Teaching Children Organization & Efficient Study Habits (K-12) | Markella Kaplani | Skillshare

Teaching Children Organization & Efficient Study Habits (K-12)

Markella Kaplani, Counselor, Special Educator

Teaching Children Organization & Efficient Study Habits (K-12)

Markella Kaplani, Counselor, Special Educator

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12 Lessons (1h 45m)
    • 1. Class Objectives

    • 2. Introduction

    • 3. Roots of Disorganization

    • 4. Project

    • 5. Learning Styles

    • 6. Organization & Time Management

    • 7. Concentration

    • 8. Note-Taking

    • 9. Memory

    • 10. Test-Taking Skills

    • 11. Motivation

    • 12. Wrap Up

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About This Class

Many students, despite their intelligence, grade level or academic experience, struggle in getting organized and developing organizational techniques that will enhance their performance in schoolwork.


Class Audience: Parents, Teachers, Tutors, Counselors...

This class is designed for parents, counselors, teachers or tutors who are currently working with such students and are seeking to find efficient ways to assist students in achieving their full potential.


Content: Study Skills Loading...

It involves learning how to promote skills including, but not limited to, time-management, test-taking, concentration, memory, as well as encouraging a positive attitude and academic motivation, which are fundamental to the learning process. No prior knowledge is required and many tools that are instantly applicable will be shared.



Meet Your Teacher

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Markella Kaplani

Counselor, Special Educator


Other than my role as a counselor, I have extensive experience working with students of all grade levels in the context of facilitating them in reaching their learning potential.


My teaching philosophy involves using my degrees in clinical-counseling psychology in combination with my accumulated experience and certification in special education so as to design programs that will enhance students' academic self-esteem, motivation, and learning efficacy.


In the past, I have held a position in a private school where I coordinated and taught in its Learning Support Program, and thus possess the skills necessary to address the needs of children who may learn differently.


