study learning to learn(1)

8/10/2019 Study Learning to Learn(1)

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THE INSTITUTE OF GUIDANCE COUNSELLORS

STUDY

LEARNING TO LEARN

TheInstituteOfGuidanceCounsellors

A ARENTS! GUIDE


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"# Introduction

Acade-ic success in secondar) school reuires se4eral ele-ents to 7e in /lace# Re+ular attendanceB

+ood /unctualit)B adherence to school rulesB and consistent attention to ho-e>or,B are the 7asicsneeded for a s-ooth /ro+ression in secondar) school# Ho>e4erB e3/erience sho>sB )ear in )ear outBthat it is a -ista,e to assu-e that once all of the a7o4e are in /laceB that success is +uaranteed#

So-ethin+ e3tra is neededB i#e# stud)#

Stud) is often 4ie>ed as >or, carried out in the run u/ to e3a-s# A >ee, or a fe> da)s 7eforee3a-sB students 7eco-e conscious of the need to re4isit to/ics co4ered >ee,s or -onths /re4iousl)in order to o7tain a reasona7le +rade in the i--inent e3a-# Ho>e4erB for -ost students such ana//roach is fla>ed#

If >e define acade-ic success as the student tr)in+ his5her 7estB the focus shifts fro- the results

o7tained to the efforts -ade in o7tainin+ that result# It could 7e ar+ued that stud)in+ in the run u/to e3a-s does not constitute a students 7est effort# Students >ho /erfor- to the 7est of theira7ilit) re+ardless of +rade achie4ed are those students >ho consistentl) stud) throu+hout theschool )ear and not ust in the run u/ to a class or end of ter- e3a-#

If a teacher is teachin+ to/ic : in classB that teacher >ill 7e focusin+ on the class >or, andho-e>or, associated >ith that to/ic# Ho>e4erB as real learnin+ is incre-entalB to/ics " to 9 cannot

7e i+nored or let +o 7) the >a)side# ThereforeB in order for a student to -aintain his or her 7esteffortB a routine should 7e in /lace that in4ol4es stud)in+ to/ics " to 9 >hen the teacher is focusin+on to/ic :#

It is natural for students to e3/ect /arents and teachers to chec, that the) are ,ee/in+ u/ >ithcurrent to/ics 7) chec,in+ da)toda) ho-e>or,# As a result there is no necessit) on the /art of thestudent to 7e concerned >ith the /ast to/ics# If these /ast to/ics are not studied nothin+ +oes>ron+ toda) or to-orro> and there is no a//arent i--ediate da-a+e to /ro+ress# Ho>e4erB thisfocus on shortter- +oals ne+lects the lon+itudinal stud) that should 7e done# ;ithout addressin+thisB onl) ser4es to store u/ trou7le# ThereforeB for a student to 7e a7le to sa) the) ha4e done their7est re+ardless of +rades o7tained that student needs to ha4e a >ee,l) routine of stud)

throu+hout the acade-ic )ear#

8oreo4erB >hate4er )ear )our son or dau+hter is currentl) inB it is useful to /roect ahead to 9 th )earto see >hat ha7its a successful 9th )ear student e3ercises# A successful 9 th )ear student has a >ee,l)routine throu+hout the acade-ic )ear that consists of the follo>in+@ ,ee/in+ u/ to date >ith current

ho-e>or,sB and stud)in+ 9th )ear -aterial that had 7een /re4iousl) 7een tau+ht in the earl) /art of9th )ear andB stud)in+ old 'th )ear -aterial# These ha7its do not suddenl) s>itch the-sel4es on>hen a stud) starts 'th or 9th )ear# The) e4ol4e o4er ti-e i#e# a nu-7er of )earsB and ha4e their

ori+ins in stud) ha7its de4elo/ed earlier on the secondar) school c)cle# ThereforeB the earlier in the6unior C)cle )ears that ha7its are for-edB the +reater the chance these ha7its >ill 7e i-/le-entedin the Senior C)cle#

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$# Stud)@ Learnin+ To Learn

;hen students are as,ed ho> the) stud) 8athsB the +eneral res/onse is that the) do differente3a-/les of /ro7le-s o4er and o4er a+ain# ;hen as,ed >h) the) do not ust read the -aths 7oo,Bthe res/onse is that that does not >or, the /ro7le-s need to 7e >ritten for the -ethods to 7ea7sor7ed# ;hat is actuall) ha//enin+ is that the student is /rocessin+ the infor-ation 7) carr)in+out a /h)sical acti4it) >ith a /en in the hand# Students a+ree that this is necessar) for 8aths# Thear+u-ent here is that it is necessar) for all su7ectsB i#e# readin+ onl) does not >or, there should

7e so-e for- of /rocessin+ of the infor-ation for all su7ects# Readin+ alone or re>ritin+ ortranscri7in+ the te3t fro- a 7oo, into notes does not ensure retention# IndeedB usin+ a hi+hli+hteror underlinin+ ,e) sections of te3t >hile hel/in+ to hi+hli+ht i-/ortant /oints does not hel/retention#Three -ains >a)s students can learn#

"# ritten lan+ua+e such as readin+ and >ritin+# The) re-e-7er >hat the) ha4e >ritten do>n# The) use 7ullet /ointsB chartsB +ra/hsB -ind -a/sB /icturesB >rite storiesB or use flash cards#

$# Auditor) hearin+J learners -a,e s/eeches or /resentationsB use recordin+sB read out loudB

create -usical in+les to aid -e-or) or tell stories#

%# =inesthetic doin+J learners learn 7) doin+B touchin+ or -a,in+# The) often -o4e a7out

>hile stud)in+#

No7od) falls neatl) into an) of these cate+ories# ;hile one or t>o st)les -a) 7e do-inantB >e tend

to -o4e 7et>een the 4arious -ethods# An) -ethod e-/lo)ed >ill 4ar) fro- /erson to /erson and>ill also fluctuate de/endin+ on the t)/e of -aterial 7ein+ studied >ithin each su7ect and fro-su7ect to su7ect# Ho>e4erB it can 7e ar+ued that all of the learnin+ st)les a7o4e are ust differentfor-s of /rocessin+# There are as -an) >a)s to /rocess infor-ation as there are indi4iduals# ?elo>are so-e e3a-/les of different -ethods of /rocessin+B 7ut the challen+e is for each student to find

the 7est -ethods that >or, for hi-5her and 4ar) these -ethods as the need arises#

%# Note Ta,in+One >a) of achie4in+ ualit) and /roducti4e stud) is to -a,e shorthandB conciseB hand >rittennotes in /arallel >ith >hat is 7ein+ read# This should not 7e transcri7in+J# These notes can 7e >ordsor /hrases /refera7l) not lon+ and full sentences# Each ne> /oint should 7e >ritten on a ne> line#

This should result in one /a+e of te3t 7ein+ condensed do>n to a7out "1 to "' lines# It is alsoso-eti-es useful to s,i/ e4er) second line to create s/ace in >hich to add co--ents5notes at alater date# In additionB once these condensed sentences ha4e 7een >rittenB the student can then sa)these sentences out loud and then auto-aticall) hear the-# All of this has the effect of /rocessin+the infor-ation throu+h the Kco+s in the 7rainB >hich does not ha//en if the student reads onl)#

