.
Write out in another graphic form. (not just notes)
Read something else related.
Self-test again. Answer aloud or explain to someone what you’ve learnt.
Explain it aloud again the next day.
Teach someone the next week.

Success comes from comprehension, not memorisation. You have to understand ideas. This means building something new in your brain. The way to find out if you can "construct" an idea is to require yourself to produce it, by explaining it aloud.

Want more see http://www.trinity.wa.edu.au/plduffyrc/library/study/smart.htm

Preparing for Exams

How you react in exams often depends on your past experience, your personality, self-esteem and confidence. It also depends on how PREPARED you are! Confidence and expertise comes with experience. E xam revision is going over something you already know.

What are examiners looking for?

positive evidence that you have a grasp on what you learned
that you can apply it with accuracy/ imagination /flexibility
that you can analyse it and interpret material, not just write it exactly as it was taught to you.

Revision:

Make sure you have 'internalised' the important ideas, facts, events, characters, processes, theories and understandings.
Identify your weak areas early and get assistance if necessary. Understanding is the most vital aid to learning and remembering. Make a special effort to revise your weak areas.
Revise by writing summaries, creating mindmaps, drawing pictures or doing problems. Active learning is more effective.
Increase your 'concentration span' by revising your work in large blocks of time
Find out as much as you can about the exam: format, length, marking, time, place. Familiarise yourself with the various types of questions posed.
For every possible exam question prepare an answer without use of your notes .If you need to use your notes, revise again.
Practise writing answers under examination conditions.

Want more see http://www.trinity.wa.edu.au/plduffyrc/library/study/exams.htm

Taking Exams

Before Check the time, date, and place of the exam. Check any materials including pens, pencils, watch, calculator, ID card Go for a gentle walk. .Get a good night's sleep at least two nights.. Don't stay up late into the night 'cramming. Use the time for a general overview of the course, don't try absorbing new material. An hour or two before have a good meal with low fat protein eg eggs, cottage cheese, yoghurt. Arrive at the venue in adequate time but don’t discuss the exam.

Strategy Start with an overview of the paper. Read the instructions very carefully and analyse all of the questions quickly. Stick to those topics revised: don't try something new. First do two easy questions to build confidence and then do a more difficult question with more marks. Allocate time to spend on each item according to marks . Stick to this!!

Essay Re-read, underline important words and clarify what is actually being asked. Make brief notes and a rough plan of main points. Leave room for making changes. Answer the question directly in the first paragraph saying what points the essay will contain. Then write one paragraph for each main point. Summarize the answer by restating major points in the last paragraph. Finish the question in note form if running short of time.

Multiple Choice Try to answer the question BEFORE you look at the available answer options. All answers may be correct, or all may be incorrect. Read every option before giving an answer. Choose the best answer, not necessarily the correct one. First eliminate those answers that are wrong, or don't seem to fit. When forced to guess, always make a knowledge based guess. Do not change answers: the first thought is usually correct.

Short-Answer Questions Overlearn the details of the material. Use of study cards is essential. First answer the probables quickly. Next answer the possibles, and forget about the long shots.

Review : Review to make sure that all questions are answered; the answer sheet is not mis-marked or no other simple mistake has been made. Proofread writing for spelling, grammar, punctuation, decimal points, etc. Change answers to questions that were originally misread or if information elsewhere in the test indicates the first choice is incorrect.

When anxiety strikes , Stop, sit back, and try to relax. Breathe slowly and deeply to improve the flow of oxygen to the brain. Remain calm, relaxed, and positive. Check your neck and shoulder muscles and loosen any tight areas . Ignore what others are doing. Expect some anxiety. It's a reminder to do well and provides energy. Check the time schedule and exam strategy. If you go blank, skip the question and go on . Pause: think about the next step and keep on task, step by step. Recall visions of success.

Want more? See updated http://www.trinity.wa.edu.au/plduffyrc/library/study/exams.htm#Taking

Concentration:

Why are you having trouble concentrating? How can you deal with the problem?

Are external factors affecting you ?

Are TV, stereos, computers, music or food nearby? Do pets, friends & family interrupt?
Find a good study environment You need to leave or re-arrange your environment. Go to a library or an empty room when you seriously intend to study.
Study in the same place and use that only for studying. Have a comfortable chair and adequate lighting.
Make sure the temperature is not too cold or hot.
Make sure you have books, pens, paper you need.
Remove distractions like television or phone or intrusive music. Train yourself to study away from others and in silence (or with Baroque music eg Mozart to match your brainwaves and help you remember!). If this is not possible, wear (silent) earphones and “block out” everything.