Currently, I aid st... See full profile

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1. Class Objectives: welcome to this organizational and study skills. Course I'm going to go right ahead and assume that if you're thinking of taking this course , you're working with a student who, despite his or her potential struggles with school, work the causes for this very. But it may be that your child is quite intelligent, that up to a certain level, he or she never really needed toe work using tools or a schedule in order to perform well. He or she was successful effortlessly. On the other hand, there are those students who have always found organization a tricky aspect of school, even as early as elementary. Either way, these students wrongly attribute their difficulties toe lack of intelligence. But this is never the case. The problem with this type of thinking, however, is that it leads to trouble with productivity, fosters procrastination, leads to a negative attitude towards school, and then it leads to poor grades, creating unnecessary tension if this will hits a spot than this course is for you. My name is Mark L'equippe. Lonnie and I have extensive experience working with students who learn differently, collaborating with them and their parents as well. A school staff in order to establish personalized study habits that will stake allowing students to work more efficiently, producing better quality work ideally in less time. Now, let's be honest the way that our educational system is currently structured, teachers have little to no time to devote to teaching proper organization and study skills to students. This deprives their Children of some of the most important skills that will contribute to their success in all aspects of their entire lives. And while you, as their parents counselor tutor, may know several techniques that would be able to boost your child's performance, your child is probably not too willing to follow your lead. But don't worry. That's typical. Well, in this course, my goal is to initially help you understand the potential root of what is giving your child so much difficulty in getting what may seem to you and me. Simple tasks completed, and no, it's not because he or she is lazy. That is too simplistic to be an explanation that will actually bear any results and then to give you several strategies that have worked on my students in order to assist your child in establishing an efficient study routine and allow for less friction in your relationship with him or her. More specifically, in this course, we will be covering the roots of this organization, the components of good study habits, the different learning styles that individual students have and how to help the work based on their personal preferences. Organizational skills, time management, prioritizing, setting achievable goals, augmenting concentration, increasing memory, establishing successful note taking, boosting test taking performance and finally getting your child motivated and supporting their academic self confidence, which is key. The point of all this is not to get your child to love school. I know I didn't regardless of being a straight a student, so I get where they're coming from or to force them to adopt the study program they hate. It's the set up a routine that suits them as much as possible and make school work bearable so that they can achieve their full potential. I hope you will enjoy this course as much as I enjoy sharing this knowledge and workshops and seminars as well as with the parents and students I get to work with. On a personal level, I look forward to seeing you in my classroom, receiving your feedback and working on your project with you. Well, see you in class 2. Introduction: hello and welcome to my class. I'm very excited that you're joining as mentioned in the introductory video in this class, you will be learning how to best help your child or student in establishing an efficient study routine that includes implementing learning tools, which will not only be effective but will, more importantly, be appropriate for the particular child you're working with and thus will be more sustainable now. By the time the parents or educators decide toe attend a lecture such as the one I'm presenting through this class, frustration is evident. My guess is that you have struggled, Justus Muchas the child or Children that you're trying to help. And you're watching this video today, wondering if there is still hope, or whether there are Children who just can't get down to doing work well, whether we're talking about a child in the elementary, middle or high school, or even a college student. Yes, things can turn around. But what I always do tell parents and educators is that for the tools that I will be presenting you with throughout this class to be successful, it is vital that the child for whom they're destined is at least slightly aware that there is a problem inherent in his or her current study habits. If your child or Children is still at the stage where he believes that nothing is wrong in his academics, or if we're talking about a child whose academic self esteem is already below the ground, it will be very difficult to convince him toe ever use any tools to assist him in his or her learning. This is because in the former case, the child does not recognize that there is a problem, so there is nothing to solve and therefore tools are deemed unnecessary. And in the latter case, the child has already accepted herself for himself as a failure and therefore there is no need to make the effort. This is why the first step in my program, after determining a child's learning salam preferences, comprises of assessing and augmenting motivation. I have included a part about this topic in this particular class and have left it for last on purpose because it is vital that I close with that so that it kim be the information that stays with you throughout the class. I will be alternating between using pronouns here and chief for obvious reasons. But aside from that, I will be giving you re a life examples of students that have worked with and how certain techniques did or did not help them so that you can more easily relate. In the following section, we will be analyzing the potential routes of this organization. Why some students feel lost, confused, disoriented, perplexed. They feel like they just can't get things right, even though they actually maybe trying their best. And that way I'm hoping that it will deepen your understanding of your child struggles. So see you there. 3. Roots of Disorganization: before we discuss the ways in which Children learn differently and I share with you the tips and tricks that can enhance their learning. It is vital that we explore the why certain students seem to struggle so much. It is perfectly normal if you've never had any difficulty in school and were an average to superior student, that you would wonder even a for a split second whether your child is just lazy. The truth is that the core of our frustration when working with struggling students comes exactly from that misconception, even if we do not admit it to them or even ourselves. If we have a core belief that hard work pays off and that anything can be done if you try, it is very easy to subconsciously an inadvertently accused students with learning differences of just not working hard enough and not making an effort. This is why I consider it that much more significant that anyone working with Children understand the variety of factors that may be in play if he or she is facing difficulties. I have students who rarely do homework or started study for tests, students who have no sense of time students who procrastinate to no end. And then I have students who do complete their homework and never handed in, or those who study. No, they're material and then fail the next day anyway. It can get tough to be constantly supportive of these students when you consider how trivial these tasks are. That is from our perspective, of course. And this is why I always make sure I remind myself of the following reasons why Children may face academic hardships so that I can remain sensitive to why they function the way they dio and to know that they really are being completely honest when they say they're doing the best they can. One of the reasons that leads to poor organization is in fact one of neurological roots. More specifically, there are particular brain areas such as the prefrontal cortex, which, if affected or under functioning, can provide a good explanation for organizational difficulties. Studies have shown that people who have injuries or diseases affecting the prefrontal cortex often have executive functioning issues. Executive functioning refers to anything that relates to task management from being able to perceive time to planning activities, prioritizing following deadlines and organizing oneself in any way. It also influences one's capacity to maintain focus and to control their impulses. Researchers are looking into whether the size or shape off the of the prefrontal cortex is different in kids with weak executive functioning skills. And although this research is not yet conclusive, what has our been already observed is that brains of the people with executive functioning issues may not use norepinephrine effectively. Norepinephrine and dopamine are the main chemicals that help the brain maintain focus and control impulses as norepinephrine travels through nerve cells that carries information to the prefrontal cortex and is used by other nerve cells to trigger the brain to react. But sometimes nurse oh, never nerve cells in the prefrontal cortex block the use of norepinephrine. When that happens, kids with executive functioning issues aren't able to control impulses or pay attention. Well, the same goes for kids who have been diagnosed with a D. H D. What's more is that there is High Corbett co morbidity when it comes to executive functioning. It's unusual for a child toe have executive functioning issues and no other health problem . Kids with a D, H, D and dyslexia often struggle with executive functioning. So do Children with neurological conditions, mood disorders and autism. Executive functioning issues are also associated with acquired brain injury, fetal alcohol syndrome and some kinds of cancer treatments. The most important note to make here, however, is that executive functioning issues aren't a sign of Low I. Q. Most kids with low attention issues have an average or above average i. Q. This goes to show that despite an innate or acquire difficulty, these Children have plenty of potential to be successful in school. Should they be really understood and dealt with compassion and given proper tools? Then another? Much more obvious reason that leads the organization in students is that they have a lack of insight. They are not aware of their strengths. They do not know their weaknesses, mainly because they have learned from reactions of people around them to consider themselves lazy and even stupid. And they're not aware of their academic identity. Or, in other words, they're learning style. And last but not least, it is not at all rare that students difficulties and organization are due to the fact that they were never taught at a young age. Unfortunately, the way that the schooling system functions these days, teachers do not have the luxury of spending sufficient time teaching Children how to get organized or how to study well. But rather, students are expected to pick this up as they go. This is not to blame teachers, but it is true that there is little to no training going on in the classrooms into passing down such skills and ensuring that they're being used consistently so that their engraved in the students routine study habits. As such, when students get to the stage where organization skills are a must in order to perform, they suddenly find themselves perplexed that how they will juggle the work, look, the workload they receive and end up feeling too discouraged to do anything. Motivation fails, confidence dwindles, performance plummets and a vicious downward circle begins. So what are these skills I keep referring to that our Children need to attain in short organization time management, concentration, note taking, test taking and retrieval skills, as well as developing a positive attitude not only in regards to school, but overall, all of these will be analysed in detail in the next few lessons, So I look forward to seeing you there 4. Project: project time. You might think it's early, but I have to assign the project now so that those of you who are interested in completing it and I hope that is all of you, can he to the material that you'll need to be gathering from each lesson. So in order to make this class worth while your project is designed to be a sort of case study, assuming that you're currently working with one or more students that you wish to help in terms of their organization, your project will be to make up a mind map. Don't worry. I'll help explain what this is, and I'll demonstrate to you how to do this if you don't know of the students needs and the skills you will be trying in order to enhance the