This s)ste- of readin+ follo>ed 7) a /h)sical acti4it) is effecti4e for te3t 7ased su7ects li,e Histor)BGeo+ra/h)B En+lishB and ?usiness# For su7ects >ith a lot of te3t -aterial e#+# En+lish and Histor)B itis 4er) te-/tin+ ust to read this should 7e a4oided# Other su7ects li,e 8athsB and so-e of the/ro7le- sol4in+ e3ercises in ScienceB should 7e studied 7) doin+ e3a-/les o4er and o4er a+ain#AlsoB >ith the 8aths t)/e su7ects -a,in+ te-/lates and5or s/readsheets for definitions or

for-ulae facilitates the /ractice of >ritin+ out re/eatedl)JB this is >hat is needed to sol4e /ro7le-s#

The techniue of -a,in+ short hand notes can also a//lies to lan+ua+es IrishB FrenchB S/anish andGer-anJ# Here is an e3a-/le#

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To/ic fro- Histor) ?oo, KSla4es

The Ro-ansB li,e -ost ancient ci4ilisationsB usedsla4er)# Sla4es >ere 7rou+ht to Ro-e fro- Africaand other /arts of the Ro-an E-/ire and 7ou+htand sold in the -ar,et/lace# The) >ere -ostl)used to do hea4) -anual la7our ho>e4erB -an)

sla4es had 7een educated and these >ere used ateachersB cler,s and scri7es# A sla4e usuall)acco-/anied >ealth) >o-en and children as7od)+uards >hen the) >ent out# ;hen Ro-e >asat its hei+htB there >ere so-e %11B111 sla4es in thecit)# It >as 4er) rare for a sla4e to esca/e for an)

len+th) /eriod an) Ro-an citiMens >ho hel/ed an

esca/ed sla4e >ere se4erel) /unished# So-e sla4ese4entuall) +ot their freedo- -anu-issionJ 7)7u)in+ it or in re>ard for lo)al ser4ice#

"# Read it read a sentence or t>o not the >hole /ieceJ

$# Thin, a7out it the sentence5s ust readJ

%# Re/hrase it after thin,in+ a7out those sentencesJ

Re>rite it in a condensed 7ullet5for-J

'# Sa) Out Loud >hat is >ritten in &J

9# Hear it auto-aticall) ha//ens after sa)in+ out loadJ

Sla4es

Li,e -ost ci4ilisationsB Ro-ans used sla4es#?rou+ht Africa5other /arts of e-/ire?ou+ht5sold -ar,et /lace

8anual la7our5educated teachers etc#;o-an5,ids P 7od)+uards%11B111Esca/e rare5/unish-ent Freedo- Q -anu-ission57ou+ht or re>ard

There are -an) 4ariations on note ta,in+#

8ne-onics are 4arious >ord +a-es >hich act as -e-or) aids >hich allo>s for /ersonalisation and

creati4it)# For e3a-/leB to re-e-7er the colours of the rain7o> redB oran+eB )ello>B +reenB 7lueB indi+o and 4ioletJ the follo>in+ sentence can 7e constructed KRichard OF Yor, Ga4e ?attle In ord

co-/assion!B the >ord /it)! can 7e ta++ed alon+ side it# The use of a Thesaurus can hel/ >ith this#

Thin,in+ u/ an analo+) to a /articular /oint to 7e re-e-7ered can result in a hi+h de+ree -of /ro

cessin+ the -aterial#

Usin+ anton)- can also hel/ sti-ulate the retention of >ords# An anton)- is a >ord that -eans theo//osite to another >ord# Usin+ the >ord ea+er! -a) hel/ the understandin+ of the -eanin+ of the>ord reluctant!#

Other -ethods in4ol4e the use of -ind -a/s or flash cards# The follo>in+ /a+es illustrate so-ee3a-/les#

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FlashCards

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rocessin+ Infor-ation

Research sho>s that >e re-e-7er $1 of >hat >e readB %1 of >hat >e hearB &1 of >hat >eseeB '1 of >hat >e sa) and 91 of >hat >e do# Ho>e4erB >e re-e-7er 01 of >hat >e readBhearB sa) and do at the sa-e ti-e# IndeedB so-e ar+ue >e re-e-7er 0' of >hat >e teach# In

other >ordsB use as -an) senses as /ossi7le >hen learnin+ i#e# readB thin,B >riteB sa) and hear#;hate4er -ethod of note ta,in+ is e-/lo)edB one -ethod used to hel/ >ith retention is to reciteout loud the notes ta,en# This can ta,e 4arious for-s#

So-e students /ractice as if the) are -a,in+ a s/eech to a /retend audience#

So-e students tell the stor) to another /arent#

So-e students /ut the-sel4es in the shoes of an e3a-iner and tr) to thin, of uestions the)

>ould as, students if the) >ere settin+ the e3a-# The) can then +i4e these uestions to a /arent# This allo>s the- to 7e e3a-ined 7) another /erson#

So-e students record the-sel4es and listen 7ac, to these recordin+s#

One 4ariation on recordin+ can 7e /articularl) useful >ith 4oca7ular) for lan+ua+es# For

e3a-/leB if the student has to ,no> a fe> /hrases or >ordsB he5she should /ress record on a discB sa) the first /hrase5>ord then lea4e a fi4e second +a/# Sa) the second >ord5/hrase and

lea4e a +a/# Sa) the third >ord5/hrase and lea4e another +a/B and so on# ;hen the disc is re/la)ed it is then /ossi7le to hear the /hrase and then re/eat it durin+ the +a/ in the recordin+#

It can 7e ar+ued that >e re-e-7er 0' of >hat >e teach# ThereforeB teachin+ >hat has 7een learned to another /erson can 7e a 4er) effecti4e -ethod of retention#

One other >a) of usin+ -ore of the senses is to findB listen and >atch 4ideos on the internet#

Ho>e4erB this is onl) useful if the -aterial is rele4ant to >hat is 7ein+ learned and is not the sole -ethod of stud)in+ and is used to /ro-/t additional /rocessin+#Students are 4er) often +i4en learnin+ ho-e>or, to do# 8ost >ill s/end a fe> -inutes ust rereadin+ >hat the) are told to co4er# To the- this constitutes the >or, 7ein+ done# No so# At leastso-e of the -ethods a7o4e should also 7e used >hen a//roachin+ learnin+ ho-e>or,J#

In su--ar)B there are as -an) learnin+ st)les as there are students# ;hat is outlined here iare afe> e3a-/les of different -ethods of /rocessin+ infor-ation# E-/lo)in+ so-e of these -ethods

>ill hel/ )our son5dau+hter start the /rocess of stud)in+# No -ethod >ill -a,e the tas, of stud)in+eas)# Ho>e4erB >hat each student should 7e searchin+ for is the o/ti-u- -ethod that >or,s forthe-# Each student also needs to acuire the s,ill of alterin+ an) -ethods as the tas, de-ands# It!sall a7out learnin+ ho> to learn# So-e students -a) find the conce/t of learnin+ to learn so-e>hata7stract# ThereforeB >hen discussin+ the to/ic of stud) -ethods >ith )our teena+erB it -i+ht 7e/refera7le to tal, a7out Kfindin+ their 7est -ethod of /rocessin+#

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'# Ti-e S/ent Stud)in+

As each secondar) school )ear has its uniue characteristics and each teena+er is at a different sta+eof their de4elo/-ent in each of these )earsB the a-ount of ti-e s/ent stud)in+ is 4er) -uchindi4idual and can de/end on the co+niti4e and -aturit) le4els of each indi4idual# If )our son ordau+hter is in "st )ear in secondar) schoolB not onl) -i+ht )ou read the su++estion re+ardin+ "st

