Taking Control                

  Hint One:     Understand your personal learning strengths.
  Hint Two:     Create a learning environment.                                 
  Hint Three:  Make goals.
  Hint Four:    Create a master list of your goals.
  Hint Five:     Devise a weekly plan.
  Hint Six:       Become effective in all aspects of your life.

 As in athletics and many other areas of life, consistency is the key to success in school. Winners - whether in soccer, basketball, or education - perform consistently well.
 

Hint One: Understand your personal learning strengths.

There are many different kinds of intelligence. Some people are excellent writers and accurate spellers, others are math all-stars and computer wizards, and still others are artistic or dramatic. Some play musical instruments, others excel in sports, and still others have lots of friends. All of these activities require different skills and have real value in life.

Schools, however, do not reward all forms of intelligence equally. Teachers tend, for instance, to place more value on writing and mathematics than they do on having lots of friends. To succeed in school, you'll have to focus on the more academic forms of intelligence.

Know yourself. Some people are better learners in one subject, and others are better in another. People also learn in different ways and at varying rates. In order to take control of your education and improve your learning skills, come to understand how you learn best.

Here is a list of twelve statements about learning. Choose the four statements that best describe you.

1. I like to read.
2. I like to discuss.
3. I like to be involved in whatever is going on.
4. I am good at making plans and outlines.
5. I remember by reciting things.
6. I move around while studying.
7. I like order and neatness.
8. I like to talk things over.
9. I move my hands a lot while talking.
10. I learn best by watching.
11. I learn best by listening.
12. I learn best by doing.

Although everyone learns by watching, listening, and doing, experts have concluded that most people are most comfortable with and learn best through one of these. Look back at the four you chose.. Most people will have mixed results, but you will probably see a trend - two or more checks that indicate a particular learning style.

If you checked:
  1, 4, 7, 10, you're primarily a visual learner, a person who learns best by watching others and examining information.

  2, 5, 8, 11, you're primarily an auditory learner, a person who learns best by listening to others and reciting information.

  3, 6, 9, 12, you're primarily a kinesthetic learner, a person who learns best by moving and doing.

Hint Two: Create a learning environment

                 .

In order to learn best at home, create a place that you can use regularly to study. It doesn't matter where it is - in your room, at the kitchen table, or wherever - but it should be a place that is:

• free from distractions such as the TV, stereo, and phone. You won't learn well if you are constantly interrupted. You'll learn badly if you're paying more attention to the TV than to your work.
   
• reasonably comfortable and well lit. If it's too uncomfortable, you won't be able to concentrate; if it's too comfortable, you'll daydream or fall asleep. Make this place your private study spot.

Also it is important to be in the right frame of mind when you study, so:

• get rid of inner distractions. The 'inner noise' can be every bit as disturbing as the noise you hear around you. Calm your mind. Temporarily let go of any problems you have. If there is a problem that upsets you, set aside time to solve it before or after you study, but don't dwell on it while you're studying.
   
• think of studying as a game. Make a goal for each assignment and see if you can reach it. Give yourself little rewards - a snack, for instance - whenever you finish a difficult task.

Hint Three: Make goals.

Goals are statements about what you are aiming for, what you are working toward. Know what you are striving to accomplish in every class. Also develop goals for athletic, extracurricular, social, and personal activities. Make realistic goals that you can work toward.

• Phrase your goals positively. Positive statements say what you will do, while negative statements tell only what you hope to avoid. 'I will earn an 80 in math,' for example is far better than 'I'm not going to get any more Ds.'
  
   

• Make your goals measurable. Use numerical or letter grades whenever possible. 'I will earn an 85 in social studies,' is a much clearer goal than 'I will do well in social studies.' With the first goal, you can measure whether you accomplished it. Avoid words like good, well, and better because they are vague.
  
• Be sure that your goals are realistic and achievable. Set goals that, if you work consistently, you can reach. 'I will get a perfect score in every test this year,' is not a realistic goal for anyone. If math is more difficult for you than social studies, make you goal in math more reasonable. Successful people make goals that they can stay focused on, work consistently toward, and have a reasonable chance of accomplishing.