areas that need improvement. More specifically, you'll need to select a student and consider his or her academic weaknesses and strengths the weaknesses meaning ah, the areas that they need to work on from the ones mentioned as good study habits. At the end of our previous lesson, it can be won or it can be all of them. But you have to consider the child you're working with so that this can be personalized. Then have the student take a learning style inventory. You will find suggested inventories in the notes under the section Your project. Knowing how your child learns will help you select those strategies that are more suitable for them to try first. Then, while watching each lesson, you can decide with which strategy you'd like to have your student try, Please do not have him or her. Try more than two strategies over the course of one week because you want the student to remain dedicated and not quit. Trying new study habits is hard enough. Seeing as breaking a well known pattern is quite difficult for just about anyone having to try more than a couple at a time. On top of that can get quite complex, making it much easier for the child to feel like he or she cannot succeed, thus leading to cessation of the willingness to at least try the goaless never force a strategy on a child, So what I always ask him to do is to commit to trying a strategy 3 to 4 times over the course of a week so that we can try to determine whether it was successful for him or not. The first couple of times we try any new trick do not seem like they're going well because of novelty, making a slow and cautious and therefore causing more trouble than assistance. But after the third or fourth time, we can more safely conclude on whether the new method was effective or not. As we have gotten more cost accustomed to it and have less resistance. It is recommended that you have the student write a line, just one sentence of the effectiveness of the strategy used. In fact, I made a table that I have students complete, and I am thinking of including that in your notes. So please check them out after the 3 to 4 attempts. Ah, after the 3 to 4 attempts have been completed, discussed with the student the conclusions that the derived was the strategy helpful. If so, in what way? If the child found the strategy did not work, why does he think it is? That is what was the difficulty? Was it too hard to stick Thio? Was it due to lack of concentration? Should it therefore be revisited after the student works on focusing skills. Was it boring? Was it annoying or just completely out of his nature except any answer and work with it so that you can try a different method to target the same problem? There will definitely be something that can be appropriate for the specific child. No Donald, the skills that proved to be successful in fitting on the mind map and have the student continue using those on top of the new ones that you'll have him try if there still areas left for improvement. Once your mind mop is ready, please take a picture of it and uploaded for us to see if you like. If you'd like to upload your progress before finishing the targeting of the areas of improvement that works, too. And, of course, feel free to ask me any questions that may arise along the way. If you find yourself stuck or out of ideas. Assuming none of the strategies proposed here work for your child, here is a video I made of me using the free online Mind Mop creator. Mind omo dot com I made it quite simple for the purposes of making the video short, however, you can include as much detail and information as you see fit, and you can get completely creative with this. As you can observe, I have written the student's name in the middle and then I decided to know down the areas that this particular child needs to work on as sub categories. This student needs to enhance his concentration, memory, note taking and time management. Then I have chosen to note down the skills I tried with Student X in order to target these four areas. In particular, I noted the ones that worked well with Student X so that both she and I can know what can be utilized in the future. You could also include a subcategory on learning styles and include his or her learning style and preferences in the mind map as well. Get creative, make it pretty. Let it inspire both you and the student to keep on expounding on ways in which he or she can further develop in those areas. I look forward to seeing your mind maps, and I hope you will check out a more complete version of my mind. My mind map made by bubble dot us in the notes section says, You see, I'm still feeling in some of the tips and tricks that I tried with Student X and seemed toe work in each of the areas. So, for instance, we tried note taking and using the Cornell method that I will be discussing in the later lesson, and it worked. So we kept it in terms of concentration. We tried using a separate study space, and it worked. So that's one of the things that went on the mind map. And now I'm continuing to fill in the time management techniques that we will be using. You can either do it, focusing on what you want to be using and then updated, updated in order to include only the ones that actually worked. You can go crazy with it, do whatever it is that you see suitable. Well, that's about it. So I hope to see you in the next class by 5. Learning Styles: Hello and welcome to this lesson. My guess is that most of you, if not all, know what I mean when I refer to learning styles. Basically, it's the modality in which students are most adept the most learning styles, the main learning styles or three visual, auditory and kinesthetic tactile. When a child seems to be inclined to one of those after mention modalities more so than the other two, she is essentially more open to receiving, storing and manipulating information. Through that medium, we will be analyzing each learning style, and I would presenting you with the sub categories that each one has which are less widely known but are substantial in truly understanding how a child's brain functions and how they learn best In looking at each style, we will obviously discuss strategies that are most fitting for a student who has the particular learning style. Before we dive in through, I would like to note that there is a widely spread myth involved with the particular topic . Students that have an inclination toward one or two modalities over another will not be closed off to the other learning styles, and it is in fact, supported by countless studies aiming to evaluate the effectiveness of using learning styles to enhance knowledge acquisition that all students benefit from a multimodal approach to learning, that is, all students will learn best when they're taught something you in all of the ways that I will talk about. One more thing I'd like to note is that this is not a lesson designed to dismiss teachers and may and may not. That may not be using all the possible techniques to teach each and every topic in their curriculum. Just like students have learning styles. Teachers have their own teaching styles, while I am adamant on the teacher's responsibility to adjust her classroom and teaching style in order to accommodate every individual student to the best of her abilities, a student also has the power in his hands to use the knowledge he has gained about his learning style so as to just the manner in which he studies at home. What I mean is that the student has a responsibility to himself to apply the techniques that he knows air helpful in order to study, even if the's strategies may at times be time consuming and this responsibility is power he is in control of his learning. He is making it personal. He is owning it, and that's how he'll best succeed at learning it. And here is the truth, for all of us are most potent memories and the knowledge we will always remember clearly are of the accomplishments we worked hardest to achieve, not of the information that was fed to us, nor the task that were done for us in order to relieve us. And why should we think it is any different for our students? So while teachers should really teach the way that students learn, students should should also ideally ensure they go the extra mile to turn tailor their learning to what their brains are most receptive to. And this is where you, as the parent tutor counselor, come in offering to help this student gain insight into how he learns best so that he can use that awareness to his advantage. So without further ado, let's start with the most popular learning style visual learners. Here's what you already know working Guess visual learners, brains air activated most through what they perceive optically hence anything they can perceive through their eyes is most effective in their learning, However, there is a fundamental distinction that must be made. Not all visual learners air triggered by pictures. There are those who are rather prone to learning by text and prints, so they prefer learning by reading texts, summarizing or outlining information, writing notes, flashcards, bullet points as well as researching material, they have to learn about their practically the ideal student for the current schooling system. They fit right in with the teaching models still utilized in most schools worldwide. Alternatively, there is the visual learner we can all imagine, the one who learns through images. This student less learns best when he visualize is information color codes, the notes and the texts, uses pictures whenever possible, utilizes charts and graphs, watches demonstrations of what needs to be learned, views, movies or videos online regarding the topic at hand and also creates or uses drawings. Then come the auditory learners. The most popular version we all know of in this case is the auditory learner who learns best while listening. They listen to tapes, recordings, discussions or to the teacher in the class while he or she is lecturing. This, in fact, is the second best ideal modality for shooting since, assuming they can maintain their focus in class, they can learn just about everything during the lesson. And can a such stroll through homework and studying for tests? That was my methodology, for the most part, is a student. Moreover, these students benefit from talking to themselves and saying words and syllables. But auditory students can also be verbal. These students will perform best when they are the ones who are doing the talking and are hearing themselves speak, hence talking out loud reading along with books on tape making videos, recordings as well as Orel presentations, which are ideal techniques for the particular students. Furthermore, other strategies include telling stories, working with interactive programs and putting melody on information, learning the multiplication tables using a song. But my recommendation from what my experience has shown me to be most affecting effective in using already known, is using already known melodies. For example, the London Bridge is going down and attach the times table or other information to that known melody. This waving new information attach is to already established knowledge, one that the student definitely recalls well because he's already auditory, verbal and here are the most misunderstood students of them all. The ones who, unfortunately, are the least compatible with the current schooling system and struggle in the typical classroom, often being deemed as unwilling to cooperate or academically, that there academically not reared that way. Here are kinesthetic and tactile learners, a modality that comprises of four categories. The 1st 1 is the pure tactile category. These students like constructing, building things, using tools of all sorts and manipulating objects. Imagine a student west trouble understanding the concept of fractions. When presented with blocks such as these, however, they can manipulate the whole block. Shape the two halves into one hole. Visualize in touch each one of the one force to clearly conceive how four of them are whole , and one of them is half of 1/2 and it goes on. The same goes in the case of students who have grave difficulty with multiplication and our tactile. But the multiplication building blocks can help them see the bigger picture and realize why eight times seven is way higher than four times six. For instance, a concept many students who struggle with multiplication have difficulty getting. Interestingly, tactile learners also learned very well by writing things down because in some magical way their hands are likely to have a brain of their own and can go on a writing when they seem to have forgotten the information on a cognitive level. So flashcards keeping notes summarizing with bullet points as well as using different colored pens, which is a combination with visual learning, are excellent techniques. Then there are the kinesthetic learners. As the word demonstrates, thes learners learn best when in movement. Methods that can be very helpful include using their whole body to role play exercise, build things from scratch, including, therefore, any type of project present material that needs to be learned, even if that means presenting