)earB 7ut it -i+ht also 7e useful to read the su++estion -ade re+ardin+ su7seuent )ears as this >ill+i4e )ou an idea of >hat lies ahead# If )our son or dau+hter is in $ nd )earB )ou -i+ht find useful ti/sin the "st )ear su++estion# Indeed for /arents of student in $nd or 'th )ear it -i+ht also 7e useful toread >hat lies ahead in the e3a- )ears of %rd and 9th )ear res/ectfull)#

'#" First Year

The a-ount of ti-e s/ent 7) each student stud)in+ >ill 4ar) considera7l)# The len+th of ti-e s/ent7) each student should 7e deter-ined 7) >hen the ualit) starts to decline e#+# da)drea-in+ etc#

For so-e students this -a) 7e as short as % 3 "' -inute sessions >ith short 7rea,s in 7et>eenJ#So-e students -a) do $ 3 $1 -inutes# Other students -a) do $ 3 $1 -inutes /lus " 3 "' -inutes#Others % 3 $1 -inutesB and others & 3 $1 -inutes# The co-7inations are as nu-erous as there are

students# Re-e-7erB the -o-ent the ualit) starts to decline the student should sto/ and ha4e ashort 7rea, and5or -o4e onto a different su7ect# If a student has had a /articularl) lon+ da)/erha/s the) could still do e#+# % 3 "' -ins# If a student has not done -uch stud) to date then the)should start off >ith e#+# $ 3 $1 -ins# and then /ro+ress fro- there# Shorter ti-e slots e#+# "15"'-inutes are 4er) useful for lan+ua+es es/eciall) >hen C#D#s are used# Lan+ua+e teachersreco--end that "1 -inutes a ni+ht s/ent on 4oca7ular) is 7etter than $ hours once a >ee,# ;hen

startin+ this /rocess in first )earB it is reco--ended that each student has at least a nu-7er ofstud) sessions in a >ee,B fro- 8onda) to Thursda) and one session at the >ee,end# Ho-e>or,should al>a)s 7e done on Frida)B as soon as /ossi7le after school# This lea4es the >ee,end sessionfor stud) onl)# If ho-e>or, is left until the >ee,endB the >ee,end stud) session >ill 7eco-e ust aho-e>or, session# One other /oint >orth notin+ is that the routine for -ost students -a) not 7ee3actl) the sa-e each >ee,# For e3a-/leB if there is an unscheduled fa-il) e4ent or -usic lesson or

trainin+ session on 8onda) e4enin+B there -a) 7e no ti-e to stud)# The routine for the rest of the>ee, should ada/t to ta,e account of such circu-stances#

The ti-in+ of >hen )our son or dau+hter is introduced to the conce/t of stud) in " st )ear can 4ar)

+reatl)# Ha4in+ -o4ed fro- the co-forta7le and fa-iliar en4iron-ent that >as /ri-ar) schoolB first)ear students need to 7e +i4en the ti-e to adust to their ne> li4es in secondar) le4el# The) need to7e +i4en ti-e to adust to their ne> routinesB en4iron-ent and ne> friends# It is reco--ended thatonl) after this transition has 7een -ade that the conce/t of stud) should 7e introduced# This >ill 7ea relati4el) short ti-e for so-eB and >ill ta,e lon+er for otherB 7ut the 4ast -aorit) should ha4esettled into secondar) school 7) 6anuar) of the acade-ic )ear# This -i+ht 7e considered to 7e the

latest date5-ost suita7le ti-e to introduce a stud) routine#

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'#$ Second Year

If )our teena+er has esta7lished a stud) /attern in "st )earB it -i+ht 7e useful at the start of $nd )ear to

re/eat the /attern created in "st )ear# Once this 7eco-es esta7lishedB and if )ou feel )ou teena+er is a7le

for -oreB then it -i+ht 7e ti-e to increase the len+th of each sessionB for e3a-/le fro- "' -inutes to $'-inutes or fro- $1 -inutes to %1 -inutes# In additionB if it is feasi7le increase the nu-7er of sessions/er e4enin+ fro- t>o to threeB or fro- three to four# 8oreo4erB it )our son or dau+hter is ca/a7leB canthe) do a stud) session each ni+ht fro- 8onda) to Thursda)There should also 7e a session at the >ee,endB slotted into Saturda) -ornin+ or afternoon or e4enin+

and5or Sunda) -ornin+ or afternoon or e4enin+ /refera7l) not Sunda) e4enin+J# This session at the>ee,end should 7e a little -ore a-7itious than the >ee, ni+ht sessions# For e3a-/leB -ore su7ectsBlon+er ti-e slotsB or -ore5e3tra ti-e slots of the sa-e len+th# It is also >orth re-e-7erin+ that eachstudent >ill ,no> on Frida) >hat the) are li,el) to 7e doin+ o4er the >ee,endB as a result a slot forstud)in+ should /lanned# Ho-e>or, should al>a)s 7e done on Frida)B as soon as /ossi7le after school#This lea4es the >ee,end session for stud) onl)# If ho-e>or, is left until the >ee,endB the stud) session

>ill 7eco-e ust a ho-e>or, session# AlsoB if )our son or dau+hter had esta7lish a stud) ha7it in " st )earBcan the) do t>o sessions o4er the >ee,endB ha4e the) done enou+h fro- 8onda) to Thursda) It is also

>orth re-e-7erin+ that if there is an unscheduled fa-il) e4ent or -usic lesson or trainin+ session on8onda) e4enin+B there -a) 7e no ti-e to stud)# The routine for the rest of the >ee, should ada/t tota,e account of such circu-stances#

Ho>e4erB if a stud) ha7it >as not esta7lished throu+hout "st )earB it needs to 7e re-e-7ered thatKsecond )ear isV a critical )ear in sha/in+ the future traector) of studentsB >ith so-e students 7eco-in+

-ore disen+a+edB and others stud)in+ harder and 7eco-in+ -ore en+a+ed as learners "# IndeedBKsecond )ear e-er+es as a ,e) /hase in sha/in+ students en+a+e-ent >ith learnin+$ # It is i-/ortanttherefore to tr) and en+a+e )our son or dau+hter in the learnin+ /rocess that is stud)# Gi4en thisB if stud)ha7its ha4e not 7een esta7lished in "st )earB it -i+ht 7e /refera7le to start of $nd )ear >ith the +uideline

outlined for "st )ear students#

'#% Fifth Year

Si3th )earB >ith its class >or,B ho-e>or,B stud)B +rindsB fa-il)B friendsB s/ortB courses choicesBC#A#O#B etc# can 7e a ti-e of +reat /ressure and stress# Your teena+er >ill ha4e to co/e >ith a+reat deal# Unless it is -ana+ed >ellB it is uite /ossi7le that so-ethin+ -a) ha4e to +i4e# ;ill it7e ti-e s/ent >ith friendsB stud)in+B or ho77ies that suffer ;ill it 7e that drea- of a /articularcourse 7ein+ lost orB indeedB -i+ht re/eated 7e a /ossi7ilit) ThereforeB fifth )ear is a 4alua7leo//ortunit) to la) the foundation for all of this to 7e ta,en in its stride so that the necessar)stud) can 7e carried out# This >ill allo> >ithin reason for the student in 9th )ear to socialise

occasionall)B still /la) s/ort and achie4e the results the) >ant and the course the) >ant# Si3th)ear can 7e the -ost eno)a7le )ear in secondar) school if students ta,e all the o//ortunities ' th

)ear has to offer# The ,e) is stud)# Stud) that should 7e done o4er and a7o4e ti-e s/ent doin+ho-e>or,# IndeedB each student needs to 7e re-inded that the -aterial co4ered 7) teachers inthe first >ee, in 'th )ear is euall) li,el) to e3a-ined as an) of the -aterial tau+ht in 9 th )ear# Itis therefore reco--end that )ou ha4e a con4ersation >ith )our teena+er re+ardin+ the follo>in+#

