HOW TO BE A STUDENT: 100 GREAT IDEAS & PRACTICAL HABITS FOR STUDENTS EVERYWHERE

Here's the weblink to the book, 'How to Be a Student: 100 Great Ideas and Practical Habits for Students Everywhere', by Sarah Moore & Maura Murphy.

The tapestry of contents in the book is as follow:

1: Remembering That Humans Are Designed to Learn
2: Not Letting Money Issues Get in the Way
3: Being Strict about Part-Time Work
4: Developing Study Rituals
5: Having a Calendar and an Appointments Diary
6: Preparing to Be Disillusioned
7: Turning Up to Your Lectures
8: Getting Your Learning Abilities Checked
9: Getting Help When You Need It
10: Preventing Small Obstacles from Becoming Big Problems
11: Being the First to Admit When You Don''t Understand
12: Decorating Your Study Space
13: Buying a Dictionary and a Thesaurus
14: Organizing Your Study Materials and Learning Resources
15: Regular''Study Snacks'' Are Better Than Occasional ''Study Binges''
16: Understanding Boredom
17: Developing Your Own Personal Coding System
18: Phoning Home
19: Talking to Others about Your Study Tasks
20: Setting Better Study Goals
21: Always Having Someone Know Where You Are
22: Having a Social Life That Supports Your Learning
23: Accepting That Bureaucracy Is Just Part of Life
24: Getting Regular Exercise
25: Eating Wisely
26: Drinking
27: Sleeping Enough (But Not Too Much)
28: Breathing Properly
29: Posture and Positioning
30: Love, Friendship and Sex

Part 2: Developing Your Skills and Sharpening Your Awareness

31: Understanding the Downside of Being Connected and Available
32: Finding the Zone between Resignation and Anger When You''re Staring Problems in the Face
33: Not Treating Learning as a Competition
34: Recording Your Study Habits
35: Remembering That Lecturers and Tutors Are Human Too
36: Recognizing That Information Is Not Knowledge
37: Realizing That Students Are Not Customers
38: Spotting the Signs That You Need to Take a Break
39: Watching out for Study Drift
40: Knowing Whether You Are a Natural Introvert or a Natural Extravert and Adjusting Your Study Strategies Accordingly
41: Understanding and Controlling Knee-Jerk Reactions to Stress
42: Keeping a Learning Diary
43: Knowing about Clashes in Habits, Cultures and Ways of Doing Things
44: How You Feel Impacts on How Well You Learn
45: Remembering That People Thought Einstein Was a Slow Learner
46: Benefiting from the Fact That Students Are Different from One Another

Part 3: Gaining Momentum: Building Confidence and Motivation

47: Just Doing It
48: Focusing on What You Can Do Now
49: Recognizing That Deadlines Don''t Have to Ruin Your Life
50: Interrogating Your Lecturers and Your Tutors
51: Getting to Know Your Librarians and Lurking in the Library
52: Not Being Too Hard on Yourself
54: Being Brave
53: Not Being Too Easy on Yourself
55: Using All of Your Brain
56: Being More Creative
57: Playing
58: Rewarding and Celebrating When Things Go Right
59: Understanding Different Kinds of Reaction to Feedback
60: Getting Negative Feedback
61: Getting Positive Feedback
62: Choosing the Feedback You Want
63: Making Presentations
64: Not Comparing Yourself with Others
65: Checking Rumours before Acting on Them
66: Playing to Your Strengths
67: Hoping and Persisting
68: Controlling Worry
69: Realizing That You''ll Never Be Able to Keep Everyone Happy

Part 4: Being the Best You Can Be

70: Knowing That It''s Impossible to Be Perfect but It''s Always Possible to Improve
71: Paying Attention to Grammar and Punctuation
72: Keeping Track of Your Information Sources
73: Knowing What Plagiarism Is
74: Everything Should Be Made as Simple as Possible, but Not Simpler
75: Learning the Beauty of Summaries
76: Having Some Time Every Day When You''re Doing Nothing at All
77: Organizing Study Retreats
78: Using Listening Skills to Help You Learn Better
79: Not Jumping to Conclusions
80: Reading
81: Recognizing the Importance of Memorizing
82: Learning to Use Memory Techniques
83: Being a Critical Learner
84: Writing a Little Bit Every Day
85: Reflecting
86: Being Generous with Your Lecture Notes
87: Knowing What a Literature Review Is and How to Do One
88: Using Images and Diagrams When You''re Taking Notes
89: Treating Your Cv as a Working Document
90: Going through the Motions
91: Carrying a Notebook Everywhere You Go
92: Finding out More
93: Pulling an All-Nighter
94: Preparing Practically for Your Exams
95: During Exams
96: After Exams
97: Avoiding Snobbery
98: Sharing Your Insights
100: Being a Student
99: Believing in Yourself
Bibliography

ARE YOU REALLY READY TO WORK?

