Procrastination is putting off or avoiding doing something that must be done. It is natural to procrastinate occasionally. However, excessive procrastination can result in guilt feelings about not doing a task when it should be done. It can also cause anxiety since the task still needs to be done. Further, excessive procrastination can cause poor performance if the task is completed without sufficient time to do it well. In short, excessive procrastination can interfere with school and personal success.
There are many reasons why students procrastinate. Here are the most common reasons:
You procrastinate excessively if you agree with five or more of the following statements:
Here are some things you can do to control excessive procrastination.
Above all, think positively and get going. Once you are into a task, you will probably find that it is more interesting than you thought it would be and not as difficult as you feared. You will feel increasingly relieved as you work toward its accomplishment and will come to look forward to the feeling of satisfaction you will experience when you have completed the task.
If you find that you lack motivation to study, welcome to the club. Just about every student experiences this problem at one time or another.
Motivation is important for good studying. When you are motivated, you will find it easy to stay focused over a period of time. When you are not motivated, you will not only find it difficult to stay focused, but you will find it difficult to get started in the first place.
Here are some ways to increase your motivation to study.
Finally, if these suggestions don’t do it for you, just think about the consequences of not studying.
A goal is something you want to achieve. A short-term goal is something you want to achieve soon. Examples of short-term goals are finishing your homework and doing well on tomorrow's test. A long-term goal is something you want to achieve at some later date. Examples of long-term goals are writing a paper and passing a class.
To set appropriate goals, you must know what is important for you to accomplish. Then you must set specific and clearly stated goals. If you do not have clearly stated goals, your effort will lack direction and focus. Write your goals to have a record of them.
Each goal you set should state WHAT you will do and WHEN you will
accomplish it. Implied in each goal you set is your WILL
(determination) to do it.
For example, a goal for a research paper might be stated as follows: I will (your determination) finish gathering information for my research paper (what you will do) by November 20 (when you will accomplish it).
Your goals should be:
Forming an acronym is a good strategy to use to remember information in any order. An acronym is a word that is formed from the first letter of each fact to be remembered. It can be a real word or a nonsense word you are able to pronounce.Here is how to form an acronym.
"HOMES" is an example of an acronym that is a real word you can use to remember the names of the five Great Lakes: Michigan, Erie, Superior, Ontario, Huron: In HOMES, H is the first letter of Huron and helps you remember that name; O is the first letter of Ontario, and so on.
"Telk" is an acronym that can be used to remember the following
animals: tiger, lion, elephant, kangaroo. "Telk" is not a real word, but
you can easily pronounce it.
Sometimes two or more of the facts you must remember each begin with the same first letter. For example, the acronym "capp" can be used to remember the following fruits: pear, apple, peach, cherry. You can use the first letter "p" in the acronym to remember either "pear" or "peach" and the second letter "p" to remember the other.
Use the acronym strategy as a way to remember information.
Math is a unique subject. It involves symbols, formulas, specific procedures, textbooks that look different, and many unique words and terms. Consequently, it is important to use study skills that apply particularly well to math. Here are some you should use.
How-to-Study.com provides valuable study skills resources for teachers, parents and students around the world.
The article below is taken from http://www.academictips.org/memory/index.html.
It teaches numerous memorization techniques that you can use to help you remember all the facts in history, biology, physics etc. Below are some techniques that I have tried and found useful and effective.
How to use
As an example, you may want to remember a list of counties in the South of England:
Avon, Dorset, Somerset, Cornwall, Wiltshire, Devon, Gloucestershire, Hampshire, Surrey
This could be done with two approaches, the pure link method, and the story method:
This would rely on a series of images coding information:
Alternatively this information may be coded by vividly imaging the following scene:
An AVON lady is walking up a path towards a strange house. She is hot and sweating slightly in the heat of high SUMMER (Somerset). Beside the path someone has planted giant CORN in a WALL (Cornwall), but it's beginning to WILT (Wiltshire) in the heat. She knocks on the DOoR (Dorset), which is opened by the DEVil (Devon). In the background she can see a kitchen in which a servant is smearing honey on a HAM (Hampshire), making in GLOSsy (Gloucestershire) and gleam in bright sunlight streaming in through a window. Panicked by seeing the Devil, the Avon lady panics, screams 'SoRRY' (Surrey), and dashes back down the path.
Given the fluid structure of this mnemonic, it is important that the images stored in your mind are as vivid as possible, and that significant, coding images are much stronger that ones that merely support the flow of the story. See the section on using mnemonics more effectively for further information on making images as strong as possible.