" E-er S-)th et al# ath>a)s Throu+h The 6unior C)cle@ The E3/erience of Second Year Students# Du7lin@ E#S#R#I# $119J#

$E-er S-)th et al# Lea4in+ Certificate to Lea4in+ School A Lon+itudinal Stud) of 9th Year Students# Du7lin@ E#S#R#I# $1""J#

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;hat is )our son or dau+hter ca/a7le of doin+ in ter-s of stud) on 8onda)B Tuesda) ;ednesda)Band Thursda) e4enin+s Can he5she do their ho-e>or, on Frida) after school ;hat is he5sheca/a7le of doin+ o4er the >ee,end It is i-/ossi7le to 7e /rescri/ti4e for each indi4idual student#

Ho>e4erB the session each >ee,da) ni+ht and at the >ee,end should 7e suited to the ca/a7ilities ofeach student# Once a+ain if there is an unscheduled fa-il) e4ent or -usic lesson or trainin+ sessionon 8onda) e4enin+B there -a) 7e no ti-e to stud)# The routine for the rest of the >ee, shouldada/t to ta,e account of such circu-stances#

'#& Third 2 Si3th Year

These acade-ic )ears >ith their state e3a-s can 7e the -ost stressful that teena+ers ha4ee3/erienced to dateB at least in ter-s of acade-ics# Throu+hout the )ear students >ill encounterBhi+hs and lo>sB stressB fear and an3iet)# The) >ill also feel under e3tre-e /ressure not least fro-the-sel4es#

To tr) and hel/ )our teena+er sur4i4e the acade-ic )ear >hen State e3a-s are in4ol4edB here are afe> thou+hts 7ased on /ast e3/erience of o7ser4in+ /re4ious +rou/s that ha4e ta,en this ourne)#Ho>e4erB it should 7e noted that there is no /rescri/tion or for-ula and that can +uarantee

success#

'#" Easter Holida)s until the Lea4in+56unior Certificate Itself

;hen students are as,ed >hat the) feel a7out the )ear aheadB the feelin+s e3/ressed are those offearB tre/idation and an3iet)# At the 7e+innin+ of the )earB students are thin,in+ a7out theirChrist-as e3a-B the -oc,sB the orals and the 6unior or Lea4in+ Certificate itself# The) are tr)in+ to

co/e >ith all of these as/ects of the )ear all at once# To do so can 7e 4ie>ed as a -ista,e# Eachstudent should 7rea, u/ the )ear into -ana+ea7le 7loc,s# For e3a-/leB ?loc, "@ Se/te-7er to

Dece-7er e3a-s# ?loc, $@ Durin+ the Christ-as holida)s# ?loc, %@ 6anuar) to the 8oc,s# ?loc, &@8oc, to Easter# ?loc, '@ durin+ the Easter holida)s# ?loc, 9@ Easter to the start of the State e3a-s#

Consider ?loc, '@ Easter to the State E3a-s# This >ill 7e the -ost intense ti-e in ter-s of stud)# Asthese are the >ee,s in the lead u/ to the Lea4in+56unior Certificate itself the a-ount of stud) >illBand shouldB reach its -a3i-u-# Each student >ill /ossi7l) 7e stud)in+ all da) e4er) da)B se4en da)sa >ee,# In other >ordsB )our teena+er -a) end u/ stud)in+ e4er) /ossi7le -o-ent# The /eriod -a)last fro- the Easter Holida)s until the 7e+innin+ of the e3a-s in 6une# One >a) of definin+ this

/eriod of the )ear is that students >ill 7e doin+ all the) /ossi7l) can i#e# the eui4alent of ' th +ear#

This -a) also ha//en a cou/le of >ee,s 7efore the -oc, e3a-s#

So-e students feel the) should 7e in 'th +ear fro- Se/te-7er until 8a)# Can an) student stud) all

da) e4er) da) for se4en da)s a >ee, Can an) student continue this /ace fro- Se/te-7er until ne3t8a) To atte-/t to do so -a) result in )our teena+er o7tainin+ the reuired +rades in the -oc,s 7ut not in the 6unior5 Lea4in+ Certificate itself In other >ordsB these students /ea, at the -oc,sand fro- that /oint on>ard either 7urn out or 7eco-e co-/lacent and o7tain less /oints in 6une#The intensit) of each student!s stud) in 8a) and /erha/s ust 7efore the -oc,s can 7e a useful+au+e to deter-ine the le4el of stud) that should 7e /ut in at the 4arious ti-es throu+hout the

)ear#

""


13/29


'#$ ?loc, "@ Se/te-7er until the Christ-as E3a-s

8ost schools schedule their Christ-as e3a-s so-eti-e in Dece-7er# Gi4en thisB the intensit) ofstud) after the -idter- in the run u/ to these Christ-as e3a-s should 7e +reater than the

intensit) 7efore the Octo7er -idter-# If "st +ear is ust attendin+ schoolB and $nd +ear attendin+school and doin+ ho-e>or, onl)B this /eriod should 7e characterised 7) attendin+ schoolB doin+ho-e>or, and doin+ e3tra stud)B i#e# %rd +ear# That is to sa)B a nu-7er of hours should 7e s/entdoin+ acade-ic >or, each ni+ht 8onda) to Thursda)# The ho-e>or, should still 7e done lateFrida) afternoon or earl) Frida) e4enin+# So-eti-es it -a) 7e necessar) for students to ta,e atleast one of the >ee,end da)s off 7e it Saturda) or Sunda)# A lot of students >ill need this as theualit) of >or, done on the other da)s is 7etter as a result of ha4in+ a da) off# So-e students -a)

o/t to s/read the >ee,end >or,load o4er the t>o da)sB or those >ho ha4e the sta-inaB -a) notta,e the da) off or so-e students -a) o/t to ta,e a da) off e4er) second >ee,end or ust asneeded# On the >ee,end da) that is allocated to stud) the a-ount of ti-e allocated to acade-ic>or, should 7eB a//ro3i-atel)B t>ice that ti-e s/ent durin+ the >ee,da) ni+hts# This ti-e shouldnor-all) 7e stud) 7ecause the ho-e>or, has 7een done on Frida) afternoon5earl) e4enin+# This

should continue until the Octo7er -idter- 7rea,# You >ill notice that there are still so-e ti-e +a/sin the students! >ee,s# There are a nu-7er of reasons for this# Firstl)B to >or, durin+ these +a/s-a) 7e at a too intense le4el that cannot 7e sustained u/ to the Christ-as e3a-s# Secondl)Bstudent!s need a 7rea, to rechar+e the 7atteries# Thirdl) and -ost i-/ortantl)B these +a/s can then7e used to increase the uantit) of acade-ic >or, co4ered# The /lan for an) >ee,end should also7e influenced 7) stud) done or not done durin+ that >ee,# One other /oint >orth notin+ is that the

routine for -ost students -a) not 7e e3actl) the sa-e each >ee,# For e3a-/leB if there is anunscheduled fa-il) e4ent or -usic lesson or trainin+ session on 8onda) e4enin+B there -a) 7e noti-e to stud)# The routine for the rest of the >ee, should ada/t to ta,e account of suchcircu-stances# After the Octo7er -idter- 7rea,B these +a/s should no> 7e filled# The da) off at the>ee,end should no> 7e used to do an eual uantit) that is done on the other >ee,end da)# Thea-ount on 8onda)B Tuesda)B ;ednesda)B and Thursda) shouldB if /ossi7leB it de/ends on each

indi4idual studentJ 7e increased sli+htl)# This no> ualifies as &th +ear# ;hen the e3a-s are o4erstudents should re4ert 7ac, to %rd +earB >hich -i+ht include a da) off at the >ee,end#