Maybe it's internal factors that are causing your lack of concentration?

Are you hungry? Have a high protein or fruit snack. Eat well.
Are you tired? Make sure you have regular sleep; study when you're most alert; do 5 minutes of light exercise to wake yourself up.
Are you bored or dislike a particular subject? Read more about the subject and find reasons to interest you. Ask teachers about the relevance of the course or the material in their class. Join a group of students who do find it interesting.
Does certain subject worry you? Talk with other students and teachers. Make sure you are studying effectively. Make sure it's not something else worrying you.
Does an assignment frighten you? Break up large assignments into smaller pieces and do a little each day. Do the most intimidating part first. Give yourself rewards for progress. Work with one or more other students.
What if you daydream? When your mind wanders, write down the interrupting thought and go back to studying. Focus on spotting main ideas and details in textbooks and lecture notes. Make questions from main ideas using the details as answers. Deliberately stop trying to study and intentionally daydream. When you're ready to read again, do so. Don't try to read and daydream at the same time.
What if something is worrying you? Identify and define the problem and develop a concrete, specific plan to resolve it. Talk with someone who can help: a friend, relative, a counsellor
You can make concentration a habit Even if you lapse into old habits of distraction and daydreaming; keep expecting yourself to practice concentrating for fifty minutes.
Decide to concentrate We tend to do what we tell ourselves we can. Set a specific length of time to study and say “I will concentrate for half an hour”.
Notice when you study best Do most of your study at that time.
Prepare to concentrate Before you begin have everything you need on hand: books, paper, pens, pencils, calculators.
Be active Study with a pen, pencil or better still coloured textas in hand, so that you can write your own notes, questions, diagrams, symbols and prepare better notes. Remember just re-reading probably will not help you remember and may put you to sleep!
Vary study activities If you don’t usually study one subject for long, vary what you do. Read and take notes; then switch to making up questions; then go over what you’ve read aloud and grab Mum, Dad, little brother or big sister and try to tell them about it. Or swap from maths problems to making up a mnemonic about Society and Environment.
Have nourishing well-balanced meals Healthy diets earn higher grades. Eat a good protein rich breakfast. Avoid sugary snacks because varying blood sugar levels negatively affect concentration. High fat foods cause sluggishness and drowsiness. Snack on fresh fruits and vegetables.
Ensure you have regular exercise Exercise improves blood flow to the brain. Walking & aerobic exercise improves the brain’s ability to focus and concentrate.
Have plenty of night-time sleep Fighting sleepiness lowers concentration; regular sleeping patterns improve concentration.
Have a system for studying Set up a plan and timetable, and set up systems to help you study better. Try the SQ3R method for reviewing work.
Set yourself weekly, monthly and semester goals It is easier to concentrate and feel motivation when you have goals and can see yourself progressing toward those goals.
Take regular study breaks Concentration times vary. Take a short (5 minutes) break if concentration wanders.
Try to put other concerns aside. People find it hard to concentrate when they are upset, depressed, stressed or worried. Try to face problems, ask for help to solve them and having done what you are able, make a note of these worries. Put these notes aside then consciously shift focus to your study.
Increase the amount of time you concentrate for longer and longer Increase by a few minutes longer each session.
Reward yourself. Decide on some activity you enjoy. Only allow yourself to do it after you have succeeded in concentrating.

Want to find out more?

http://www.trinity.wa.edu.au/plduffyrc/library/study/concen.htm

Are you an effective listener?

LISTENING EFFECTIVELY is hearing and understanding what a speaker is saying and how it applies to you and then remembering it for future use and evaluation.

Some interesting statistics . . .

85% of what we know that we have learned by listening
75% of the time we are distracted, preoccupied or forgetful while listening.
We usually recall only 50% immediately after we listen to someone talk.
We spend 45% of the time listening.
We remember only 20% of what we hear.
Less than 2% of us have had formal education in listening.
We listen at 125-250 words per minute, but think at 1000-3000 words per minute.
Business studies indicate that listening is a top skill needed for success in business.