To prepare yourself for work in the 21st Century, please read the following advisory:

Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for 21st century challenges by gaining:

Knowledge of human cultures and the physical and natural world:

• Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary and enduring

Intellectual and practical skills, including:

• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Quantitative literacy
• Information literacy
• Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

Personal and social responsibility, including:

• Civic knowledge and engagement—local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Integrative learning, including:

• Synthesis and advanced accomplishment across general and specialized studies

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

[Source: Association of American Colleges & Universities (2007)]

HEALTHY STUDY HABITS FOR STUDENTS

According to Psych Central, reportedly Internet's largest & oldest independent mental health network, here are some great ideas to help students maintain & improve their mental & emotional health.

There are five main areas to keep in mind:

Social, Physical, Cognitive, Emotional & Motivation.

1) Social Strategies:

• Stay in touch with friends & family – particularly in those early weeks of coming to university;

• Make contact with other people in your course or who live in your hall;

• Suggest possible activities such as having a coffee together or going for a walk at lunchtime & allow yourself to accept offers of activities that others suggest;

• Remember to speak to someone from student support services (or your student counseling center) for help if you are feeling socially isolated;

2) Physical Strategies:

• Get into a good sleep routine;

• Make sure you get regular exercise;

• Eat a good diet;

• Attend to illness as soon as you notice yourself not feeling well;

• Avoid activities that you know are problematic or that could become a problem such as gambling, excessive use of alcohol, using drugs & letting the internet or computer games steal time from you;

• If there is a problem speak to someone at your student counseling center or your doctor;

3) Emotional Strategies:

• Learn breathing exercises, meditation or being in the present (mindfulness). Nearly all our anxiety is about something in the past or future;

• Use distractions such as going for a walk, listening to music or (if you are stuck in a lecture) count the bricks on the wall! Or you may find ‘channeling’ your feelings helpful e.g. if you are angry about something go for a run or sing loudly or try writing your feelings down;

• Notice the good times!

• If you continue to be distressed, seek out the help of a professional or a friend;

4) Cognitive Strategies:

• Aim to think positively. Remind yourself of your skills & abilities;

• Avoid catastrophic thinking e.g. instead of “it’s a disaster that I got that mark”, think “it is unfortunate that I got that mark, what can I do about it”;

• Avoid absolute thinking e.g. instead of thinking “I always mess things up” think “I didn’t do so well that time, what can I do to improve”;

• Avoid comparing yourself with others. You usually end up feeling bad about yourself;

• If you are having troubles talk to someone at your local counseling center or another academic assistance professional;

5) Motivation Strategies:

• Visualize success. Imagine yourself getting your degree, or going out to celebrate – find an image that demonstrates your success & keep that image in your minds eye or find an object to represent success;

• Remind yourself of why you are here & what you hoped for when you started your course;

• Set small, specific, realistic goals;

• Keep good study practices – balance study with fun;

• Talk to others about what you are doing;

• Ask for help from your teachers, professors, or the counseling center if you are struggling;

WHY IT'S BAD TO BE A GOOD STUDENT

According to career strategist & author of 'Launch Your Career in College: Strategies for Students, Educators, & Parents', psyching yourself up to be a really good student is a bad strategy.

She argues that "students are conditioned to concentrate on racking up their accomplishments from the list of other people's expectations – not their own. And then, even if they do an exceptional job of fulfilling those expectations, they are conditioned to wait & wait & wait – first for their schoolteachers, then for their professors, & later for their bosses to grade, direct, & praise their performance, & then promote us automatically to the next level."

She calls it the 'Good Student Trap'.

Interestingly, she explains that "System dependency is not the only damaging concept we have learned in school... We have also learned our place & hung out only with people who looked like us, acted like us & came from families like ours. We actually blocked out everyone else who was different, & we were locked out in turn..."

"Sadly, the 'good student' attitude can actually block us from being motivated & connected to new ideas & networks of people."

She recommends avoiding these traps by replacing 'good student' behavior, obedience, & passivity with imaginativeness, friendliness, & curiosity.

"Rather than settling, expect more. Work to overcome shyness & fear of involvement by taking risks and building networks".

Her parting shot:

"Don't settle for a boring, grade-oriented college life. Don't turn college into a test. You'll end up merely passing: passing tests, passing time, passing up possibilities for achievement, passing up life."

Definitely, an interesting thought, really worth pondering about.

21ST CENTURY SKILLS FOR TODAY'S STUDENTS

Core Subjects

- English, reading or language arts
- World languages
- Arts
- Mathematics
- Economics
- Science
- Geography
- History
- Government and Civics

1. Global Awareness

Using 21st century skills to understand and address global issues

Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

Understanding other nations and cultures, including the use of non-English languages

Students will examine how urbanization and suburban expansion has affected their local animal populations and their habitats.
A discussion of how deforestation, poaching, and exotic animal markets contributed to the extinction of species will allow students to make global connections.

2. Creativity and Innovation

Demonstrating originality and inventiveness in work

Developing, implementing and communicating new ideas to others

Being open and responsive to new and diverse perspectives

By exploring different perspectives, students will discover how they stand on animal and habitat preservation.

Students will design a culminating project that advocates change and will communicate their evidence of learning to others.