The a7o4e is a +eneral outline of one /ossi7le /lan )our teena+er -i+ht i-/le-ent fro- Se/te-7eruntil the Christ-as# In additionB the a-ount of ti-e s/ent stud)in+ durin+ the Octo7er -idter-itself should 7e deter-ined 7)@

The a-ount of >or, done u/ to that ti-e#

The +rades5/oints )our teena+er >ishes to o7tain#

The co--it-ents the) -a) ha4e durin+ the rest of the )ear in other areas of their life e#+# s/orts etc#

The co+niti4e and -aturit) le4els of the indi4idual#

'#% ?loc, $@ After the Christ-as e3a-s until school resu-es in 6anuar)

This /eriod can 7e the -ost under4alued /eriod throu+hout the >hole )ear# If )our teena+erdecides to do nothin+ after the e3a-s the chances are that this >ill continue durin+ the Christ-asHolida)s# No student can afford to ta,e these >ee,s off# All students should 7e in % rd +ear

throu+hout this /eriod# There should 7e /re/lanned da)s off durin+ the Christ-as Holida)s# Theseda)s should 7e deter-ined 7) fa-il) co--it-ents and the da-a+e done to >or, /ros/ects the da)after a ni+ht out# For e3a-/leB it -a) sound o4er the to/ to su++est that a student should stud) onNe> Year!s E4e# Ho>e4erB if a student >as to stud) in the -ornin+ and5or the afternoon this still

lea4es ti-e to do >hat the) >ant to do that e4enin+ and ta,e all of Ne> Year!s Da) off#

"$


14/29


'#& 6anuar) until the 8oc,s

Your teena+er should 7e in &th +ear ust after returnin+ to school in 6anuar)# This should then 7eincrease to 'th +ear a fe> >ee,s ust 7efore the 8oc,s# It should 7e noted that e3/erience sho>s

that ne3t 6uneB if a student is as,ed to loo, 7ac, at the /rocess of /re/arin+ and sittin+ for the8oc,sB it >ill 7e /re/aration i#e# the /rocess of stud)in+ for the 8oc,s rather than the act of ta,in+the e3a-s that >ill /ro4e to 7e of lastin+ 7enefit# The ar+u-ent also holds for the Christ-as e3a-s#

'#' After the -oc,s until the Easter Holida)s

Your teena+er should 7e in %rd +ear# This -a) see- too lo>B 7ut the) are a7out to enter into the-ost intense /eriod of the )ear# It >ill 7e u/ to each student to decide if the) should 7e in & th or 'th+ear durin+ the Easter Holida)s# Gi4en that all students should 7e in 'th +ear after the EasterHolida)s it needs to 7e considered if 'th +ear is too earl) in Easter for so-e students# To +o into 'th

+ear at this /oint -i+ht result in )our teena+er not last the /ace until 6une# Care should also 7eta,en not to allo> /re/aration for the orals not to interfere >ith others su7ects#

'# Easter until the start of the e3a-s

All students should no> 7e in 'th +ear# This ho>e4er >ill 7e /unctuated 7) da)s off around the lastda) of class and Graduation# This is a 4er) lon+ stretch so care needs to 7e ta,en >hen decidin+ theintensit) of stud) o4er the Easter Holida)s#

It is >orth re/eatin+ that the a7o4e is not a -athe-atical for-ula that i-/lies a ri+id adherence 7)

)our teena+er# This is i-/ossi7le and unfair on students# It is for this reason that this /attern of theintensit) of stud)in+ should chan+e at 4arious ti-es throu+hout the )ear +oin+ u/ and do>nthrou+h %rdB &thB 'th +ear should onl) 7e treated as a rou+h +uide# Your teena+er is not a ro7ot#

The conce/t of +ears 4aries fro- student to student# One +ood +uide is that a student should 7e

-entall) tired and challen+ed 7) the 4olu-e and intensit) of the acade-ic >or, studied# If astudent clai-s that >hat he5she is stud)in+ is ha4in+ no effect on his5her co+niti4e a7ilit) theenou+h stud) is not 7ein+ underta,en# If it is not hurtin+ it is not >or,in+W

"%


15/29


16/29



8ON#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#

Su7#J-ins#Su7#J-ins#Total

TUE#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#


;ED#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#


THUR#

Su7#J

8ins#Su7#J8ins#

Su7#J8ins#

Su7#J8ins#Su7#J8ins#Total

FRI#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#


SAT#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#


SUN#

Su7#J

-ins#Su7#J-ins#

Su7#J-ins#


:# Re4ision

If ho-e>or, is >or, that needs to 7e done i--ediatel) 7ased on the current to/ic 7ein+ tau+htB

stud) is >or,in+ on /re4ious to/ics that ha4e 7een tau+ht in the /ast# Ha4in+ studied for %5& >ee,sstudents -i+ht find it useful to re4ise the >or, studied# ThereforeB at so-e /ointB sa) e4er) % rd 5&th

>ee,B it -i+ht 7e useful if no ne> stud) >as carried out# InsteadB that >ee, or ne3t fe> da)s should

7e s/ent re4isin+ the stud) notes that ha4e 7een co-/iled o4er the last nu-7er of >ee,s# Thisre4ision -a) hel/ ce-ent the infor-ation lon+ter-B and hel/ it to 7e retrie4ed >hen needed#These re4ision sessions do not reuire ne> notes to 7e >ritten# The ori+inal stud) notes should 7e

retrie4ed and reread so that ste/s ' 2 9 see /a+e 'J can 7e acti4ated a+ain# Ho>e4erB this does nota//l) to a su7ect li,e 8athsB >here /ro7le-s should 7e redone e4en if the) ha4e 7een done7efore# So-e students -a) o/t to do their re4ision instead of stud)J e4er) second >ee, or e4er)second >ee,end# Here is so-e interestin+ research#

KThe secret to re-e-7erin+ -aterial lon+ter- is not to cra- and o4erlearn 7ut rather to/eriodicall) re4ie> >hat )ou4e studied# Thats accordin+ to Dou+ Rohrer and Harold ashler >ho

ha4e identified an intri+uin+ relationshi/ 7et>een ho> lon+ to lea4e it 7efore returnin+ to /re4iousl)

studied -aterialB and the ulti-ate duration for >hich )ou >ant to re-e-7er it# The technicaldefinition for o4erlearnin+ is an) ti-e )ou s/end continuin+ to stud) -aterial >hich )ou ha4ealread) -astered# SoB for e3a-/leB once )ou4e correctl) recalled a list of French 4oca7 >ithout an)errorsB an) additional ti-e )ou i--ediatel) s/end learnin+ that 4oca7 is o4erlearnin+# The e4idencesho>s that ti-e s/ent o4erlearnin+ is onl) 7eneficial o4er the shortter-# For e3a-/leB one stud)

found o4erlearnin+ >as ad4anta+eous >hen tested a >ee, laterB 7ut not >hen tested four >ee,slater# Accordin+ to Rohrer and ashlerB if )our ai- is lon+ter- retentionB ti-e s/ent o4erlearnin+>ould 7e 7etter s/ent re4ie>in+ -aterial at a later date# 6ust ho> -uch later de/ends on ho> lon+)ou >ant to re-e-7er the -aterial # Their research su++ests the o/ti-al ti-e to re4ie> -aterial isafter a /eriod >hich is "1 to %1 /er cent of the ti-e for >hich )ou >ant to re-e-7er it#Another stud) that loo,ed at retention o4er 9 -onthsB found the o/ti-al ti-e for re4ie>in+