Ways to Listen

Concentrate. Become involved in what is being said. Be an avid listener. Constantly analyze what is being said. Ask “what’s in this for me”.
Use positive body language

Keep alert and have eye-contact with the speaker. This will help you listen more effectively. Sit up straight, keep hands away from your face. (Research shows this will make the speaker more interesting!)
Read the speaker’s body language. Read the speaker’s body language . 65 to 90 percent of every conversation is conveyed through body language.

Listen with the mind, not the emotions. Good listeners jot down something they disagree with to ask the speaker later, and then go on listening.
Listen for central ideas not just facts. Don’t judge until comprehension is complete. See how the facts and examples support the speaker's ideas and arguments. Good listeners know that facts are important, because they support ideas.
Judge the content - skip over the errors. Cut through (or screen out) distractions like background noise, unusual accents, dialects, and language mistakes, speaker disorganization, emotion, or habits ,superfluous material or your own inner voice.
Understand and use the differential between the speed of speaking and the speed of thinking

Try to anticipate the next point of the presentation.
Evaluate what the speaker is using for supporting evidence.
Summarize the lecture to yourself.
Ask questions.

Have several note-taking systems and write down only the important information. Remember that not all information is important.

Want to know more?
http://www.trinity.wa.edu.au/plduffyrc/library/study/listen.htm

The Research Spiral

Those of you who’ve though about research might think it is a linear process but few actually find out things in a straight line. Most of us leap in immediately, trying to answer the question then realise we need to find out more. Then we gather information, try to put it together and see we need to sort things out. So the process is more a spiral that goes round, back and forwards.

Cover these processes in any order, and repeatedly until our research is done.

Think What are you being asked? What do you already know? What do you need to find out next? Brainstorm, make mind map, ask yourself questions, and work out keywords.
Plan How are you going to do this? What do you do next?
Find Search and research. T ry different keywords in indexes and search engines. (Use a thesaurus or dictionary). Use books, magazines, the web, people.
Use, take notes and compile a reference list. Read, evaluate, and record ideas and source details as you go.
Organise How do yousort this into a sensible order?
Make present & create Is the form of presentation specified or free choice? How do you best show what you’ve found out, what you know and what you think? Have you added a reference list, whatever the format of presentation?
Judge How are you doing? Have you answered the question? How did you do? What can you de better next time?

Essentially we need to keep asking:

Why do things happen the way they do? Look for causes and effects, relationships and variables.
How could things be made better? Problem-solving and synthesis. Pull and change things around until a new, better version emerges.
Which is best? Which do I select? Make thoughtful decisions, a reasoned choice based upon clearly stated criteria and evidence

Want to know more? How to research
http://www.trinity.wa.edu.au/plduffyrc/library/study/

Positive Attitude and Self -Esteem: Learning Better

Successful learners have positive beliefs and attitudes towards learning. What we think about ourselves and what we are doing does matter! It changes how well we do in our studies …and how well we succeed in the whole of our lives.

Dr. Masaru Emoto is a Japanese photographer photographs crystals in frozen water. He started with different waters around the world, froze samples and took photos of the crystals. As could well be predicted, the polluted crystals were ill-formed and ugly. Then he placed messages written on paper under the bottles overnight and repeated the crystal photography. Water that has been exposed to loving words, like "Joy", "Compassion" and "I Love You" forms crystals that are beautiful, showing brilliant, complex, and colourful snowflake patterns. In contrast, water exposed to negative thoughts forms incomplete, asymmetrical patterns with dull colours . Think about it! We’re 55-60%water! “If thoughts can do that to water, imagine what it is doing to our bodies and brains!” (as a narrator from the movie What the Bleep Do You Know? remarks)

Identify and ignore any negative inner dialogue. You can get into a habit of putting yourself down, saying you can’t do something, or being afraid to try something.
Remind yourself of the things you can do. Get to know your own strengths.
Replace fear and negativity with positive self talk. Say “I can do it” and you will, if you begin now!
Maintain your vision! Keep your eyes on your goals. Take concrete action to begin on your path to your goals.
Surround yourself with people who encourage and build you up. Keep away from people and situations that steer you off your own track to your goals.
Don’t blame other people for your own mistakes. Don’t enlarge them. Learn from them. Do better next time.
Don’t enlarge difficulties! Cut them down to size by looking at them squarely. Work out ways to overcome them.
Take advantage of learning opportunities at school. Be interested! Remember boredom is in your head! Pay attention in class, complete homework, revise and create good notes.
Take advantage of learning opportunities elsewhere. Be attentive and engaged; take an interest in the world around you. You can learn from mentors and role models, co-workers and friends, magazines, journals, television, books and newspapers, the Internet, by volunteering and by teaching others what you know (this helps you to improve your skills and insight)
Exercise regularly. Eat well. Get enough sleep. Take time to really relax.