Hint Four:   Create a master list of your goals                                    
                           

Think carefully about what you want to accomplish, both in your classes and in the other areas of your life. Then state each goal clearly in writing. Here are some guidelines.

• It's a good idea to make a master list of all your goals. If you write all of your goals down together, you'll remember them better. You can use the list to remind yourself to keep working consistently.
   
• Include an evaluation for each goal. An evaluation will help you determine whether you reached a goal. If you've done a good job of making your goals measurable, the evaluations will be obvious.
   
• If it helps you to become motivated, include a reward for reaching each goal. The reward can be anything you want to do for you.

  example:

     Goal 1:      _______________________________________________________________________
                    _______________________________________________________________________
     Evaluation:_______________________________________________________________________
                    _______________________________________________________________________
 
     Goal 2:     _______________________________________________________________________
                   _______________________________________________________________________
    Evaluation:_______________________________________________________________________
                   _______________________________________________________________________

Hint Five:     Devise a weekly plan.

Once you have set your major goals, you can make objectives, smaller goals that will enable you to reach those major goals. It is crucial to think about what needs to be done each week. If you plan ahead, you'll be able to accomplish far more. Here are some guidelines for planning your week:

• Use your agenda weekly planner.
   
• Think about long term assignments, papers, and projects that will be due. Plan for exams that will occur. Then on Sunday evening or Monday morning, write out the goals you want to accomplish during that week.
   
• List the activities required to accomplish these goals, the days you can work on each, and the approximate time needed for each. For instance, if you have a socials report due on Thursday, you could do all of the work on Wednesday night. But it would be more sensible and less stressful to plan the report Monday, write a draft Tuesday, and write a final copy on Wednesday.

Hint Six:       Become effective in all aspects of your life.

School is important, but it is only one part of your life. And, it's difficult to do well in school if the other parts of your life are inconsistent or out of control. As an individual with a unique learning style, you'll need to adapt all of the learning hints to your own particular situation. Still, no matter what your situation is, there are certain things that everyone should do to be successful in and out of school:

• Finish completely at least one task every day. In order to build a sense of accomplishment, get something - an assignment, task, or project - done every day.
   
• Exercise regularly. Become involved in some sport, game, or activity you enjoy. To help your mind work well, keep your body in shape.
    
• Eat right - have balanced meals, not just snacks. A steady diet of cupcakes and potato chips will, according to researchers, cause you to do less well in school. Avoid sugary foods that keep you from concentrating on what you have to do. Eating a good breakfast is especially important because it will provide you with energy for the rest of the day.
                                              
• Keep a regular sleep schedule. Like eating sensibly, sleeping regularly will enable you to develop the consistency you need to become successful. If you know you have to get up early for school, don't talk on the phone until past midnight or watch a late-show on TV.

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Modern life is chaotic. Classes, homework, sports, extra-curricular activities, friends, hobbies, family and the electronic media, among other things, take up our time. Some days it seems impossible to get everything accomplished. But you can get everything done and have fun too. The trick to being productive, both in and out of school, is to manage your time well. You simply need to develop some time management tools. The key word in the phrase, time management, is management.
 

Time Management Hints.

In order to manage your time better, remember: Take control of what happens to you during classes and during your study times at home. One the next few pages, there are the five hints for time management.

Time Management Hint 1: Make a daily 'To Do' List
Time Management Hint 2: Prioritize your list
Time Management Hint 3: Make a learning schedule
Time Management Hint 4: Focus on the task
Time Management Hint 5: Stick to your learning schedule 

Time Management Hint 1: Make a daily 'To Do' List
                                                                                                               

• Making a simple list of what you have to do each day will save you an immense amount of time. Make it each evening, or morning in your agenda (reminder). Of course, you can change the list at any point in the day.
   
• Make sure you list your daily obligations and deadlines. Certain things like math homework and reading have to be done each day, so list them under 'everyday' assignments. Also don't forget to include social and home obligations : chores, errands, spending time with friends after school.
   
