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Take Control of Homework
Although very few students love homework, it does serve a purpose. Homework helps:
Reinforce what you’ve learned.
Build study habits that are essential in college.
Prepare for your classes.
Get a sense of progress.
Here are some tips to help you deal with homework more efficiently and effectively:
Create a good study area that has everything you need. If you can’t find a place at home, try your school or local library.
Make a list of everything you need to do with deadlines. Do the more difficult work first so you don’t have to face it in the end.
Even if you don’t have homework, use the time to review your notes. If sitting down to work is a part of your normal routine, it will be easier to do it and you’ll learn how to use your time productively.
Know how much weight each assignment or test carries and prioritize your time accordingly.
Keep your mind from wandering by taking notes, underlining sections, discussing topics with others, or relating your homework to something you’re studying in another class.
People process information in different ways. Some people like to draw pictures or charts, others prefer to read out loud or make detailed outlines. Try to find the methods that work best for you. If you’re having trouble, ask your teacher or a SSC tutor for recommendations.
If you have a study period or a long bus ride, use that time to review notes, prepare for an upcoming class, or start your homework.
Get together with friends and classmates to quiz each other, compare notes, and predict test questions. Consider joining a study group.
If you have concerns about the amount or type of homework you have, you may want to talk to your teacher or a SSC tutor. They can help you understand how much time you need to allot for homework, why you’re having trouble, and how to manage tasks.
Reward yourself for hitting milestones or doing something well.
Concentration
The Problem:
In many colleges, over 8% of students report problems concentrating. Most of these students blame outside distractions for their difficulties.
Many research studies that manipulate noise levels and distractions have found that such disturbances may increase, decrease, or note eve affect concentration. These researchers have therefore concluded that distracters don’t cause concentration problems directly, it’s actually the way the distracters are interpreted by students that is disrupting.
Creating a Study Environment
Find a place to study and keep it for study only.
Make sure your environment has all your study needs.
Control noise level and the visual environment to your needs.
Avoid relaxing while working; create a work atmosphere.
When to Study
During the day and early evening but this may vary from person to person. Be conscious of what times you study, learn, and concentrate best.
Best when there are the fewest competing activities.
Best when adequate rest periods are provided.
Stop studying when you become fatigued or lose your concentration/attention.
How to Study & Concentrate
When distracters are present, become intensely involved.
Keep a pad of paper handy and jot down any extraneous thoughts you have while working.
Set study goals before you begin.
Design adequate rewards for attaining your goals.
Break up the content of study by mixing subjects, building in variety and interest, and removing boredom.
Make the most of rest periods—do something completely different from studying.
Don’t try to mix work and play.
Start with short study periods and build in length but only as fast as you maintain concentration.
If necessary, make a calendar to keep your mind clear of distractions.
Realize that you won’t lose respect, friends, or out on a good time just because you’re studying…you’ll have plenty of other opportunities.
Plan the length of your study period by the amount of material you want to cover, not by the clock. The clock is on often one of the most serious distractors.
Getting to Know Your Textbook
1. Examine the title page: Who are the authors? What is their standing in their fields? (Perhaps you can ask your professor.) Do their training and background qualify them to write a book of this type? Who are the publishers? When was this textbook published? What does that tell you about the book?
2. Examine the preface or introduction: Why is a preface written? What does it tell you about the book? Do the authors introduce any unusual features of your book in the preface and prepare you to be on the lookout for them?
3. Examine the table of contents: What does the table of contents tell? How is this textbook organized? What main divisions does it have? Compare the table of contents with that of another book in the same field. Do the two books cover the same topics? Are these the topics you expected to find covered in this text?
4. Examine index, glossary, and other material at the back of the book: How does the index differ from the table of contents? How does it resemble the table of contents? What sort of topics should be looked up in the index instead of the table of contents? What is cross references? Is there a glossary in your textbook? Can you use diacritical markings successfully to pronounce a word? Is there an appendix in your book? Why isn't this information included in the body of the book? How would it have affected the organization? What is the literal meaning of "index" according to the dictionary?
5. Examine study questions, guides, and other helps: Does the text provide study aids to help in understanding the text? Are the study aids in the form of questions, exercises, or activities? If questions are used, do they simply require finding the answers or must you do some critical problem-type thinking to arrive at answers? Are there study aids both preceding and following a chapter? Which types of aids help you most? Does the text provide suggestions for other readings or materials designed to help you understand this chapter?
6. Examine chapter headings, sectional headings, and margin guides: Look at the chapter heading and then the section headings that follow. Write them down and see if this gives an overview of the chapter. How do headings help in skimming a chapter for specific information? Do you find different kinds of type in your chapter? Does this help you understand the organization of your textbook better? How? Does the text provide help in identifying material to be found within each paragraph? Is the topic sentence indicated? Does the book use summaries? How do these help? What is the difference between giving the gist of a chapter and summarizing its contents?
7. Examine maps, pictures, charts, diagrams, and tables: Which of these visual aids is used? Do you understand them?
Using Your Textbook
When you purchase a new book, there are several things you should do automatically.
I. Look in the front:
A. Read and think about the table of contents.
1. This will show you the overall organization of the course and help identify what's important.
2. It will get you interested in the material.
B. Glance over any preface or foreword to see what the book is trying to do.
C. Consider the title. This is often a significant statement about the book's "slant." Do you know the author?
II. Look in the back:
A. Glance at the index. This is a listing of subject and pages upon which they can be found.
1. You can tell from the percentage of known and unknown words how difficult the text will be for you.
2. You can see with great precision what the course is concerned with.
3. You can look up specific items of interest.
4. As a review for tests, you can easily look up unknown items since the page number is given.
B. Is there a glossary listing unknown words and their definitions?
1. The main concern of many courses is to teach the vocabulary of the subject. This is a vital section, not something to be ignored.
2. Make a page tab out of scotch tape, and undertake to study and learn these words during the term. Use the tab for easy reference during time between classes-time which might otherwise be wasted.
C. Determine what other possibly useful materials are in the back-before you need them. You don't have to read them now; just know that they exist.
III. Determine how a typical chapter is constructed. (All of the other chapters will be put together the same way. If one chapter has a summary, they all will; if one chapter has questions, they all will.) Use this knowledge when you have a reading assignment. Structure your approach accordingly.
IV. Don't be afraid to write in your book-vocabulary words, condensations of ideas, personal reactions, etc. Interact with the book the way you'd interact with a person. Your texts provide a valuable resource during and after your academic career.
Pomodoro Timer
Pomodoro Timer
Step 1
Set out a task to do
Step 2
Work for 25 minutes or "1 Pomodoro"
Step 3
Record your progress
Step 4
Take a short break
Step 5
Back to work
Step 6
After 4 Pomodoro take a long break
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