it to the house pet if the students of Shy walking around while reciting details or even dancing. I once had a student who was highly kinesthetic and had been diagnosed with poor short term memory. Trying out several techniques, we found that she had wonderful results when we made an actual dance routine to the list of things she had to memorize, attaching each bullet point to a move. And although she would not be able to dance in the middle of the classroom during the test . Her memory of her body movements was so potent that she aced the test for the first time in a while. Very unorthodox, very weird for the colleagues who saw me dancing with a student while passing by, yet successful for the student who used this technique all throughout her academic career. From what she tells me, a kinesthetic learner can also, for example, learned by studying each chapter that needs to be learned in different rooms or parts of the room. Because of the way that their brain works, Kinesthetic learners will be able to recall the information they're trying to bring forth that it was learned in a specific area, and this will help activate their memory centers and more easily remember the material at hand. Then there are those students that learn best through sketching, and as a result, the best techniques for them are drawing, coloring and doodling. And lastly, there are the learners who process information best when writing so like tactile learners, they work best when making flashcards, writing notes and even highlighting. Now there are those students who will have a combination of modalities for example, a child who is both visual with an inclination toward images as wealth as's tactile could benefit from drawing the material that has to be learned. I, for one, would draw animal and plant cells and label them myself, despite having the images in my book in order to learn them for biology. As ever mentioned, all students benefit from using all possible learning modalities. But trust me, I have seen many Children unleash a confidence that was hidden until they realized how well they could do while using tricks that were more geared toward the manner in which their brain functioned in the notes section of including links to inventories you can use to help your child figure out his or her learning style. And the particular book I've been using that refers to the sub categories discussed in this lesson. I hope you found this lesson helpful and that I'll see you in the next one 6. Organization & Time Management: when it comes to organization, there are two main aspects we can break it down to. The 1st 1 we will be talking about is the organization of a student's work, space equipment and study materials. Students that have trouble with organization tend to have very messy rooms, bags and study areas. So this Kim proved to be problematic, not Onley, because it causes tension between you, the parents and your child, but mainly because it contributes to a lot of time being wasted until studying can actually begin. Students with a week Knicks Week Weakness in executive functioning skills tend tohave extreme trouble getting started with a task and having to do so when the study area is in mayhem, convey an obstacle they may never overcome. Hence the vitality of finding ways to get these Children to somehow get their things in order. As much as possible, that is, we need to have realistic expectations now, being a person who is not innate Lee inclined to being organized. I can understand the frustration and Children who are asked to put things away in their appropriate place and keep their desks clean. They know where their things are. Even if to you, the room looks like an army raided it last night. What these Children fail to realize is that despite knowing where things are, it still takes a while to get to these materials as they're scattered around. And because their mind is probably just a scattered recalling where each of the tools they need our poses another time, boulder. They have to stop every two or three minutes to get the other thing they need, which they get. But then there's something else missing and so on and so on. And every time this happens, their focus goes down the drain and they have to refocus, which needs even more time. This is why organization of one space and time management are intertwined. What I never failed to tell students that I take on is this. I have been through this. I will never ask you to try a strategy that I have not tried. And I will never ask you to do something that is more time consuming because my goal is to make studying more effective so that less time is necessitated and so that you can use the remaining time to do anything you want, and this is the goal they want to strive for so they will commit much more easily. This is something you can explain to them as well. But make sure your actions reflect what you are telling them going into organization of work space. Here is what I have to propose to you if your child fails to put papers and class notes away and just has a pile of them in on the desk all around trays trays are the most simple way that I have found to maintain a good level of organization and the method that students are most receptive to. Wire trace so cool. Well, the student can just throw papers in when throwing them in. These papers are inevitably placed in chronological order from oldest to newest. When time comes, study, all the papers can be extracted from the tray and viola. Now let's touch on the subject. The folders students hate folders. Don't ask me why. For some reason, it appears that they find it too time consuming to open a folder and put papers in, especially for talking about a different folder for each class. Oh, the horror. So instead, papers end up, floating around and getting wrinkled inside the student's bag, something he is totally OK with. But the teacher, of course, isn't. The biggest problem in this case, though, is that many assignments get either lost or destroyed along the way to the house. And so completing the assignment is rendered impossible As a result, What I try with students is the accordion folder. Now, mind you, this is still a folder. But there is something magical that rings and Children's ears when they hear the Onley have to use one, and that you hold them accountable for using only that one. It sounds simpler of a task, so they are less reluctant to try it. The Onley case, in which I propose having one more folder, is in the case of a student who completes homework but forgets toe. Hand it in. If you have one of those students, here is the best solution. Have a homework folder, have the student place inside it, any assignment that needs to be handed in from whichever topic. The goal is to have that folder B empty by the end of the day. If the student upon leaving opens it to find that there still assignments inside. He can go back to his teacher and handed in before leaving school or place it in the teacher's trey if that exists in your school. Alternatively, if more bells are allowed in the school and the student uses it a lot, as do most kids nowadays, app such as a reminder app on the iPhone or Google keep and the to do app can be utilized so that the student checks assignments when they have been handed in and can see that unchecked assignments are immediately submitted and thus far as material such as pencils, rulers, pens, erasers, sharpeners, glue, you get the point. Go. The classic pencil holders of stationery supplies worked just fine for most kids. Now the second aspect of organization is time management. This aspect comprises of many sub topics. The 1st 1 I'd like to go into this setting goals. A big part of managing time is made up of setting attainable goals about when things need to get done, often times students due to their aversion for homework, expect that there's study times should be as minimalist possible once they realized that homework will take way longer than they would have hoped they either stop or in some cases never even get started. This obviously leads to a worse scenario. Work starts to pile up, and for after a while, it really is not manageable. As a result, the child needs to learn how to set up an appropriate goal. As faras, the time frame in which home work should be completed goes the way The best way to teach setting goals to both a child ended and an adult actually is to use this smart method. Smart is an acronym that stands for specific, measurable, attainable, relevant, time bound evaluative and revise herbal goals. In short, need to be specific, not I'll finish my homework. But instead I will complete the history assignment within approximately 30 minutes. Then it needs to be measurable. The 30 minutes can help determine whether the goal was successfully Mets Justus. The completion of the assignment will they need to be attainable and that the time frame, in the particular example is in accordance to the workload required of the particular task and takes into account the students processing speed and current concentration issues, if any, they need to be relevant and that the goal relates to the broader goal of doing homework, and in doing so, they do it in less time they need to be evaluative and that the goal allows the student to learn from the successor failure that comes as a result of it. If he is successful, he will know how to better pieces time. If he If it is a failed attempt, he'll be able to assess what went wrong. Was the time set not sufficient? And lastly, it needs to be revise Herbal so that the assessment derived in the previous step can be reviewed after a new adjusted attempt has been made. Furthermore, goals our best when they are displayed somewhere where the child can see them and they were when they are broken down into smaller steps. Completing Homer, for example, is a bigger, more big goal. While finishing the history assignment today is a smaller, much more manageable goal that will eventually lead to the bigger one. Furthermore, the students should be encouraged to hold himself accountable for completing the goal and not have the tutor counselor or you be the boogeyman because the way he owns up to the that way he will own up to the failure and can be quite boosted in his confidence when he is successful, knowing that he did it on his own. Lastly, it is vital that you helped the student determine a reward for achieving each goal to provide an incentive motivation, but also to help him start to see himself as a capable student who is able to do anything. He sets his mind to more on that in the lesson on positive attitude, motivation and academic self esteem. As mentioned before, pacing time is quite critical in terms of time management to do so. A trial and error technique is best used. Have the student observe how long it took to complete an assignment so that she can later set a goal that requires her to finish a similar task in slightly less time. That way, homework time is minimized and inattentiveness is managed to do so. The parents can help by keeping tabs, but because Children, especially in middle and high school, are less likely to see are actually more likely to see this as an imposition rather than an assistance, you can propose to use timers, alarms or stopwatches instead that way, the child can monitor herself and assume more responsibility in the process, which is always a good thing. Next up in time management is prioritizing. There are several ways in which a student can learn to prioritize is you will see in this lovely chart. Students can, for instance, be encouraged to do the difficult tasks first and doing so, they put in their positive attitude and energy in the harder classes. And when their patients begins to diminish, they can start working on activities they find trivial and is easy to do. For others, it may be more inspiring to do creative work first so that the homer can take a positive spin. Others prefer to do easier homework. First, there is no right or wrong. Let the student try and evaluate success for students who are perfectionists. And trust me, there are many students who have a difficult time keeping up with school responsibilities because they want everything done perfectly. You can ask them to assess the activity they are about to do and see whether it is a key component of their schoolwork. Some students will get caught up in making neath and color coded notes, creating numerous preliminary lists and doing extra steps that may be hopeful to a high degree. But there is a thin line between using tools to enhance studying experience and using so many that they infringe on the students time management and discourage him from ever finishing. Sorting tasks by due date is also a very efficient and yet simpler way off prioritizing, and it can be done in combination with the to do list and or a calendar. I mentioned this because students are terrified of having to use too many tools. Ah, and the more you propose the MAWR, they back out as many of them as can be combined in one and still work effectively the better. A common error when it comes to Time management is that students just want to get things out of the way now. This is not inherently negative, but