• Don't forget to be realistic. Your 'to do' list will only work if you include things that you can get done. Don't include impossible tasks - for instance, reading an entire novel or writing a whole research report. Rather, break large tasks into smaller tasks you can manage in a day. Read two chapters of the novel, or write one section of your research report.

Time Management Hint 2: Prioritize your list

     .

A priority is something important, something that comes first. While you prefer, for example, to read a story for language arts even though the report on Ancient Egypt in social studies is due the next day, make the report your top priority. Save the reading for later. This may seem like a difficult thing to do, but in the end it will build your sense of accomplishment.

• Decide which of your obligations are most urgent and have to be done first. Give these a number 1.
   
• Then decide which things are least urgent. Figure out which things can wait until you've accomplished your priorities. Give these a number 3.
   
• Place a number 2 next to the other obligations that come between - the things that have to get done but are not urgent.

   example:

      1. Math: homework sheet 2.4
     3. Talk to Josh about youth night on Friday.
     2. Read chap. 5 The Giver.
     1. Finish "Daily Life" for Ancient Egypt report.
     3. Do dishes after dinner.
     2. Ask Mom about new gym shoes.
     2. Call volleyball coach about the tournament.
     3. Buy a new calculator.

Time Management Hint 3: Make a learning schedule

Using your 'To Do' list, fill out your learning schedule for the day. Block out your study time so that you can fill it in as you receive homework assignments during the school day. Here are some tips.

• Plan to complete your most challenging tasks during your 'best' time of the day. For most people, there are periods during the day when learning is easier. Make sure that you schedule your top priority tasks during this time. If, for example, you think more clearly before dinner, schedule your top priority at that time.
   
• Include school time. Get into the habit of using some of your free time in school for studying and completing assignments. Almost every day there is some "free time" at the end of a class or between classes. Use this time to get a head start on your homework.
   
• Give yourself time to complete each assignment. Remember: You do have enough time to finish everything that you need to do in a day. Don't try to cram all of your work into a short period. When you're rushed, your work will probably be sloppy and you'll remember little from the assignments.
   
• Create study segments of approximately 30 minutes each.
   
• Include free time. Your assignments will be of better quality and your studying will be more productive if you also schedule some time to relax and exercise. Remember that exercise is especially important. Set aside time to jog, shoot baskets, rollerblade, play ball, or even race your brother or sister around the block.
   
• Be flexible.  If a particular assignment is taking longer than you expected, change your learning schedule. If you finish an assignment early, do something else on your 'To Do' list. Or take a short break and then move on to the next thing on your schedule.
•  

Time Management Hint 4: Focus on the task

•  Before you begin an assignment, set a mini-goal for yourself      
  Ask yourself, 'What should I be learning from this assignment?'
                      'What do I need to accomplish during this study segment?'
  Use your answers to create your mini-goal.
   
• Look over the materials to ensure that you have the big picture. Then, work without interruption until you have accomplished it.
   
• Do the most difficult tasks first, while you are still alert. If you put off the assignments that you like least or find most difficult, you may not ever get to them. Leave the easier, more pleasant assignments for later in the session.

Time Management Hint 5: Stick to your learning schedule 

• Work at your study spot for the entire time you set down on your schedule. Don't let yourself be interrupted by phone calls or TV shows. You can return your friend's call during a break or after you've finished your work. If there is a show you really want to see, you should plan around it when you make up your learning schedule for the day.
   
• Remember to take short breaks between study segments - at 20, 30, or 40 minute intervals. Get up, walk around the room, stretch, and breathe deeply. Clear your mind so that you can focus immediately when you begin your next study segment.
   
• Find some way to reward yourself once you've completed an assignment. First, cross the assignment off your 'To Do' list and schedule. Then, make that phone call, watch that TV show, or get a light snack. And then, get back to work!

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As with all learning, memorizing information works best when you actively choose to remember. The more you want to remember something, the better you will be able to remember it. Make remembering a game that, by using mnemonic devices, you can play well.

There are two types of memory - short-term and long-term.

You use your short-term memory when you remember something - the phone number of a pizza parlor, for instance - for a few seconds or minutes. Your memory holds on to the information just long enough for you to use it.

