Virtually any topic can be for someone interesting. If you wait until the teacher would “make” an exciting course, you are missing the point. Interest – it is your installation. It is a mistake to see the cause of bad credit or exam results in the fact that “the events are out of your control.” Students who believe that success is based on effort, as a rule, successfully learn and show consistently good results (Noel et al., 1987). Let’s look at something that you can do to improve the learning process.
Engage in adapted for this place. Ideally, you should engage in a quiet, well-lit place, where nothing distracts you. If possible, you should select a place where you are just learning. Nothing else out there do not do: Do not store magazines, CD-players, do not invite any friends there, do not keep there pets, posters, video games, puzzles, food, do not arrange meetings there, do not keep in front of a sports car, elephant, piano, TV, harmonica, or hang gliding. Thus, it is one specific location to be associated only with your studies (Beneke & Harris, 1972).Then, instead of forcing yourself to learn, you can simply go to ‘study’. Once you’re there yourself, you will already be relatively easy to begin to deal with.
Engage regularly. Before the test appropriates repeat everything carefully. Yet you have any trouble if you decide to assimilate all the information at once (“memorize”). Research shows that much more effective is to do a little (Naveh-Benjamin, 1990).
Divided practice consists of a large number of relatively short training periods. Prolonged continuous memorization is a massive practice. (If you decide to “seal” classes, it is quite possible that you have a “mess in my head.”)
Memorization is much straining our memory. Do not try to teach new material on the last day before the exam. Much better is to teach young passages every day and often repeat (Luckie & Smethurst, 1998).
Try to use mnemonic techniques. After all, you need to start somewhere, and often the first step is repetition.
Mnemonic helps us remember. Most of the mnemonics is associated with the ideas of new information or images that are easy to remember. For example, as you have if you want to remember that in Spanish a duck is pato? English-speaking students, using mnemonics, can relate this to the English pot (casserole) and present a duck in a saucepan or casserole with duck instead of a hat (Pressley, 1987). Just to remember that the cerebellum controls coordination one can imagine a kind of Sara Bellum, whose good coordination. In order that the results were better, make your images unusual, bizarre, vivid, imagine how they move (Campos & Perez , 1997).
Test yourself. A good way to improve the assessment is to perform home some preliminary tests before the exam, test or written work in the classroom. In other words, studies should include a self-test, when you ask questions yourself. You can use the cards, quiz questions in the textbook and other means. As you learn the material, ask yourself more questions and make sure that you can answer them. Education without testing – it’s like playing basketball without throwing the ball to the basket.
Additional material. Many students are not prepared for the exams, and most of them are overestimating their future good results (Murray, 1980). A solution for both problems may be learning the additional material when you continue to teach the material already mastered the subject. In other words, plan to engage further and repeat after you already start to feel that you have prepared.
There is another reason for the assimilation of additional material: students that prepare themselves for more complex forms of accountability, are better able to cope when they have to take the other (Foos & Clark, 1984). For example, if you’re ready to compose, a short test does not make any trouble. So, you better learn the material and you really will “know the subject.”
Tendency to delay the exam preparation classes and save for later is almost universal. Even when the postponement until later does not lead to failure, it can cause much suffering. Those who postpone all on then, work only under pressure, skip class, come up with false excuses to pass the job later, and he becomes ashamed of his attempts to learn the material at the last minute (Burka & Yuen, 1983). They also experience more severe stress and get sick more often (Tice & Baumeister, 1997).
Many students equate their estimates for its personal significance. Putting aside their studies until later, they leave themselves an opportunity to see the cause of failure that began preparing late, not that they lack the ability (Ferrari, 1991). In addition to everything else, it was not their best effort, right? Linked to this is the issue of perfectionism. If you are expecting the impossible, it is difficult to begin to perform the task. Students with high standards, as a rule, have a habit of doing everything or nothing (Burka & Yuen, 1983). This is especially true if you are sensitive to what others think about you (Clark & Hill, 1994; Ferrari, 1992).
Manage your time. Most of the people are laying on the lessons and then finally face the problem of self-esteem. Nevertheless, most students can acquire more advanced skills and manage their time well. Since we have already discussed the study skills, let’s discuss the management of your time.
The plan for the week is a written plan that distributes the time to study, work and leisure. To prepare your schedule, make a table, pointing it at all hours of every day of the week. Then fill in the time that you have already distributed: sleeping, eating, work, work, practice in group classes, meetings and so on. Then fill in the time when you are preparing for various occupations. Finally, note the remaining hours as an open or free time.
Every day, you can use your schedule to check. So at first glance you will understand what has been done and what remains to be done (Luckie & Smethurst, 1998). You may also come in handy scheduling deadlines: Enter the dates of all the controls, tests, reports, term papers and other important tasks.
The beauty of following a schedule is that you know that you are doing an honest attempt. It will also help you avoid feeling tired, if you work, or guilty when you relax and play with friends.
Treat your study time as a serious responsibility, but respect also your vacation. And remember: students, diligently engaged in their studies and that also manage their time well, actually get better grades (Britton & Tesser, 1991; Leeming, 1997).
Setting goals. Many students seem to be useful to establish concrete goals, clear and measurable (Schunk, 1990). If you find it difficult to maintain motivation, then you might want to set ourselves goals for the semester, weekly, daily and even in one session. Treat your goals realistic, but do not underestimate yourself. If you put more effort in the beginning of the course, it greatly reduces stress, which will be experienced later (Brown, 1991). If your professors rarely give you, set your own goals for the day. For example, you can read, learn and repeat up to eight pages a day to five days to learn a Chapter of 40 pages. Many small steps can make a spectacular way.
Qualitatively spent time. Marks depend almost as much of the effort, as of “intelligence.” However, do not forget that good students are working more efficiently, not just more. Many teaching practices are not effective enough – say, a repetition of a notebook, and not by the book, a retelling of chapters, answers to questions with an open book and the “group repetition” (often turning into a party).Students receiving the most good grades, give special attention to quality: they carefully study their books and records and regularly attend training (Woehr & Cavell, 1993).