it does often times set them up for failure. Students forget to take breaks and chunk all parts of an assignment together, especially if they tend to procrastinate and begin an assignment last minute, which then exhaust them both mentally and psychologically. As they get stressed out looking for looking at the mountain of work ahead of them. This is why it is fundamental that they be taught to break assignments down into smaller parts. Whether we're talking about a project or a research paper, do a couple of weeks from now or a homework activity due the next day, when passer broke him down, they appear more manageable, and finishing each one appears like a success of a milestone. Hence, don't miss to devote time to this. For instance, the steps to an assignment can each be viewed as an assignment on its own and, depending on the days left to the due date, can be tackled 12 or three per day until completed. When studying for a test, the student can break down the study times per chapter or per section when tomorrow's homework assignment involves reading the whole chapter, summarizing and answering the chapter questions. Each of these tasks can be seen a separate, and the student can take small 5 to 10 minute breaks in between so as to feel accomplished rest and continue with more eagerness. This can be more easily achieved using a calendar whether that will be an erase herbal wall calendar, a desk calendar or a weekly or daily agenda that doesn't really matter. Just using a calendar works. In fact, the calendar can be one of the most helpful tools for a student to get organized, and yet can many times be the most despised of them all? Students tend to hate calendars and agendas to a great degree, but this is the one tool that I am adamant about. They have to use some form of a calendar. The monthly erase herbal calendar that I make for them to stick on their wall is one option . They write their homework down on each day. They can visualize the big project or a test that's coming up. They can break down studying or tasks. Placing them on an earlier data's though their homework and can feel the satisfaction of erasing completed tasks and having a clean board. Especially if they're type A personalities. They will really appreciate this. Another option is a desk calendar that can be used in the exact same way. Similarly, an agenda that can be taken to school so that homework is recorded right there and then is also a great strategy. While the combination of the daily agenda that can be used as a to do list and the monthly calendar are absolutely ideal if the student is willing to commit to using both regularly. For those reluctant and unsuccessful. With all these methods, there are the technological alternatives. One of my students loved the Post it notes on his desktop. In order for his desktop to be cleared. Post it notes would have to be deleted once each assignment was completed. He very much enjoyed this process and kept it up after months of trying other techniques. Another way is to use reminders that to do list up Google, keep another such APS toe, have homework be reminded and crossed off. Once completed, the phone calendar can also work. If the student looks at it regularly, as they would have to open their agenda daily, they will have to train themselves to open the calendar to opening the calendar several times a day, as well as to update it. Moreover, with a student, we created a Google spreadsheet, or excel sheet. Whichever way it's called, which the with the two of us shared and it was designed as a weekly calendar, we used color coding to show whether assignments were do written in red, whether the assignments were being worked, on which we had as an orange color or done already green color. That way. Although I saw the student only once a week, I could keep tabs on her progress and send notes through the sheet toe asked how things were coming along to get her back on track. Finally, to do lists are great tools that can be used as agendas Orosz part of an agenda. They can help a student prioritize, feel successful when they're putting ticks on and seeing how much was accomplished and keep track of pending tasks. Making one themselves and making copies can provide a great incentive for them to use it, since there is more personalization there. But there are also several beautiful designs online as well as ever mention. There are numerous ops that do exactly this task and can be used in place of a paper to do list. This lesson may have been long, but you'll find that it is ah very worth it because it is an area that not only Children but adults to find great difficulty in. If Children are taught time management. They will not only witness improvement in school and university, but they will see rewards in all aspects of their entire lives. And by the time they're adults, it will be effortless for them to sustain such habits as they will by then be completely ingrained. Thanks for being here and see you in the next lesson. 7. Concentration: concentration, the hottest topic of them all. When I present this topic live, I asked for a show of hands of how many parents believe this is an issue for their Children . Some parents raise both hands to emphasize the struggle their child has in this area. So let's divert in to see what can be done to help students maintain their focus at least a tad more easily. First off, concentration is very much associated with positivity. When a student hates school, despises homework and abhors a specific teacher, doing work becomes all that much harder. I have worked with many students, and all of them have it least one teacher they don't like. That is absolutely normal. But I have seen time and time again that the emotions thes students hold in regard to that teacher are a major determinant of whether they will choose to make an effort in his class or not. Unfortunately, telling the kid to suck it up and work because the only one losing in this game is the child herself usually has no effect, because the whole reaction is driven on mostly a subconscious level. However, what does help is to guide the child to see things in perspective. How does your GP a get affected from this? Why are you harming yourself On top of having to bear through this teacher's class? Do you really want to have to repeat the course with the same teacher? How does doing badly in this class reflect on your transcript If we were dealing? This is, of course, you're dealing with academy students. Whatever the age, though, helping Children reach their own conclusions is much more effective than giving them a lecture with all the reasons why. What they're doing is hurting them. Let them do the talking. Let them ponder on your questions after you've left the room. Even if the answers they gave you were not where you were going for, they are much more likely to consider what you've said. If it does not feel forced upon them and saying all this, it is important to foster as much of a positive attitude as possible in regards to school and homework, so that concentration can be maintained. Negative feelings and thoughts get in the way of thinking about homework. There is no such thing as multi tasking. Yes, I know you're all gasping now. But research proves that what we refer to as multitasking is just our brain splitting its attention in several directions. So as good of a multi tasker is you may be you are never giving 100% of your attention to any one of those tasks that you're taking on in conjunction with others. Hence, in the many things that will compete in your child's mind for attention, along with all the electron ICS and other, much more interesting things she could be doing or thinking. You do not want potent emotions of negativity clouding up her motivation. Feelings have a very strong pull and will distract far more than electron ICS ever can. Off course, we're not aiming to take students to make them love school and take him to the other side if they currently hate it. But even creating an environment where school is not awful but just bad can be a great boost and attention and performance. To do that, you or your child's tutor needs to be, firstly, basically to legitimize their feelings, be understanding, ah, legitimize the emotions they have about the school, the horrific subject, the teacher that they a poor help them to see that you're on their side. Then they can listen. And even if their sentiment about thes things remains at an absolute low, they can be appeased by the thought that they have someone who understands and feels for them. This compassion on its own can do wonders. Next is the obvious exclude distractions, the mentality. If he's serious about studying, he'll just leave everything aside. Won't cut it in this day and age were all attached to our electronic devices. And while we may not be classified as addicts, most of us and especially Children of this generation come were really close. In essence, therefore, you do not want to put a child right next to the drug and then ask him to focus on something else. The urge. The impulse is great. I realize this firsthand. Around my first year of college, I could not for the life of me concentrate in my own room. I had the TV on right next to me, the computer in front of me, my phone in my hand and my radio playing on the shelf right above me, and I expected myself to study the weird thing is that I would close all these devices, and before you know it, they were all turned right back on again. This is because I was used to having them all on. I was used to going on social media. I was used to having the radio playing in the background. I did not mind the TV on mute attracting my visual attention so that if anything good came on, I'd watch all this was the normality in my room. So when trying to study, I had to really battle my inclination to turn all of these devices back on until I decided that I had enough of my own impulses being an obstacle. And I picked up my things, printed what I needed from the Internet, got my books and moved to the living room to study. Obviously, there's a TV in the living room, but for some reason my family hardly ever watch TV in the living room. So the norm was it was for it to actually be turned off while the remote was right next to me. I did not feel the Earth to touch it once, and although my whole family would parade right past me. At times, this was much less distracting that my room ever waas. So my suggestion is that if you haven't alternate space in the house where your child can study, do try it out. The most distracted students will be prone to losing their attention, looking at all the colorful books and toys in the their own library. But Mark Ella, they've had this library since forever. They can not be distracted by it there, visually accustomed to it. Oh, yes, they can, especially for talking about a child with a D h d off course they can, because staring at my pretty colorful and cluttered library is still much more satisfying than doing homework. This is why students in the learning program I coordinated would be given a cubicle with three white walls and nothing but a desk and the chair in order to write their tests or do homework when they were increasingly distracted. I know it sounds like a prison, but believe me, for most students, this was the only way that they could get their attention on the paper and not on anything else. Though they were attempted to look out the window through the curtain and right on the desk , but still that was it. I'm not suggesting you do something like this at home, but do keep in mind that the fewest supplies on a student's desk can actually be alarmingly distracting. So try your best to help them keep minimal things in the area they study in. Now comes the topic of study time. Studies of the brain have shown that in many ways it loves automaticity. You might have heard of how driving, even if it's a stick, becomes automated very soon, and that does not mean that you're not careful on the road. But you do not have to actively think to shift gears, impressed the pedals all the time that you're driving. After the first few lessons, it became second nature. In the same respect. The brain is very trainable and can be programmed to be more attentive at particular hours of the day. This is why one of the things I work on with parents and my student is setting up a study schedule. While most kids have many extracurricular activities nowadays, and often times they are at varying times of the day, it is extremely beneficial if a common time for having homework and do in completing it can be found for each day of the week. When a student studies at the same time every day after about a month, the brain starts to shape its function around this routine. It is therefore much more prone to be in a get down to business mode at around 6 p.m. When Becky decides to do her homework, if that is the time that she always sits down toe work. This enhances concentration as the child has her brain focused, the attention toward homework and not away from school work. And while we're on the topic of the brain, a technique that I have found to be effective is having Children monitor their own attention. The one