When you store information for days, weeks, or even years, you are using your long-term memory. In order to learn, use memory devices to transfer information from your short-term memory to your long-term memory. By using these devices, you'll be able to organize, store, and retrieve information for quizzes, tests, and essays.

Remember: You never really forget the information stored in your brain. Sometimes you simply can't find it. This is where the memory devices can help.

Memory Hint 1: In order to remember information, find or create patterns.

Read the three lists of numbers below.

   A. 1 7 6 2 3 4 8 0 5 3

   B. 9 8 7 6 5 0 1 2 3 4

   C. 8 6 0 9 4 5 2 1 7 3

You can probably remember each of the lists for a short time, but which list would be easiest to remember for a long time?

Patterns like the one you discovered in list B, above, make it easier for your brain to store information. It is easier to remember because the numbers are ordered in a pattern that is familiar to you. Whenever you need to remember something, find or create a pattern for the information.

Memory Hint 2: In order to remember information, connect information with a visual image (a picture) in your mind.

Look over this list of names of European countries.

   Austria          Norway

    Greece          Yugoslavia

    Italy

If you had a map of Europe in front of you as a reference, you could likely remember the shapes of each of these countries for a short time. But which country's shape would be the easiest to remember a week from now?

Most people remember Italy most easily because it has a familiar shape, like a boot. When you use visual images to store information, your mind creates familiar pictures that you then associate with information you need to recall. 

• Write out the information
  
  
  
  
   
• Make a diagram or sketch.    
                                   
• Say the information aloud as you write it.
  

The more of your senses you use, the easier it will be to learn information.

Memory Hint 3: Use acronyms to store information in and retrieve information from your long-term memory.

Acronyms are words made from the first letters of other words. You may know, for example, that ROY G BIV represents the colors of the spectrum in order. (red, orange, yellow, green, blue, indigo and violet). You may have used HOMES to remember the names of the Great Lakes (Huron, Ontario, Michigan, Erie, Superior).

Example:

    1. To remember the names of the three most influential philosophers in ancient Greece (Socrates, Plato, and
        Aristotle), create an acronym using the first letter in each of their names.

        Any combination of the letters will do but the easiest to remember is SAP.

     2. Create, an acronym so that you can remember three contributions Aristotle made to Western Civilization. His
        contributions include a scientific classification system that we still use today, the formal study of logic, and
        the first steps of the scientific method.

        One good way to make the acronym is to include the first letter of Aristotle's name as well as his
        accomplishments: CLAMS - Classification, Logic, Aristotle, and Method of Science. You might further
        strengthen your memory of the information by connecting the word clams with a visual image: Picture a
        philosopher in a long white tunic digging for clams on the beach.

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      Reading Textbooks                    
              
                                                                         
Textbooks, as you have no doubt already discovered, are not as much fun to read as comics are. Textbooks are often heavy and always long. But textbooks are not really difficult to read because they are designed to be read by students. In fact, most textbooks include material developed especially to help you understand and remember what you are reading. These materials include introductions and summaries, chapter headings and subheadings, key terms (often in boldface type), and review questions.
                   
                                                                                                                 
The following three-step method will help you use these textbook materials to improve your learning while you read.

Preview

• Think about what you are supposed to learn by reading the textbook selection.
• Scan the section.
• Change the headings and subheadings into questions.
• Note key terms
• Read the introductory and summary information before you read the section.

Read

• Read actively
• Ask yourself the questions you created from headings and subheadings.
• Underline important information.
• Make notes when appropriate
   

Review

• When you finish reading, review right away. Move information from your short-term memory to your long-term memory.
• Answer the questions you created from the headings and subheadings.
• Quiz yourself on key terms and important persons, places, and events.
• Make sure you can answer the questions provided in the review section.
• Overlearn: when you think you know the information, go over the material one more time.

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    Learning to Listen
      Obviously, you will learn more if you listen better. Real listening, as opposed to merely hearing, is both
     active and creative.

Active Listening Hint 1: Be attentive

• Practice active listening skills outside of school as well as in your classes.
   
• Remember that in order to listen actively you have to want to listen.
   
• Pay attention to what people say.
   