-aterial >as one -onth#K%

%Dou+ Roherer et al# The Effect of O4erlearnin+ on Lon+Ter- 8e-or)# A//lied Co+niti4e s)cholo+)B Uni4ersit) of Florida $11'B / %9"%:

"'


17/29


.# Filin+

Each student should ha4e a +ood filin+ s)ste- that allo>s infor-ation to 7e retrie4ed al-ost

instantaneousl)# One su++estion is that each student should ha4e a se/arate co/)5folder for eachsu7ect# This co/) should 7e for stud) notes onl) not ho-e>or,J# There is tre-endous 7enefit to7e +ainedB co-in+ u/ to class e3a-s and end of ter- e3a-s# This >ill ensure that the stud) notes>ritten can no> 7e found durin+ these i-/ortant later date5s# ;hen this ha//ens the infor-ationshould co-e floodin+ 7ac, and >ill 7e easil) re-e-7ered es/eciall) if the techniue of s/eech-a,in+ is used#

0# ;hat to Stud)

One co--on /ro7le- that students 4er7alise is that the) do not ,no> >hat to stud)# E4er) da)

>hen doin+ ho-e>or, students ta,e out their ho-e>or, diar) and >or, throu+h the todo list that

the) ha4e co-/iled throu+hout that da)# This idea can 7e used for stud)# Each student should >riteout a todo list# This stud) list should contain a nu-7er of /ast not currentJ to/ics that need to 7eco4ered that >ee, or o4er the co-in+ >ee,s# The differences 7et>een su7ects dictate ho> such alist should 7e co-/iled# For e3a-/leB Histor) and Geo+ra/h) -a) list to/ics and su7to/ics thatneed to 7e co4eredB 7ut 8aths -a) si-/l) 7e a list of /ro7le-s that need to 7e done# If a student is

tr)in+ to start a stud) routine it is 4er) unli,el) that the) >ill de4elo/ the +ood ha7its necessar) 7)7e+innin+ >ith the su7ects the) disli,es the -ost# ThereforeB initiall)B it -i+ht 7e -ore /roducti4eto start off >ith t>o5three of the su7ects the) feel -ore co-forta7le >ithB and then once the ha7ithas 7een esta7lishedB e3/and this to include the su7ects the) find -ore difficult#

To Do ListSu7ect@ Histor)

?ronMe A+e

"#

$#

%#

'#

S-eltin+

Far-in+

Ho-es

Dail) Life

"#

$#

%#

'#

To Do ListSu7ect@ 8aths

Al+e7ra

": # %B&B'

"0 B 'B9B:

Statistics

$1"1 # "

$1"$ # &

"9


18/29


19/29


KThe deal >ith -) /arents is that I do t>o hours in total each da) 8onda) to Frida)B -ade u/ ofho-e>or, and stud)# I do X 7efore dinner and X after dinner# &

K8) 8u- chec,s -) ho-e>or, and so-eti-es +i4es e3tra uestions#'

K8) Dad tests -e after I ha4e done -) stud)#9

KI stud) >ith -) 8u- and do $1 -inutes three ti-es each ni+ht on different su7ects#:

KI a- let >atch T#or, is done# .

KI al>a)s ha4e to do -) ho-e>or, i--ediatel) >hen I co-e ho-e and al>a)s do -) ho-e>or, onFrida) and ne4er o4er the >ee,end#0

KI a- not let use the co-/uter +a-es or internetV until I ha4e done all -) ho-e>or, and stud)# "1

Those >ho stru++le to achie4e their /otential stated the follo>in+@

KI onl) stud) >hen I ha4e tests#""

KI lea4e -) ho-e>or, until around .#11 /#-# after I ha4e rela3ed and >atched the T#ee,end ho-e>or, until Sunda) ni+ht #"$

K8) /arents don!t chec, -) ho-e>or, or /ush -e to do an) stud)#"%

KI a- allo>ed one hour on -) co-/uter 7efore I do -) ho-e>or,#"&

KI +o to 7ed at ""#11 /#-# after I ha4e >atch Z#"'

K;hen I +o to 7edB 7efore I +o to slee/ I s/end an hour or so on -) i/od or on the internet usin+ -)/hone or te3tin+# "9

KI han+ around to>n until '59#11 /#-# Then I ha4e to do ho-e#":

arents are also find it hel/ful to throu+hout the acade-ic )ear#

Create a stud)friendl) en4iron-ent a>a) fro- distractions such as T#here the) are not a distraction#Ensure there is a s/ace i#e# des, to stud) and the) ha4e all the necessar) eui/-ent#ro4ide a health) diet#

Encoura+e e3ercise and +ood slee/in+ /atterns >hich are also necessar) to allo> +ood stud) ha7itsto de4elo/#

&

'

Student I#

Student II#

9Student III#

:Student I


20/29


At so-e /oint )our teena+er >ill Kfall off the >a+on in ter-s of stud)# If this ha//ens the) -a) continueto +o throu+h the -otions of +oin+ to the roo- and sittin+ at the des,# This +oin+ Kthrou+h the -otionscan actuall) -a,e the situation >orse# To +et out of this rut there are t>o su++estions# Firstl)B )ourteena+er should sto/ stud)in+ for a fe> da)s >hile continuin+ to do their ho-e>or,J# This 7rea, should

allo> for a fresh -ind to tac,le stud)in+ fro- the follo>in+ 8onda)# Secondl)B another o/tion -i+ht 7e tostud) $% of the su7ects that the) he find easiest to stud)# Do this for one >ee, and then +et 7ac, into theha7it and then tac,le the rest of the su7ects the follo>in+ >ee,# It should 7e noted that a fe> studentsha4e >ill +o throu+h the -otions of +oin+ to their roo- and sittin+ at their des,s# This is done to ,ee/ their/arents off their 7ac,s e4en thou+h the) ,no> the) are not doin+ ualit) stud)#

;hen discussin+ school e3a- results the follo>in+ /oints -i+ht 7e useful# To deter-ine if a result is +oodor /oor it should 7e re-e-7ered that for so-e students a D is a +ood result >hile for others a ? -i+ht 7e4ie>ed as a /oor result# This is a 4er) indi4idual ud+e-ent that de/ends on the student and the su7ect#Ho>e4erB the s/irit of the +uidelines outlined in this docu-ent tries to shift the focus fro- results o7tainedto the a-ount of effort used to achie4e the results# An A-erican /s)cholo+istB Carol D>ec,B of Colu-7iaUni4ersit) studied". the effect of /raise on students in a doMen Ne> Yor, schools# Students >ere rando-l)

di4ided into t>o +rou/s# One +rou/ >as /raised for their intelli+ence K)ou are reall) s-artJB and the other+rou/ >as /raised for their effort K)ou -ust ha4e >or,ed reall) hardJ# Each +rou/ >as e3/osed to thesa-e acade-ic tests#