way I have done this is through a very simple piece of paper I created where students are asked to place a tick on the box of the current day whenever they lose their attention while attempting to study, and after doing so, they re focused on the task at hand. It is this one right here. The goal list is set to get the attention, and the child herself to become aware of every time that she loses her focus because most Children will drift into Wonderland, not even knowing that they've been there for a long time. In the beginning, when I first tried this, I expected students to come back with many tics the first few days and then gradually start seeing less sticks instead. What I witnessed in most cases was that students had fewer ticks at first because they had little awareness of how often their mind would get distracted. But as they continued to use the sheet daily, they were much more able to distinguish when their focus shifted, hence leading to more ticks. With time, the ticks tend to become less, and students are much more able to have a hold on their focus, leading to an increased attention span. To expand on this, I asked students to record the time that they take to do homework, which is what you're seeing right here on the right side. I have them do this because most of the times you'll hear an insane amount of time that they believe they have to contribute to Homer completion completion, and I want to assess how much of that time is spent being distracted, having breaks and being on Facebook. Mind you, there are those students who actually do spend an extreme amount of time doing homework, knowing that is also fundamental, because then we need to understand what is standing in their way of, of focusing, of doing homework. Actually, other than focusing, is it perfectionism? Is it low processing speed? Ah, working memory concern? But in the case of it being distracted, nous, the student has also asked to honestly record how much time they estimate spending on other activities at the time they were supposed to be studying, not their designated free time. In most cases, students answer sincerely and are able to clearly understand that they have a responsibility in the reason why they when they start homework at six PM and never leave the debt, their desk, they still finishing around 10 p.m. Having no free time. They actually do have free time, but in lots of short spurts, in between having the pressure of finishing assignments, depriving them of really enjoying it. Once that becomes a parent, Children are much more willing to follow along. A suggest it's the study strategy that will help them release some of their time for truly carefree playing or relaxing or whatever it is that they want to do so. Even when it comes to concentration is very important that the goals set in order to help enhance it are realistic. Please do not expect the child who cannot concentrate for over five minutes to suddenly maintain focus for 20 that sets him up for failure and works against the positive attitude we're trying to establish The goals you want to set need to be as personalized as it gets so that your child does. This gradually does not feel coerced and can see success along the way so that he is motivated to continue trying out new methods that you want to propose. Similarly, you need to keep the student's personal profile in mind When trying techniques to aid focus . Not all students will like the monitor your attention tick sheet that I showed you, and while they may be open to trying it, they may come back with it totally empty because they keep on forgetting to use it. For that student, it might be wise to consider an alternative plan if they are artists, they can draw a line or curve on a drawing sheets the and completed drawing every time they lose focus. Or they may prefer to have you collaborate with them and yell something like Lost it every time. And have you make a drum roll and record it, making it fun and lifting the blame and seriousness off of the tasks so that they can feel safe in admitting how distracted they can really be. At times on this lovely image, you'll see several ways in which you can aid your child to be more focused off course, silencing the phone, turning notifications off. Not checking one's male and restricting electronic devices are key, but another great one is number five that proposes that one right down the distracting thought on a note pad and move on back to the task at hand. This works because your brain is programmed to remind you all of the things that you're thinking about and are important to you, but you're doing nothing about because you're studying. When you draw it down, it can be a piece that you will not forget about it, and your brain could stop bugging you about the topic. Taking regular breaks is get another highly important subjects, as mentioned before it is mandatory, not just recommended, that Children take breaks while studying, and not after each hour, not after the finish. The one home working before moving on to the next. Please consider this an adult brain without a PhD can focus on the same task for about 45 minutes. Now a child's brain is expected to focus for half that time. And if we're talking about a D H D even less. This is why teachers who have to teach about 70 to 80 minute classes make sure to change up the structure of the class about every 20 minutes from lecturing. They go to a discussion to group work to experiments to videos so that the student who has to hear about the same topic for over an hour can still find it as attractive as possible to stay on task. So ensure that as much as your child wants to get things done so that he can move on to fun time, he needs to take a break at most every 25 to 30 minutes. This break should not be longer than five minutes. And electron ICS should be prohibited as they distract the brain so that returning to what he was doing is so much more difficult, taking even more time than expected. Plus, with electron ICS more times than not, there will be very difficult to stick toe only five minutes of a break rule. Instead, have them pace up and down, have a quick fruit snack chat with you. Play with the house pet. In the past, I've had a very energetic student who needed to release the energy in order to get back on task, and we actually jogged around the block together. And then, of course, we have the advice that all parents no, but many struggle to follow. If you expect the child to be at their best in terms of focus, it is imperative that he be well rested, well fed and relaxed. Children will fight you on these, and this is why parents have such a tough time keeping them. But you do not need to be the bad guy here. Instead, you do need to set boundaries, though, even if your Children do see you as the bad guy Children absolutely require at least eight hours of sleep, whether they like it or not, and it does make a difference what hours these are. It is not the same to get eight hours of sleep between 1 a.m. and 9 a.m. and to sleep in what research says his ideal between 10 PM and six AM, the same thing goes with food. If we are to expect our bodies and brains to be at their top performance, we must ensure that we receive proper nutrition. If your child is in need of energy, do not indulge them into having a chocolate bar or an energy drink or a coffee when they get older and start to demand that they have what you have. They need fruits, not chocolate, because sugar will give them a very quick high, but an even quicker low. They need a good plate of pasta, not a take out food. That s so that the carps from the pasta can maintain the healthy insulin level and help them by providing them with energy in the long run and not wear them down fast. Such as would happen with fats. The require time away from electron ICS and ideally, would benefit from even the least time of meditating. Being allowed to use electronic for over one or two hours daily gets Children's brains so hyper that they cannot help it. But be distracted. Do them the favor and be the bad guy. In this case. Take the electron ICS away. They will throw a fit. They may even tell you that they hate you. And while I know that this is the most painful thing to hear, I've heard it as a teacher and it was painful, so I know it is not true, and they do not believe it when they say it. We all oppose structure, but we all need it. And above everyone else, Children appreciated. More than anything, their psyche is at ease in an environment where rules are set and kept, they feel safe with boundaries as much as they'll fight. Um, and it may take a while, but they will be grateful for your tranquility and willingness to take on this harsh rule as long as you're not the because I said so type of parent and rather calmly expect explained to them that you love them. But the rules need to be followed by everyone in the house setting the example yourself. Your Children will adjust and in time see the reason for your choices. I know many of you are thinking that these tips are easier suggested than done, but I am sure that you will have the ability to apply them successfully. If Onley you bear through this first storm. Children do not like change, and neither do we, frankly and will not be so keen on following a routine, especially if they've been let's more loose in the past. But in time you will see change, don't give up on them. Even the smallest steps, our progress and they need to know that you're watching and you're rooting for them. See you in the next class. 8. Note-Taking: no taking note. Taking is a topic we will not be discussing in great detail here as an over analysis might get us out of topic. But it is still important to touch upon as a study skill, since taking good notes. Whether that is within the classroom or at home when studying for a test is indeed a skill that can make a huge difference in how easily one can learn. Most students I work with haven't utter disgust for taking notes. So when I try to teach them the Cornell no taking system, I am showing you here. They laugh on. The truth is that most of them won't end up using it regularly. And I have a rarely seen success unless the student was already at least a little bit of a fan of note taking in the first place for that student, suggesting the Cornell system is still worth it, though, because if students learned to write notes in the classroom and the following format that you see in this picture, there will be no need to take further notes at home. There will be no need for flash cards. They will hardly be necessary and studying can begin immediately. The best method and no taking is going full scale, though taking notes and class keeping notes from the book and holding onto class handouts and pass tests is the ideal combination when a student aims to get high grades. Alternatively, for those who hate writing notes, other options include the use of graphic Organizer's. They're much prettier and much more attractive to the artistic students. I Graphic organizers have categories already sorted, so there is little for the child to do in terms of organizing what they'll write on paper and can just focus on judging a few details down. Then the graphic organizer can guide them into how to use this information in a well structured manner on paper or when studying. For those who still find that they do not enjoy writing, it would be a good idea to teach them how to abbreviate. They can create their own abbreviations for common words within each class, or look up online. What abbreviations to use. The importance here is that they can understand their notes, not anyone else. So we don't care if they choose a pic program for abbreviating as long as it is quick, easy and decipher herbal for them, then it's fine. Last but not least, the common reason why students do not like taking notes is that they have underdeveloped listening skills. They're not trained to pay attention for long. And worst of all, they have grief, difficulty extracting the main ideas from what they hear that leads to them, trying to write down every single thing that the teacher says, draining them from the energy all too soon and leading them Teoh give up. Students can work on understanding the main idea through developing reading comprehension remedial skills, which can be achieved through tutoring, as well as reading comprehension books targeting the topic. That is all for the note taking bit. I hope you've enjoyed this class and that I'll see you in the next one. 9. Memory: oh, memory, my favorite topic by far when it comes to presenting it, it is the most fun to present, as you can actively be part of the process by playing a couple of fun games with me. But first, let's discuss some facts. According to National Training Laboratories, it has been observed that students learn very little of what the hearing class and can only retain so much from reading a text. In fact, by the time you're finished reading one page, you are estimated to already have quote unquote for gotten half of its contents. More specifically, students will remember about 20 to 30% of what they read and hear a bit more of what they're shown. Aziz. A demonstration half of what they discuss. 