How to Use the Journey Method
The journey method is based on using landmarks on a journey that you know well.
This journey could, for example, be your journey to work in the morning,
the route you use to get to the front door when you get up in the morning,
the route to visit your parents, or a tour around a holiday destination.
It could even be a journey around the levels of a computer game. Once you
are familiar with the technique you may be able to create imaginary journeys
that fix in your mind, and apply these.
Preparing the Route
You can consider these landmarks as stops on the route. To remember a list of items, whether these are people, experiments, events or objects, all you need do is associate these things or representations of these things with the stops on your journey.
(For me, I imagine the 10 landmarks in my house and I number them. For example, my living room sofa is number 1, my study table in my room is number 2, my storage area in my room is number 3, my altar is number 4 etc.)Example
For example, I may want to remember something mundane like a shopping list:
Coffee, salad, vegetables, bread, kitchen paper, fish, chicken breasts, pork chops, soup, fruit, bath cleaner.
I may choose to associate this with my journey to the supermarket. My mnemonic images therefore appear as:
1. Front door: spilt coffee grains on the doormat 2. Rose bush in front garden: growing lettuce leaves and tomatoes around the roses. 3. Car: with potatoes, onions and cauliflower on the driver's seat. 4. End of the road: an arch of French bread over the road 5. Past garage: with sign wrapped in kitchen roll 6. Under railway bridge: from which haddock and cod are dangling by their tails. 7. Traffic lights: chickens squawking and flapping on top of lights 8. Past church: in front of which a pig is doing karate, breaking boards. 9. Under office block: with a soup slick underneath: my car tyres send up jets of tomato soup as I drive through it. 10. Past car park: with apples and oranges tumbling from the top level. 11. Supermarket car park: a filthy bath is parked in the space next to my car!
Extending the Technique
This is an extremely effective method of remembering long lists of information: with a sufficiently long journey you could, for example, remember elements on the periodic table, lists of Kings and Presidents, geographical information, or the order of cards in a shuffled pack of cards.
The system is extremely flexible also: all you need do to remember many items is to remember a longer journey with more landmarks. To remember a short list, only use part of the route!
One advantage of this technique is that you can use it to work both backwards
and forwards, and start anywhere within the route to retrieve information.
How to use
Imagine a room that you know well: perhaps this is your sitting room, a bedroom, an office, or a classroom. Within this room there are features and objects in known positions. The basis of the Roman Room system is that things to be remembered are associated with these objects, so that by recalling the objects within the room all the associated objects can also be remembered.
For example, I can imagine my sitting room as a basis for the technique. In my sitting room I can visualise the following objects:
table, lamp, sofa, large bookcase, small bookcase, CD rack, tape racks, stereo system, telephone, television, video, chair, mirror, black & white photographs, etc.
I may want to remember a list of World War I war poets:
Rupert Brooke, G.K. Chesterton, Walter de la Mare, Robert Graves, Rudyard Kipling, Wilfred Owen, Siegfried Sassoon, W.B. Yates
I could visualise walking through my front door, which has a picture on it of a scene from the Battle of the Somme, with an image of a man sitting in a trench writing in a dirty exercise book.
I walk into the sitting room, and look at the table. On the top is RUPERT the Bear sitting in a small BROOK (we do not need to worry about where the water goes in our imagination!) This codes for Rupert Brooke.
Someone seems to have done some moving: a CHEST has been left on the sofa. Some jeans (Alphabet System: G=Jeans) are hanging out of one draw, and some cake has been left on the top (K=Cake). This codes for G K Chesterton.
The lamp has a small statuette of a brick WALl over which a female horse (MARE) is about to jumping. This codes for Walter de la Mare.
Expanding the Roman Room System
The technique can be expanded in one way, by going into more detail, and keying images to smaller objects. Alternatively you can open doors from the room you are using into other rooms, and use their objects to expand the volume of information stored. When you have more experience you may find that you can build extensions to your rooms in your imagination, and populate them with objects that would logically be there.
Mindmaps: A very effective way of structuring information for revision is to draw up a full, colour coded of the subject. This will enable you to see the overall structure of the topic, and make associations between information. A good colour coded Mind Map can be an effective way of remembering information in its own right.
By using mnemonics, retrieving all the facts necessary to answer an exam essay question becomes as simple as running through the mnemonic in your mind, jotting down the retrieved facts that are relevant to the question. Once you have written these down, you can apply any sub-mnemonics you have coded, or jot down any associated facts and connections that occur to you. This should ensure that you have all possible information available to you, and should go a long way towards producing an essay plan.