So-eB in 7oth +rou/sB scored /oorl) in so-e of the tests# Those that >ere /rised for their effort assu-edthat the) hadn!t focused enou+h and su7seuentl) >ith later tests +ot -ore in4ol4ed and >ere -ore>illin+ to tr) different -ethods to sol4e /ro7le-s# Those that >ere /raise for their intelli+ence and hadsu7seuentl) score /oorl) 7eco-e stress and o/ted out in future tests# In additionB on further testin+Bthose that >ere /raised for their effort i-/ro4ed their scores 7) a7out %1B and those that >ere /raised

for their intelli+ence scored >orse 7) a7out $1# In additionB the +rou/s >ere +i4en a choice for furthertests# The) >ere infor-ed that so-e tests >ere harder and so-e tests >ere easier# In the +rou/ that >ere/rised for their effortsB 01 consciousl) chose harder test and the -aorit) of those >ho >ere /raised fortheir intelli+ence consciousl) chose easier test#

The conclusion >as that those that >ere /raised for their efforts Kca-e to see the-sel4es as in control oftheir success and that Kthe 7rain >as a -uscle and Kthat the harder )ou >or, the 7i++er it +ets and thes-arter )ou 7eco-e# The conclusion >as that Ke-/hasisin+ effort +a4e studentsV a 4aria7le that the)can control# Those that >ere /raised for their intelli+ence learned intelli+ence >as -ore i-/ortant andKdiscounted the i-/ortance of effort and felt that Kintelli+ence deter-ined )our success# The a7o4e

o7ser4ations >ere the sa-e re+ardless of +ender or socioecono-ic class#

".>>>#n)-a+#co- KHo> Not To Tal, To Your =ids Ne> Yor, 8a+aMine#

"0


21/29


Durin+ state e3a-@#Tr) to ,ee/ noise and distractions in the ho-e to a -ini-u-# This is es/eciall) i-/ortant if there are si7lin+s in the house#

If si7lin+s 7ein+ around are li,el) to cause tensionB it -i+ht 7e >orth )our >hile to 7e around >hen needed to defuse the situation#

?e lenient if )our son5dau+hter is irrita7le and it -i+ht 7e /refera7le to let the- off household o7s and other res/onsi7ilities#lease do not induce +uilt 7) sa)in+ KI told )ou so or KYou should ha4e done -ore stud) durin+ the )ear#

As, )our son5dau+hter >hat the) >ould li,e )ou to do for the-# The) -a) sa)B K6ust lea4e -e alone Ho>e4erB in res/onse )ou can shift the con4ersation to K;hat snac,s >ould )ou li,eB or

K;hat >ould )ou li,e for dinner or K;hen >ould )ou li,e to eatB or K;hat clothes >ould )ou li,e sorted and read)#On the da) of e3a-s as, the- KDo )ou need -one)B or KDo )ou need a lunch or K;hat >ould )ou li,e to eat >hen )ou co-e ho-eB or KDo )ou >ant a lift etc#

;hen the) arri4e ho-e fro- an e3a-B )ou should not initiate or encoura+e /ost -orte-s# Let the- tell the stor) of the da) 7ut tr) and shift the focus to K;hat!s u/ ne3t#

If the) are >ound u/ don!t tell the- to rela3 it >on!t >or,# Listen and e-/athise# ?ein+ heard and understood 7) another /erson >ill auto-aticall) cause the- to rela3 to so-e de+ree#If )ou are an3iousB /lease do not let the- see or feel thisB as it >ill hei+hten their stress le4els# You -a) need ti-e out ust as -uch as the) do#

Finall)B re-ind the- that no -atter >hat ha//ensB the) >ill al>a)s 7e )our child and )ou >ill al>a)s lo4e the- no -atter >hat#

"%# ?loc,s to Stud)

There -a) 7e adolescents >hoB throu+h /re4ious e3/eriences 7e the) in the ho-eB at schoolB or in their/eer +rou/JB -a) ha4e de4elo/ed a strate+) that results in >hat is referred to as Kselfdefeatin+ 7eliefs#"0

Since research has sho>n that Kselfestee- is i-/ortant to adolescent -oti4ation to>ards successBachie4e-entB and -ental healthB$1 and since Kselfestee- is reco+niMed as a /o>erful -oti4ationalforceB$" it is necessar) to 7e conscious of the sources and s)-/to-s of lo> selfestee- and ho> the

adolescent Kacts out such /erce/tions of hi-5herself# E3/erience sho>s that lo> selfestee- and ane+ati4e selfi-a+e can so-eti-es result fro- /re4ious e3/eriencesB >hether in the ho-eB /eer +rou/Bor school# The adolescent -a) ha4e e3/erienced re/eated acade-ic Kfailure in the school or he -a)ha4e suffered ne+ati4el) fro- not achie4in+ as 4ie>ed 7) his /arents and5or /eers in other areas suchas s/ort or other leisure /ursuits# Deli7eratel) or other>iseB teena+ers -a) ha4e had their atte-/ts to

7e successful -oc,ed or their ideas ridiculed$$ 7) those that -atter to the-# This -a) ha4e resulted intheir feelin+s of >orth and 7ein+ 4alued eroded# IndeedB it is often o7ser4ed that adolescents >ho/ercei4e that the) -atter 4er) little to others are hi+hl) de/ressedB unha//)B and re/ort a >ide 4ariet) ofother ne+ati4e e-otional states#$%

"0

$1

Ro7ert Nathan and Linda HillB Career Counsellin+B London@ Sa+e u7licationsB $111J / 90#

6# Dace) and 8# =enn)B Adolescent De4elo/-entB ?ro>n 2 ?ench-ar, u7lishersB "00&J / ":%#

$"

T# GullottaB 8ar,stro-B The Adolescent E3/erienceB &th

ed#B California@ Acade-ic ressB $111J / 09#$$6# Dace) and 8# =enn)B Adolescent De4elo/-entB ?ro>n 2 ?ench-ar, u7lishersB "00&J / "$%#

$%T# GullottaB and Carol 8ar,stro-B The Adolescent E3/erienceB &th ed#B Acade-ic ressB $111J / 0:#

$1


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;hate4er the source or cause of lo> selfestee- so-e adolescents -a) >or, to /rotect their self>orth# The) de4elo/ 4arious co/in+ strate+ies in an effort to /rotect the-sel4es fro- further

ne+ati4e attention and5or /re4ent further erosion of their 4ie> of the-sel4es# It is necessar) toendea4our to identif) s)-/to-s of such 7eha4iours and de4elo/ strate+ies to hel/ the adolescent

/ro+ress 7e)ond these destructi4e feelin+s and the co/in+ strate+ies he has e-/lo)ed# It can 7ear+ued that adolescents in such situations are -oti4ated to K/rotect their self>orth 7) a4oidin+failure#$& These Kselfhandica//in+ strate+ies$' -a) include one or -ore of the follo>in+# KNon/erfor-ance is one such strate+)B >here the indi4idual -a) a4oid e)e contact >ith a teacher

another strate+) is Ksha-e effortB >here the indi4idual as,s uestions to >hich the) alread) ,no>the ans>er#

So-e indi4iduals -a) use K/rocrastination and dela) an) effort to atte-/t a tas, so that the) canlater 7la-e ti-e -ana+e-ent in order to direct attention a>a) fro- the real issues# Anotherstrate+) is for the indi4idual to set Kunreacha7le +oals so that the) can use the e3cuse that noadolescent could /ossi7le achie4e to >hat the) had as/ired# Another strate+) is >hat is referred to

as the Kacade-ic >ooden le+ >here7) the adolescent ad-its to -inor failin+s such as /anic,in+ inan e3a- in order to a4oid ac,no>led+in+ a +reater >ea,ness# In addition adolescents -a) ado/t

Kne+ati4e as/irations as a reflection of their desire to a4oid failure#$9 In so-e cases indi4iduals -a)ado/t >hat is referred to as Kne+ati4e identit)$: and do the o//osite to >hat is e3/ected in orderto distract attention fro- the real issue# IndeedB if so-e adolescents >ith lo> selfestee- doe3/erience success the) -a) attri7ute such success to so-e Kca/ricious factor as o//osed to/ersonal causation# $.