Be honest, kind, fair, and friendly and show support and concern for others.

Want more? Positive Attitude and Self -Esteem: Learning Better

http://www.trinity.wa.edu.au/plduffyrc/library/study/postive.htm

While on holidays improve your chances of doing well! Burst out of your bubble and start the journey to lifelong learning!

You’re going to say “I’m not going to study in the holidays! That’s a time for relaxation and not thinking about school at all!” You’re right …but successful learners never stop learning. There are some strategies to give you the edge in your study next year…and the rest of your life, but don’t interfere with having fun.

Read. Read everything and anything. Spread your wings in different directions from the usual. Read stories, true accounts, comics, graphic novels, newspapers, magazines, games, blogs, and internet websites of all flavours.
Be entertained, but choose variety. Don’t just stick to the predictable kinds you already know. Watch TV, films, play games, listen to the radio, play sports that are not your customary choices.
Ask questions about what you see, hear and read .

Does it make sense?
What’s the “spin”? What is the creator trying to tell you or convince you about?
How does it fit in with what I already know?
Do I understand what it’s “on about”? If not, how can I find out?

Go somewhere else for a day or the month, be engaged. Map your journey. How far are you travelling? Work out how much money is spent and on what. Find out the stories of the places where you are going from people and print. Would I like to live there? Really? Why? Why not?
Spend time with and talk to people: not just friends but also parents, relatives, anyone you meet. Find out about them. Listen! Be interested! Their cultures (family and ethnic). Their stories. Their likes and dislikes. Their viewpoints.
See where you can help. Show care and concern for the world around you; your environment and your fellows on the planet.
Find out about yourself! Your likes, dislikes. Your passions. What engrosses you and sets you on fire? Set yourself some goals: long, medium and short term.
Keep a journal. Record what you are doing, thinking, feeling, imagining.

Want more? Holiday Strategies: On the Way to Lifelong Learning

http://www.trinity.wa.edu.au/plduffyrc/library/study/holiday.htm

Reading fiction—for fun and to learn

You might wonder why you’d read at all, especially fiction. We all tell stories everyday, whether recounting tales of our weekend or a funny or exciting adventure we’ve had. Everyone remembers and relates to stories far more than any factual account. When you read fiction (novel or short story) you might imagine that unless it’s for a class that you’re not learning anything and that it’s not study at all. Some people might think you’re “wasting time” while reading a book by your favourite author! Nothing could be further from the truth!

You might say,”If I have to learn while I’m reading then it will be spoilt…and no fun!” Not true! Without even thinking about it there are some things that happen every time you read, especially if you vary the type of book (read humorous as well as adventure stories, read fantasy as well as realistic stories etc.)

You encounter words, lots of varied words, written correctly, with the accurate punctuation and in grammatical sentences. This means you can develop your vocabulary, learn to recognise correct writing, and so improve your own writing.
You enter other worlds, other places and other people’s lives. This means you can develop an understanding of the world around you… and step out the “bubble” of your own limits.
You can cross the threshold into other places, times and reality so your imagination and creativity can be enlarged.

Read. Read for enjoyment. Read for fun. Read a variety of books. A good idea is to read steadily, at least 20 minutes a day. Keep a record of the books you read. Here are some ideas to keep in the back of your mind while you read. If you are so inclined you could write a sentence or draw a picture in a reading journal in answer to any question that captures your interest while reading your novel. Not for a teacher or a parent… but for yourself to remind yourself of the experience.

What do you think will happen in the first/next chapter? Why?

Were you right? Is the author’s track more interesting? Why? Why not?

How is the character/s in the novel like/unlike people I know? Do they change?

Would you like to meet them? Why? Why not?

How is the setting in the novel like/unlike time and places I know?

Would you like to be there? Why? Why not?

Are there effective descriptions of characters, places, events? Which ones? Why?
Do the events in the novel seem realistic…within the world the author has created? Do the characters act like they really would?
How do different parts of the book make you feel?

Scared, annoyed, angry, confused, sad, embarrassed, happy etc?

What issue is the author dealing with? What do you think about while reading/after reading it? good vs evil / feeling out of place / freedom/identity/environment etc etc

Tips & Tricks

Reference Resources