3/4 of what they practice doing themselves and an astonishing 90% of what they teach to others. This is something I found out for myself way before I ran into this study. While in college, a classmate of wine asked me to study with her last minute a day before the exam, and studying with her meant me teaching her all the information. I remember getting back home so frustrated after spending five hours with her, teaching her every single part of what was included in the exam, thinking to myself how she'll get a A and I will flunk as I had spent no time revising for myself in beginning to revise, though, I noticed I knew every single thing perfectly. I did not need to check my notes once or even peak to be confident that I was on point in giving all the information. I had learned it by teaching it. The reason this works is because in order to teach something to someone else, you have to first truly understand that yourself. In doing so, you are storing the information of long term memory and transforming it into something that just logically make sense rather than just a text I had to memorize by heart. This is there for my top suggested strategy to have your Children try. Have them teach to you. Ah, friend, a sibling, a pet, no comments. Just be a student in the class and maybe ask a couple of questions as though you need further guidance. It will do wonders when talking about memory. It is important to realize how it all works. First off, let's start with the fact that there is no such thing as forgetting, hence the quote unquote that I mentioned earlier. What really does happen is that new information that is received by our brain, if not associated with something you and not repeated enough has no neural pathways leading to it. In short, what that means is that the information is somewhere in your brain. But due to a lack of practice, there is no way that you can get to this information, especially when stressed. This is why many students who study last minute and learn new information the night before having no time, of course to make any connections to previously known information or to revise it enough in order to make it accessible tend to come out of a test, having remembered minimal information and suddenly bam, the information just comes to them. In order to avoid this from happening, there needs to be sufficient revision of information, and this cannot happen if the material is being learned last minute, the more the information is revised, the more it will be accessible. The same effect occurs when this information is linked to previous knowledge. When making associations to information that is established and well known, the new information fits right in and make so much sense that it is much easier to recall. Alternatively, the new data can be linked if possible, to emotions. Our emotions are instrumental, so anything associated with feelings is Rick or sorry recalled with great ease and solidifies in our brains foundations. The same applies when the information is linked with personal experiences. So when I saw that we learned 90% of what we teach to others, this percentage became engraved in my mind. Not because I have a good memory. I actually don't but because I connected it immediately with what happened to me when I was teaching my classmates, it was that easy. Get the student to try to establish links even in places where it may seem impossible. You never know what could sound familiar. Next up the forgetting curve, which stipulates that there is a time frame in the manner in which information slips from one place that we can access to a very dark and hollow place. Basically, you'll notice in this chart that if you're listening to this lecture, you can recall almost all the information you are receiving this day. At this point, if I were to test you right now and assuming you have not lost your attention throughout this lesson to this point, you would be able to answer most if not all of my questions correctly. But what has been shown to happen is that as time passes the brain, which is preoccupied with many other things and has information coming at it from every direction, all day starts to lose data. Approximately half of the information you received is lost within half an hour after you learned it, and a day or two later you will remember Onley 1/3 of it, and any time after that you'll be lucky to be able to recall even 1/4 of it. So is there any way to get past this natural process? Yes, with revision. Here is why I stress revising so much before. If a student goes back to the information he learned a day later, and this is what the aim of homework is, he can bring the knowledge that he learned back up to 100%. If this information is revisited in a week, even if it is for just five minutes. It is further maintained and, if revised one more time in a month's time. Say, due to an upcoming test, this information solidifies and can be maintained for a very long time. This is the point of homework, quizzes, tests and exams. But knowing this and helping students comprehend the way it works can help them become more active and they're learning and how they choose to be proactive in boosting their retrieval skills. Instead of waiting for when and if the teacher will impose a revision through a test going back to other factors influencing memory and retrieval, you'll observe that concentration, a good night's sleep and healthy eating habits are at the center and forefront again. A child can remember better when they are focusing their attention on the topic. They're learning rather than splitting it. And obviously arrested and well fed brain body can access information much more easily than the one that is distracted by drowsiness or due to a growling stomach. Lastly, there are several pneumonic devices that can help enhance memory, but before I discuss them, I want tohave. You test your recall abilities so let the games begin. Try to remember this random mobile number. You have a one minute and you can use any techniques you like. If you need paper in pencil, please go get it now. And so the one minute begins now. - So how do you think you did? Do you think you got it right? Well, here is a number if you had a hard time with it. Here is one way that it could have been easier to remember. Notice how the number begins and ends with the number six and nine remembering that already helps, especially if you are from Greece. And you know that for a fact, all the numbers of all the mobile numbers begin with a 69. So you practically only have to remember that this one also ends in a 69. Then if you notice the patterns starting after nine, you get an eight. If you subtract one and you get a seven, if you subtract another one from a then following the seven, there are the numbers three and four, which, if added, make a seven. So I only have to remember that it is three plus four and not four plus three. And then again we have to plus five making a seven. Not all numbers will have such obvious patterns, but this is a way to show you how you can recall even the hardest material through associations and patterns. If you did not do well, recall record. Sorry. Recalling the number the first time I urge you to pause this lesson and try to remember it . Now that you've seen this pattern, let's try another one. Can you remember these words? They do not have to be her cold and order, but you do have to remember all of them. You have one minute. - So how did you do? Do you believe you got it right? Did you get all of them? Well, now let's see. What is a technique that we could use to help recall this list? In this case, you can use an acronym, and it can be very helpful because my sister's name is Natalie. I would arrange the words to say not, but you can also make the word. And now, assuming we all figured out that all these words or U. S states, the only thing left to recall is that there are three Ends three A's and won t this way when I revised the list. If I get stuck, I can quite easily run to the previous knowledge in my head. What are the U. S states? And look for the missing A and see if it rings a bell and is indeed one of the seven total states I have to reproduce. Other pneumonic devices that are helpful are rhymes, so Children can make a song out of what they need to know. And this is wonderful for auditory learners and all creative Children who love music acronyms like the one I just showed you taking a trip. This is where a child moves around the room while learning you information, or learns each section in a different section of the room or house, which is ideal for a kinesthetic learner as their brain links the information to the area of study and can recall it more easily. Visual chains, which are a kind of mind map if you're creating this for class project, but with images for those artistic students who prefer to sketch or the visual learners who would prefer to gather images instead of words or text associations or hookups, which, as we discussed before, associating new knowledge to old information is key. If I want to learn about the animal cell but already have learned the plant cell makeup, I can make a very easy connection. For example, to learn history. I can link with things happening in the world today and see similarities there. Many examples, the power enough technique. This is a method used, Um, and based on the sleep cycle, when we sleep, our brain organizes information. This is wonderful because we can access it more easily. That way, if for every chapter of information the student learns she has, ah, and then she has a 20 minute power and up No more, though, because then she'll enter deeper sleep and she'll wake up too exhausted to continue studying, she can wake up, review the information and continue on to the next chapter on Lee to take another power and up. And the drill continues. This technique is, however, reserve two moments of desperation and procrastination and is not recommended because although it worked wonders for me, I realized that it is not sustainable. Ah, when I never woke up from my third power and up, failing to review five more chapters and getting a really bad grade on one of my most important university classes. Mind mapping and making graphic organizers can be great for the visual learners. Who will remember how the information was visually organized on paper and be attracted to the color coding involved and many, many more. Here is another example of a lovely mind map. You can see that it's very easy to create, and quite I capturing Well, it was great having you in this lesson. I hope you enjoyed it and got a lot out of it. Ah, lot of information linked back to the learning styles lesson. And this is because the techniques you heard about in that lesson do exactly that. They help Children learn and thus recall better. I hope you're walking out of this lesson with many tools and that you're excited to use, and I look forward to your feedback and mind maps in the project section. But we're not done just yet. I'll see you in the next class 10. Test-Taking Skills: So after using all these tactics and learning techniques, the goal is to be able to also perform well on tests, on top of handing in assignments and having organized work habits right well. There are a lot of students who have difficulty performing on tests, despite the fact that they have studied in an organized fashion, and regardless of their effort, for many of them, it might be stress. For others, it is a learning difference that makes it hard for them to understand and follow written instructions for others. It is because they're not good at composing, written work and elaborating on, therefore cannot perform on most tests as they require either short answer or essay responses. One way to help these students is to get them to become test wise. This means that they have to learn how to tackle the different kinds of tests. There is a different way, for example, to approach a multiple choice test, and there's a different way to deal with an essay response. In the former case, the student needs to know that there is a probability that shows that the first response in a multiple choice question is usually the correct one, and therefore he should not be second guessing himself too much. While in the latter case, the student needs to learn how to elaborate and write eloquently so that they even if they do not know the information and the details to an answer, they construct chur their answer in such a way and include details that can divert the teacher from knowing all that is lacking. At least there are lots of these tiny tips and tricks, but they're not of the essence in this class. So if you think that you would like me to do a class on them, please leave a comment. Students also can learn how to predict tests, content and format that is, they need to figure out what each test requires of them. This is not as easy as being trained on how the S a T work, since each teacher can have a different assessment method in the same exact class. But it only takes a couple of tests to really determine how an individual teacher likes to format her questions. Having this knowledge, the students can have more targeted study techniques