3. Critical Thinking and Problem Solving

Exercising sound reasoning in understanding

Making complex choices and decisions

Understanding the interconnections among systems
Identifying and asking significant questions that clarify various points of view and lead to better solutions

Framing, analyzing and synthesizing information in order to solve problems and answer questions

While communicating with experts in the field, students will have the opportunity to ask significant questions that clarify various points of view.
In order to solve the problem, students will frame, analyze and synthesize information.

4. Communication and Collaboration

Articulating thoughts and ideas clearly and effectively through speaking and writing

Demonstrating ability to work effectively with diverse teams

Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

Assuming shared responsibility for collaborative work

Each student will be afforded the opportunity to work with a diverse team of students and will be given shared responsibility for collaborating.

5. Information Literacy

Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Since there are many views on the subject of animal preservation and what humans should do on behalf of animal species, students will have the opportunity to assess information while they conduct their research.

Ethical/legal issues surrounding the access and use of information will also be an important part of this research.

6. Media Literacy

Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.

Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Students should recognize how different animal rights groups use media to communicate their messages.

By examining media messages, students will recognize how media can influence beliefs and behaviors.

7. Information, Communications & Technology Literacy

Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Students will use technology as a tool for research. In the creation of their projects, students will use digital technology and communication tools to access, manage, integrate, evaluate and create information.

8. Life and Career Skills

Today's life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

Flexibility and Adaptability

While working in a group setting, students will adapt to varied roles and responsibilities.

Students will recognize changing priorities as their culminating projects unfold.

Initiative and Self Direction
Students will start with basic information about the topic, then will expand that informaiton to explore and expand one's own learning.

They will use the curriculum to demonstrate initiative to advance skills to a professional level.

Students will use time management to manage their workloads.

A committment to lifelong learning will be evident as students solve problems using their own belief systems as well as the new information they have discovered.

Social and Cross Cultural SKills
While students work in teams, they will model appropriate productivity and will help each other increase the overall quality of work.

Productivity and Accountability
As students create their culminating projects, they will use deadlines to set and meet high standards and goals for delivering quality work on time.

Students will be encouraged to practice the skills of puntuality and reliabiltiy throughout the process.

Leadership and Responsibility
Each student will take responsibility for the project by using interpersonal and problem-solving skills to influence and guide others toward a common goal.

The strengths of each student will be recognized as intregal to the common goal.

[Source: Partnership for 21st Century Skills]

BOOK REVIEW: 'MASTER PLAN TO MASTER EXAMS', by Teresa Bolen

In principle, I like this book very much. It's very well written, but I don't fully concur with the author that stress (or anxiety) management alone is adequate to deal with 'examination fever'.

The author probably has an impeccable track record as an educator working in Japan, a country where 'examination fever' is a national phenomenon. To some extent, I believe this background probably explains her standpoint in the book.

Undoubtedly, preparation for examinations, examination taking strategies, coupled with stress management & energy engineering, are critical survival skills for students. However, these skills have to be managed together in the global context of effective studying, which I have always maintained, is an active, dynamic systemic process.

It involves ten systemic steps: goal setting, priority management, active reading, information gathering, note making, memory management, lesson revision, exam preparation, creative writing & stress management/energy engineering;

Effective studying also involves participation, independence, accountability & mastery on the part of the student.

My stance is very simple: Until a student fully realises that studying is learning for a purpose; reaching out to his or her maximum potential & preparing for the future, tackling examinations in the context of what the author has written, will always become a real burden & even a gargantuan task for him or her, mentally, physically, emotionally & spiritually!

Unfortunately, most of these major issues have not been fully covered in the book.

Nevertheless, the book is still worth reading. The author's extensive treatment of the stress (or anxiety) management as well as mind programming, as applied to handling examinations, is commendable.

HOW TO STUDY THE SCIENCES

During my years of coaching in the schools, I had developed the following nifty tool to help students navigate their academic subjects more breezily, especially in the sciences.

It's called TP2EDPIA, as an acronym, & applies readily to the study of Physics, Chemistry & Biology.

My purpose is to help students to break down each of the subjects to its critical constituents, so that they can zero in & deal with the individual important stuff quickly:

Here it goes:

1) Terminologies & Definitions;

2) Physical Phenomena & Behaviours [For Chemistry, Physical=Chemical; for Biology, Physical=Biological]

There are 3 parts:

Qualitative Dimension: properties;

Quantitative Dimension: measurements, instruments, apparatus;

Physical Dimension: compare/contrast; causal relationships;

3) Physical Laws; [For Chemistry, Physical=Chemical; for Biology, Physical=Biological]

4) Equations, Formulas, Variables & Their Relationships - models, graphs, with problem solving exercises;

5) Diagrams;

6) Procedures;

7) Investigative Experiments;

8) Applications with their social/economic/environmental implications;

Using the prevailing exam syllabus & past exam papers as guides, students can then easily extract all the relevant stuff from their respective text books or teachers' notes to meet these perspectives.

Once they know what to zero in the first place, I reckon their perceived complexity of each subject at first glance, & hence their information anxiety, will naturally dissipate.

The use of index cards as well as mindmaps or other graphic organisers is highly recommended.