• Don't dismiss anyone as boring.

Active Listening Hint 2: Paraphrase what people say.

• Concentrate on what the person is saying.
   
• In your mind, try to repeat in your own words the person's main and supporting points.

Active Listening Hint 3: Listen critically.

• Evaluate what they have to say.
   
• Ask yourself questions about the main point, examples and other supporting evidence, and transitions.
   
• Main points, the most important information your teacher wants to present, are often repeated during class. Main points start with phrases like:

           It is important that.....
             Another important idea is....
                For the quiz tomorrow.......
                   The most interesting........
                       You'll need to know that.......
                           The main idea................
                               The result was............
                                   For Friday's test........
                                       The primary purpose......

• Transitions are words and phrases that let you know that a new point or another example is coming. When you hear a transition, listen especially attentively so that you don't lose track of the organization of the information being presented.
  
  Some transitions that your teachers are likely to use are:

           First of all.......
              Second(ly)/ Third(ly).....
                  For instance...........
                      For example.........
                         Furthermore.......
                             However.........
                                 Nevertheless...
                                     Consequently...
                                         Finally.........
                                            All in all.......
                                               In summary....
                                                   In conclusion....

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      Taking Notes
               

Much of what you are expected to learn in school is presented in your textbook reading assignments and in your class lectures and discussions. You need to learn how to take notes on both textbook reading assignments and class lectures and discussions.

Taking notes provides you with a record of the information you need to know for quizzes, essays, and tests.

• Don't simply jot things down randomly. Choose a note-taking method that works for you.

  Outlining

You create a format for your notes by using numbers and letters to show both the relationship and relative importance among items of information.

Example:

I. Responsibilities Required by Law
     A. Pay taxes to support gov't
           1. Gov't protects rights
           2. Gov't provides services
 

     B. Obey laws
           1. No harm to others
           2. No interference with others' rights
           3. Keep society orderly

  Clustering

In clustering, the organizational pattern is visual rather than numerical and alphabetical.

• organize it in related groups around the main idea
   
• circle the main idea; use lines and arrows to show how pieces of information are related.

   Note-Taking Hints

Here are four hints for taking notes effectively:

Note-Taking Hint 1: Make your notes neat and clear.

• Write the date, subject, and specific topic at the top of each page.
   
• Leave spaces in the margin and between notes so that you can add relevant information later.

Note-Taking Hint 2: Note what is important.

• Pick out main points and important supporting examples.

Note-Taking Hint 3: Paraphrase what you hear and read.

• Take notes in your own words. Rephrase what you hear or read so that you can understand the information later when you review it for a quiz or test.
   
• Develop a personal shorthand system. Abbreviate long names and complex terms. Make up symbols for words used repetitively.

Note-Taking Hint 4: Use your notes to learn.

• Read over your notes as soon as you can.

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   Building Vocabulary

             You come across new words every day, both in and out of school. The more of these words you know, the easier all of your learning will become. Further, you need to understand the language of any subject, whether it is math or social studies, in order to learn the subject.

Make building vocabulary an essential part of your learning in all subjects.

When you come across a word you are unfamiliar with, it is important to stop and learn the word.

Building Vocabulary Hint 1: Use context clues to figure out meanings of words.

• a word's context is the part of the sentence surrounding the word. The context will sometimes present you with the definition of a word, but more often you'll have to use the context to infer the meaning of the word. An inference is and educated guess based on the information you have.
   

Building Vocabulary Hint 2: Break words apart to get at their meaning.

If you learn to break words into their roots, prefixes and suffixes, you'll often be able to figure out the word's meanings.

• A root is the basis of a word, the simple element that the word comes from, the origin or source of the word. Many English words began with Latin and Greek roots which then evolved through French and Spanish. If you know French, for instance, you'll be able to infer the meaning of hundreds of English words.
   
• A prefix is a group of letters attached to the beginning of a root or word, that changes the meaning of the word.
   
• A suffix is a group of letters attached to the end of a word that changes the meaning of the word.

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                                The real key to doing well on tests in school is to be prepared. Read intelligently, listen carefully, take notes effectively, study efficiently, and, perhaps most importantly, manage your time well. You will also benefit from understanding test-taking strategies.

