CAREERS STUDY SKILLS AND HABITS

STUDY HABITS Before you can improve your study habits, you have to develop “a plan;” This is based on your previous habits, attitudes and behaviours;

HABITS AND BEHAVIOURS You should make your goals and plans know to those who can help you the most (your family); This way, they are aware of your choices to change/improve your study habits and keep you on track – as well as to avoid enticing you with more attractive activities!

PLAN TO SUCCEED Once you have developed a plan, you have to be able to stick to it! Make it REALISTIC! Make it REALISTIC! Start with “do-able” goals and activities; such as turning off the TV while you study (NO – it DOES NOT HELP!) Use the computer only when you need it. Practice your good habits in other areas. Practice your good habits in other areas. Change your study location; Apply the same concepts to your efforts in class;

IF THE WORK IS TOO HARD… We all have subjects we find difficult, the trick to making the most of the credit is to ensure you try your best to UNDERSTAND it; Be specific with the problems you are having at that particular time; Ask questions during class – often you are not the only one who doesn’t understand; Ask questions during class – often you are not the only one who doesn’t understand; See the teacher before or after class for extra help, or to make an appointment for continued extra help; See the teacher before or after class for extra help, or to make an appointment for continued extra help;

WHAT ELSE WILL HELP? In order to increase chances for success, you should make changes to regular habits: Re-write some of your notes (especially for hard units); Re-write some of your notes (especially for hard units); Read ahead in the work (just a little); Read ahead in the work (just a little); Begin projects or assignments when they are assigned (doesn’t have to be finished immediately, but if you start you can head off problems early!); Begin projects or assignments when they are assigned (doesn’t have to be finished immediately, but if you start you can head off problems early!);

WHO IS RESPONSIBLE? You are responsible for your own success – or failure; Others will provide you with guidance, instruction, extra help and most of whatever you need for your own success, you have to provide the remainder – otherwise nothing will happen; Do not blame anyone at the end of a semester/course where you expected to pass by doing nothing!!!!

IF YOUR WORK IS TOO EASY… Think about what else you would like to learn about in the subject or unit, maybe use that topic as an ISU; Think about a project or activity you would like to do and pursue it! Ask you teacher for extra work or information to get you started on an independent project; With your teachers permission – offer assistance to your peers who may be having problems (set up a tutor session before or after class);

TESTING SUCCESS Believe it or not, teachers do not write tests and quizzes with the most random examples or hardest questions just to cause students hardship – well maybe sometimes… The questions are developed to force students to think about a subject and the greater implications – beyond the facts and figures; Once you understand the motivation, being successful on the test/exam is easy!

MULTIPLE CHOICE The answer is not always “C!” Read the main part of the Question and think of the possible answer – before you begin reading them - then look at the options; Use the process of elimination – find all the options that are obviously incorrect, then choose from the remaining; Look for qualifying words or statements – these can help you to narrow your options; There may be more than one correct answer – keep reading all the options until you have found the best answer;

TRUE OR FALSE??? Be suspicious of very broad statements – a statement that contains “always” or “never” may sound true, but these words often make it false; Look out for one small word or phrase that may change an otherwise true statement; Read the statements slowly so your brain has time to determine if it matches any know information;

FILL IN THE BLANKS Check the number of blank spaces if appropriate; two blank spaces means two words, etc; The incomplete sentence should contain clues – using proper grammar will help determining if the blank is a verb or noun. If you can’t think of the exact word, don’t leave it blank! Try for partial marks with another word that describes a similar circumstance;

ESSAY QUESTIONS Try to ensure that you understand the question being asked. Re-read it until you know what is being requested. Ask the teacher to clarify – do not ask for the answer, instead have an alternative statement so the teacher can help you (“Does this mean…?”); Make an outline in rough – write down all the points you know about that topic to make the organization of it easier – if the teacher sees that and you weren’t able to finish, they may give part marks;

ESSAY QUESTIONS Begin each paragraph with a topic sentence that expresses the main idea; Don’t be vague – give examples and explanations; Stick to the point – just don’t list off all the random information you have about that topic; Avoid “padding;” (babbling, random examples); Write a conclusion! Check for grammar and language errors;

HABIT FORMING??? Remember that the skills, habits and behaviours that you develop now will help you and follow you after high school; Develop habits that work for you, but don’t just throw out ideas without giving them a chance; Change is hard, but it will be beneficial for you in other aspects of life;

COMPETITION OR COLLABORATION??? Remember too that teachers are not in competition with you; We also don’t want to fail you! (Not always!) We give you the information, expect some response (assignments), ensure you know it (tests) and send you on your way (credit); Don’t fight the teachers – we are trying to set things up for the benefit of ALL students in the class! We make things harder so you can improve your skills!! We want you to become successful! But you have to want it too!

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