Another co/in+ -echanis- is >here the adolescent as/ires to +randiose or unrealistic +oals >hich

are doo-ed to failure and as a result the adolescent K>ill not ad-it their li-itations insteadB the)con4ince the-sel4es that the) ha4e 7een 7loc,ed in the achie4e-ent of their +oal 7) so-eone orso-ethin+ o4er >hich the) ha4e no control#$0 Fro- the adolescent!s /ers/ecti4e such co/in+

-echanis-s -a,e sense and indeed >or, in that the) hide the truthB a4oid e3/osin+ an) >ea,nessBand /re4ent further failure and there7) a4oid feelin+s of Kinco-/etence#

Other sca/e+oatin+ strate+ies%1 are as follo>s@

So-e students co-/arin+ the results o7tained 7) their /eers >ho -a) 7e achie4in+ lo>erscores as a >a) of findin+ co-fort and5or distractin+ fro- their o>n /erfor-ance#Others 7la-e the teacher#

;hile others use hatred of a su7ect as a reason not to +et stuc, in and /erfor-#

So-e state that the e3a- >as too hard or too lon+#So-e students co-fort the-sel4es that there is /lent) of ti-e to sort this later on#So-e sa) the) freeMe in e3a-s# This is nor-all) caused 7) iJ the student not ,no>in+ the-aterial due to /oor or no stud) ha7itsB or iiJ an e-otional fear of the conseuences of doin+/oorl)#

$& 6ohn ;# Santroc,B AdolescenceB "1th ed#B Ne> Yor,@ 8cGra>HillB $11'J / &%0#

$'6ohn ;# Santroc,B AdolescenceB "1th ed#B Ne> Yor,@ 8cGra>HillB $11'J / &%0#

$9E#Hurloc,B Adolescent De4elo/-entB &th ed#B Ne> Yor,@ 8cGra>HillB "0:$J / ".

$:6# Dace) and 8# =enn)B Adolescent De4elo/-entB ?ro>n 2 ?ench-ar,B u7lishersB "00&J / ".'#$.6ohn Col-an and Leo Hendre)B The Nature of AdolescenceB$nd ed#B London@ Routled+eB"001J / :"#

$0E# Hurloc,B Adolescent De4elo/-entB &th ed#B 8cGra>Hill ?oo, Co-/an)B "0:$J / "0:#

%16ohn Col-an and Leo Hendre)B The Nature of AdolescenceB $nd ed#B London@ Routled+eB "001J / &:#

$"


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So-eti-es students find co-fort >ith other students >ho also do not stud)#

arents so-eti-es +o alon+ >ith these strate+ies# This collusion onl) ser4es to /rolon+ findin+ a lon+ter- solution# Re-e-7erB the solution is al>a)s internalB not e3ternal#

So-e students constantl) resortin+ to the line KI don!t ,no> ho> to stud)# This is /racticall) co--on

for students >ho -a) ha4e actuall) studied and >ho iJ find that -ethod is difficult i#e# it is not si-/leand eas)B iiJ did not +et a /erfect results or the result the) >anted# In these cases it needs to 7e/ointed out that there is no stud) -ethod that is eas) and there is no stud) -ethod that can /roducethe /erfect results# So-eti-es students ust need to acce/t that stud)in+ >ill al>a)s 7e difficult andthese students need to learn to 7e ha//) >ith their effort and results o7tained# It all a7out theo/ti-u- -ethods e4en thou+h these -a) 7e difficultJ and the o/ti-u- results#

So-e students resort to onl) stud)in+ >hat the) alread) ,no># It acts as a co-fort 7lan,et#

Other students so-eti-es re4ise the ho-e>or, that >as ust finishedB instead of doin+ +enuine stud)#Other students re4ise the -aterial done in class recentl) instead of doin+ +enuine stud)#

So-e students de4elo/ the ha7it of rel)in+ on an adult to hel/ the- do their >or,# ;hen this7eco-es o4er relianceB it can 7e one factor that /re4ents a student ta,in+ o>nershi/ of his stud)routine#

So-e students sa) Kif onl) I had a ne> des,B I >ould stud)# The) ne4er do >hen the) +et that des,#This is to see, an e3ternal rather than an internal solution to not stud)in+#

So-e students sa) Kthe co-/uter or T#itched on the

co-/uter or T#itch itself on# A+ainB this is to see, an e3ternal rather than an internalsolution to not stud)in+#

All fa-ilies ha4e their u/s and do>ns# There -a) 7e /eriods of difficulties >ith relationshi/s 7et>een

hus7and and >ifeB 7et>een /arent and childB or 7et>een si7lin+s# IndeedB there -a) also 7e the trau-a ofredundanc)B illnessB or 7erea4e-ent that -a) i-/act on the at-os/here in the ho-e# So-e students >hoe3/erience such fa-il) difficulties can continue on and co/e >ithout these difficulties i-/actin+ on theirschool li4es# Ho>e4erB other students canB and doB encounter situations >here7) difficulties in the ho-eha4e such an e-otional i-/act that the) hinder their e-otional and acade-ic /ro+ress >ithin the school# Insuch situations >e stron+l) ad4ise /arents that the /ro4ision of infor-ation to the Year Head is 4ital if the

school is to hel/ )our teena+er# Such a reuest >ill al>a)s 7e treated in the strictest of confidence and theinfor-ation onl) used to ada/t the school res/onses to cater for )our child!s situation# ;ithout such

infor-ation schools -a) inad4ertentl) treat )our teena+er!s /ossi7le actin+ out or actin+ in>ards as /urel) adisci/linar) -atter andB >ithout ,no>in+B add to their difficulties# E3/erience sho>s )ear in )ear outB that>hen /arents >ithhold 4ital infor-ation -ainl) throu+h an unfounded sense of e-7arrass-ent the)/rolon+ their teena+er!s difficulties and /re4ent the school fro- actin+ in their 7est interests#

Gi4en all of these /ossi7le sca/e+oatin+ strate+ies it -i+ht 7e useful to shift the lan+ua+e fro- tellin+students to stud)B and insteadB s>itch to as,in+ the student >hat is 7loc,in+ the- fro- doin+ >hat the),no> the) should 7e doin+B and for the -aorit) of studentsB >hat the) >ant to 7e a7le to do#

$$


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" Conclusion

The +uidelines outlined in this 7oo,let are e3actl) thatB ust +uidelines# It needs to 7e re-e-7eredthat each indi4idual is uniue and >ill s/end different a-ounts of ti-e stud)in+ and that thenu-7er of -ethods of stud)in+ /rocessin+J are as nu-erous as there are indi4iduals# There is nofi3ed definite schedule and there is no sin+le eas) >as to stud)#

Thin, 7ac, to >hen the) >ere toddlers and the) >ere learnin+ the letters of the al/ha7et and ho>

to reco+nise >ords# The -asterin+ of these s,ills did not ha//en as a result of one actionB e4entB ora sin+le con4ersation# It >as a /rocess that >as s/read o4er a considera7le a-ount of ti-e#Si-ilarl)B the conce/t of stud)in+ at secondar) school cannot 7e acuired 7) one actionB e4entB orsin+le con4ersation# It needs to 7e seen as a continuous /rocess that 7oth /arent and student needto en+a+e >ith and inB and re4isitB assessB and adust constantl) o4er all the )ears s/ent in secondar)school#

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study learning to learn(1)

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