         Preparing for Objective Questions

Objective questions require you to demonstrate that you remember specific information such as names, dates, historical facts, and scientific terms.

Hint 1: Get a clear picture of what you need to know for a quiz or test.

• pay careful attention during the class review.
• write down what your teacher says will be on the test
• determine what you need to know for the test.
• collect whatever materials you need to study - your textbook, class notes, old quizzes, and review sheets.
• organize all of the material so that you can find the information and connect important points
   

Hint 2: Make a study plan.

• make a personal goal for the test. Write it out.
• divide what you have to learn into workable segments.
• create a schedule. Do not leave all of your studying until the last minute.

Hint 3: Use memory aids to help you learn the information.

• put essential terms, names, places, and dates on index cards, or small pieces of paper.
• look for and create patterns among the pieces of information you have to know.
• connect the information with visual images in your mind.
• create acronyms and write them on cue cards.

Hint 4: Overlearn the material.

• Once you think that you know the material, quiz yourself.
• ask a parent or friend to quiz you.
• go back over the information that confused you.
• review the material one last time at school before the test.

Hint 5: Come to the test mentally prepared to do your best.

• bring a pen, pencil, eraser and any other material you are allowed to use.
• pay attention to your teacher's directions when she passes out the test.
• read the directions on the test.
• take 5-10 seconds to look over the entire test before you begin working.
• work quickly but do not rush. Mark any questions you think you should return to once you have completed all of the items.

                               Answering Objective Questions

          Here are the four main types of questions that appear on objective tests.

                            True/False                                       Fill-In   

                        Multiple-Choice                               Matching

True/False Questions

• True/False Hint 1: Categorical words like all, none, always, and never often make statements false.
   
• True/False Hint 2: A statement has to be completely true to be true.

Multiple-Choice Questions

Multiple-choice questions require you to choose the best answer from among the choices provided.

• Multiple-Choice Hint 1:  Try to figure out the answer before looking at the answer choices after reading the question carefully.
  
  If you have a possible answer in mind before you begin to survey the choices, you will find it much easier to answer multiple-choice questions.
   
• Multiple-Choice Hint 2: Read all of the answer choices.
  
  Very often, a couple of the answer choices are obviously wrong. Cross out these answers immediately so that you can concentrate on the more difficult choices. It is important not to jump at an answer. Sometimes, the last answer is 'all of the above' or 'none of the above.' These choices will force you to re-evaluate the other choices.
   
• Multiple-Choice Hint 3: Choose the best remaining answer.
  
  Although you'll often know the right answer, sometimes you won't. Be sure to answer the question anyway. If you have to choose, for instance, between two answers that look correct, make a quick choice. Studies of test-taking suggest that your first instinct is most often correct. If you second-guess yourself, you're more likely to get the answer wrong.

Fill-In Questions

 Fill-in questions do not provide you with answer choices. Instead, you must provide the information missing in a statement. Remember these two hints:

• Fill-In Hint 1: Read the entire statement.
  
  When you finish reading the whole statement, think of a word or phrase that will best fit the context of the sentence. Then, fill the blank with that word or phrase and reread the entire statement to make sure the sentence is complete or logical. Also, make sure to use the correct part of speech. If the missing word is a verb, for instance, only use a verb.
   
• Fill-In Hint 2: Always write an answer.
  
  Do not leave any fill-in questions blank. You might receive partial credit for an answer that is not entirely right.

Matching Questions

Matching questions provide you with two lists of information. You are required to make connections between items of information on the two lists.

• Matching Hint 1: Do not do the items in order.
  
  Do the easier items first and the more difficult items later. By completing the easier items first, you'll have fewer choices when you do the harder items.
  
   
• Matching Hint 2: When answering the more difficult items, look for logical connections.
  
  Look for context clues that will assist you in choosing among the items. You should match words or phrases that have the same part of speech. Match verbs, for example, with other verbs.
  
  Look for clues that let you know whether verbal or numerical information is required for a particular match. If, for instance, a statement requires a percent as an answer, match it only with a percent.

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