and can be more relaxed upon receiving the test on his desk, confident that he is aware of what to expect. This allows for less stress and less time looking around the test to discern what is required of him, giving him plenty of time and focused attention on answering the actual test questions. And here is an idea that you may make you cringe. Study groups. They do not work for everyone, and many Children will get more distracted than the benefits. We hope that they will receive through this strategy, but it does have its perks. Students, as we formerly discuss, learn best while discussing and teaching to others. A study group helps them do just that. And if learning can become fun or even funny, it has way more chances of sticking. If your child has one or two friends that he likes to study with, it might be a good idea to try it out. Have it be on a test that is not so vital, and maybe they can study in the dining room so that you can have some idea of what's going on. But do give them the opportunity to try this method out in conjunction with all the techniques that are suitable for your child, and maybe he can urge his friend to try them out to you. Never know then an important aspect of test taking is psychology. It is optimal toe. Have students learn how to relax themselves? This is something they need to be taught ahead of time so that it becomes natural to them or otherwise. They will not be able to apply this skill during a moment of crisis. For instance, students need to be taught the correct weights Breathe, which eludes most of us. Dia for diaphragmatic breathing lowers the parasympathetic systems over functioning and physically calm a person down. If the student can learn to apply this technique, he can use it during a test when he feels he has lost control of his thoughts and stress level. Similarly, if you encourage your child to meditate every day, even if that is for just a minute, and trust me, there are plenty of one minute meditations on YouTube that are wonderful. This meditative state will carry on in their daily lives and lower stress overall, if, however, we're talking about a child whom you consider to have debilitating anxiety during tests than my recommendation to you is that you seek either in school or out of school counseling so that he can learn how to cope with the core beliefs that lead to his anxiety. In many cases, Children are extremely fearful of failure and have learned to regard it as a tragedy that can spiral down into something awful. Other Children believe they will be unworthy of their parents love if they do not do well, or that they will be ridiculed by their peers. Whatever the fear and its roots are, this is not something the Children of any age will be able to comfortably discuss with you and depth. Not that I do not suggest that you talk to them about this issue. Showing them your compassion and support is extremely helpful. This will do wonders, but sometimes the fear is so embedded that even they do not know its roots in order to share them with you. And the guidance of a counselor can be of great service in weeding them out and dealing with them once and for all. And obviously in closing of this topic, it is self explanatory that all lessons of this course offer the ways in which students can best perform on tests if they follow unorganized timeframe and have all their materials if they keep good notes and used tools that are suitable to their personal learning style. If they concentrate when studying and ensured through, revised well and retain information, then they have super high chances of doing well on any test. All that is left in this case is having a positive attitude, which will will the which we will discuss in the next class, so I hope you'll tag along. 11. Motivation: most important for last positive attitude and motivation. Most Children I take on are on the brink of giving up if they have not done so already. Their motivation has hit an all time low, and they are wondering if there is any point in even trying. There is only so much failure that a child's psyche can take before it breaks down. Many Children who learn differently have been made to feel that they are unsuitable for academics or even that they're stupid. And it is so much easier to not try than to make an effort and fail, because if I make an effort and fail, what does that say about me? But if I fail because I didn't try, the worst thing you'll hear is that I'm lazy. It is so much better than feeling like I'm worthless, right? A positive attitude goes a very long way. Studies show that stress can prevent access to the frontal cortex, where one learns, remembers and makes decisions. As a result, being stressed about performance or having a completely negative attitude towards school leads to diminished learning and overall performance. Instead, positivity helps a child maintain focus as we discussed in the concentration model, which in turn leads to increased efficiency, higher grades and an overall satisfaction with oneself and school. This, in turn, increases positivity, and now we're talking about an upward spiral as opposed to the vicious circle we talked about in an earlier lesson. But what can we do in order to foster this positive attitude? It is both simple and complex. At the same time, Children are more attuned to their feelings than we are, and that is a good thing. And their reasoning is much simpler and direct dinars, which can complicate things. Let me explain. For Children and especially our youngsters, a parent's disappointment is not just disappointment. It is a retraction of love. Anything that is perceived as a negative response is to a very high degree, seen as a threat to the loving relationship the child has established with her parent or parents, though, that this is not the case in reality. Off course you love your child and do not unloved. Based on your child's school performance or intelligence level, the child is always in fear of losing your love and support Unknowingly. Many parents have led their Children to believe that to receive their acceptance, they would have to be great at school. And while all parents want their child to do well in school, I know that none of you watching this lesson would actually want to bully your child into doing well or otherwise disowned them. And if your child feels this way, I know it is not because you intended to him or her to do so many times, parents assume that their child, our Children, know that their loved because you know your love for your child is unconditional. You may forget to remind them using words and hugs, but I'm here to tell you this. Please remind them as often as possible. Tell them you love them, especially when it comes time to talk about something unpleasant. Remind them the year there for them, no matter what, and that what you're about to talk about has no effect on your love. It may sound ridiculous to you and me to even fathom not loving a child because of an F, but she is truly fearful of losing your faith in her and essentially your love. Tell her that while you may need to enforce some house rules or a different study routine so as to help her. You still adore her to bits. And although she may storm off leaving you thinking that she couldn't care less about whether you love her now or not, that because you had to set the consequence and know how a said consequence and not punishment. Your message of love and compassion will register, and it will be effective more than you can imagine. This is a very long and interesting topic dear to my heart. Seeing as psychology is my first love even before education. So I'm considering Ah, offering a class solely based on the topic of helping our Children become more positive. So stay tuned if you'd like to learn my step by step strategy and getting students to raise their academic self esteem of positivity towards school. The power, however, does lie in your showing your unconditional love in every way possible Possible. No tool or special technique can replace a parent's love and acceptance expressed in the way that the child can perceive it, and this is a very important note to make you love your child, and that's a given. But there are a lot of times that this message gets lost in translation just because we love someone and we express it, it does not mean that they receive our message. Maybe your child perceives love differently. Ask him what he needs from you. Ask him straight out. How if he wants you to express your love to him. I've worked with Children as young as first graders, and I can tell you with confidence that they can find the words to express what they need from you. Some parents expressed their love through buying their kids. Gift's Now Some Children may understand this form of expression, but others just want the hug and a kiss. And while they'll be totally joyful with the toy, they will not feel full inside. So in this case, there is nothing that any of the sides involved are doing wrong. Per se. It was just a miscommunication, and this is the case in almost every relationship. So even if you feel that the bridges are burned between you and your child and I get this a lot from parents with teenagers, teenagers who would rather listen to a passer by than their parents don't worry this is normal and they will turn around. There is always room to alleviate the situation. Trust me now in terms of motivation, motivation in the way that the current society of use it is a hoax. We have learned and taught our Children that to be motivated, one has to be inspired. Children have the notion that we passed down to them. They expect to wake up one day and feel like doing the pile of missing homework on their desk. This will never happen. Instead, we need to teach our kids that motivation is something we create. We need to get them to understand that action comes first and motivation follows. So a few tips I can suggest that will increase motivation arm just get started and commit to working for five minutes than even If you're frustrated, tell yourself just five more. This is extensively used by athletes who aim and increasing their running time and speed and has been shown to be very effective. Another one is if it will take less than two minutes. Don't even plan it or write it down on your to do list. Just do it now. Breaking bigger task into smaller ones, as we discussed before, is helpful, since they no longer feel insurmountable, smiling, even if it is pretend can do wonders. In fact, in a study, a group of people was made toe have a pencil in their mouths while watching a funny clip as opposed to control group who just watched the clip normally. And it was found that although there smile was induced, the group with the pencils felt that the crew lip was significantly more funny than the control group rated it to be. So encourage your child to smile through homework, and the motivation and positivity will follow. Another tip is to get your child to find what time is their prime. When do they have their most energy? Make that be their study time? If possible, an alternative motivator can be having a calendar whether the child takes the days that she worked on assignments and is encouraged to make a chain of ticks for as long as possible. Not wanting to break the chain of check marks, especially as a child sees it, grow his agree motivator for some. Also, you can have your child select rewards that are suitable to her winds. If we're talking about a child that never does homework, even a small reward for completing today's work is fitting. Now. This does not have to mean a monetary reward. The goal is not to pay or buy her things all the time, as we want to foster internal motivation rather than external. So have her take responsibility in finding ways that she can reward herself to. Maybe she can be the one this allowing herself from playing. I don't know candy crush until homework is done, not all Children will be able to do this. But if she tries and is able to do so, disciplining and motivating herself becomes all that much easier because it is no longer parental dictatorship but rather a personal matter and preference. As you can see, there are several other methods you contest with your child as well. Each child is different, so you may need to be patient, but you will find something that actually works. The one that works for everyone is just to get them going. Then what you really need to help them build is perseverance, and the lesson on concentration has several tips on that. As as will the next class on building academic self confidence. Well, now it was about it. I hope we'll see you in my next bit where I wrap everything up and bid you farewell. 12. Wrap Up: so it's been very nice to have you be in my class, and I thank you so much for taking this ride with me. I hope I've offered you some helpful advice and urge you to write to me if you've got any questions or feedback, and if you have any other topic, you'd like to suggest that I teach, please feel free to share your proposals. I'll be more than happy to consider. Thanks again for being here. It's been lovely having you and I look forward to hearing about your child's progress via your mind map project.