What is Procrastination?
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.
Why Do Students Procrastinate?
There are many reasons why students procrastinate. Here are the most common reasons:
Perfectionism. A student’s standard of performance may be so high for a task that it does not seem possible to meet that standard.
Fear of Failure. A student may lack confidence and fear that he/she will be unable to accomplish a task successfully.
Confusion. A student may be unsure about how to start a task or how it should be completed.
Task Difficulty. A student may lack the skills and abilities needed to accomplish a task.
Poor Motivation. A student may have little or no interest in completing a task because he/she finds the task boring or lacking in relevance.
Difficulty Concentrating. A student may have too many things around that distract him/her from doing a task.
Task Unpleasantness. A student may dislike doing what a task requires.
Lack of Priorities. A student may have little or no sense about which tasks are most important to do.
How Do I Know if I Procrastinate Excessively?
You procrastinate excessively if you agree with five or more of the following statements:
I often put off starting a task I find difficult
I often give up on a task as soon as I start to find it difficult.
I often wonder why I should be doing a task.
I often have difficulty getting started on a task.
I often try to do so many tasks at once that I cannot do any of them.
I often put off a task in which I have little or no interest.
I often try to come up with reasons to do something other than a task I have to do.
I often ignore a task when I am not certain about how to start it or complete it.
I often start a task but stop before completing it.
I often find myself thinking that if I ignore a task, it will go away.
I often cannot decide which of a number of tasks I should complete first.
I often find my mind wandering to things other that the task on which I am trying to work.
What Can I Do About Excessive Procrastination?
Here are some things you can do to control excessive procrastination.
Motivate yourself to work on a task with thoughts such as “There is no time like the present,” or “Nobody’s perfect.”
Prioritize the tasks you have to do.
Commit yourself to completing a task once started.
Reward yourself whenever you complete a task.
Work on tasks at the times you work best.
Break large tasks into small manageable parts.
Work on tasks as part of a study group.
Get help from teachers and other students when you find a task difficult.
Make a schedule of the tasks you have to do and stick to it.
Eliminate distractions that interfere with working on tasks.
Set reasonable standards that you can meet for a task.
Take breaks when working on a task so that you do not wear down.
Work on difficult and/or unpleasant tasks first.
Work on a task you find easier after you complete a difficult task.
Find a good place to work on tasks.
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.
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Monday, October 22, 2007
Writing Techniques
Writing is an important form of communication. Good writers use different writing techniques to fit their purpose for writing. To be a good writer, you must master each of the following writing techniques.
1. Description
Through description, a writer helps the reader use the senses of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, places, and things about which the writer is writing. It is the most common form of writing. You will find descriptive writing in newspapers, magazines, books, and most other forms of written communication.
2. Exposition
Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writer. Expository writing, like descriptive writing, is commonly found in newspapers, magazines, books, and most other forms of written communication.
3. Narration
Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. Bedtime stories are examples of short stories while novels are examples of long stories. The scripts written for movies and plays are further examples of narrative writing.
4. Persuasion
Through persuasion, a writer tries to change a reader's point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a political speech are examples of persuasive writing.
5. Comparison and Contrast
Through comparison and contrast, a writer points out the similarities and differences about a topic. Comparison is used to show what is alike or in common. Contrast is used to show what is not alike or not in common. Describing living conditions in 1900 and living conditions today would allow for much comparison and contrast.
By using the writing technique that fits your purpose, you will be able to communicate your ideas effectively.
1. Description
Through description, a writer helps the reader use the senses of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, places, and things about which the writer is writing. It is the most common form of writing. You will find descriptive writing in newspapers, magazines, books, and most other forms of written communication.
2. Exposition
Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writer. Expository writing, like descriptive writing, is commonly found in newspapers, magazines, books, and most other forms of written communication.
3. Narration
Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. Bedtime stories are examples of short stories while novels are examples of long stories. The scripts written for movies and plays are further examples of narrative writing.
4. Persuasion
Through persuasion, a writer tries to change a reader's point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a political speech are examples of persuasive writing.
5. Comparison and Contrast
Through comparison and contrast, a writer points out the similarities and differences about a topic. Comparison is used to show what is alike or in common. Contrast is used to show what is not alike or not in common. Describing living conditions in 1900 and living conditions today would allow for much comparison and contrast.
By using the writing technique that fits your purpose, you will be able to communicate your ideas effectively.
Setting Goals
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.
The Three Ws of Goals
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).
Characteristics of Appropriate Goals
Your goals should be:
1. within your skills and abilities. Knowing your strengths and weaknesses will help you set goals you can accomplish.
2. realistic. Setting a goal to learn the spelling of three new words a day is realistic. Trying to learn the spelling of fifty new words a day is not realistic.
3. flexible. Sometimes things will not go the way you anticipate and you may need to change your goal. Stay flexible so when you realize a change is necessary you will be ready to make the change.
4. measurable. It is important to be able to measure your progress toward a goal. It is especially important to recognize when you have accomplished your goal and need to go no further. Failure to measure your progress toward a goal and recognize its accomplishment will result in effort that is misdirected and wasted.
5. within your control. Other than when working as part of a group, accomplishment of your goal should not depend on other students. You can control what you do, but you have little or no control over what others do. You may do what you have to do, but if others don’t, you will not accomplish your goal.
Many times your parents, teachers, and counselors will set goals for you. Be accepting when they do. These are people who know what is important for you and are very concerned with your success. They can also help you accomplish the goals they set.
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.
The Three Ws of Goals
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).
Characteristics of Appropriate Goals
Your goals should be:
1. within your skills and abilities. Knowing your strengths and weaknesses will help you set goals you can accomplish.
2. realistic. Setting a goal to learn the spelling of three new words a day is realistic. Trying to learn the spelling of fifty new words a day is not realistic.
3. flexible. Sometimes things will not go the way you anticipate and you may need to change your goal. Stay flexible so when you realize a change is necessary you will be ready to make the change.
4. measurable. It is important to be able to measure your progress toward a goal. It is especially important to recognize when you have accomplished your goal and need to go no further. Failure to measure your progress toward a goal and recognize its accomplishment will result in effort that is misdirected and wasted.
5. within your control. Other than when working as part of a group, accomplishment of your goal should not depend on other students. You can control what you do, but you have little or no control over what others do. You may do what you have to do, but if others don’t, you will not accomplish your goal.
Many times your parents, teachers, and counselors will set goals for you. Be accepting when they do. These are people who know what is important for you and are very concerned with your success. They can also help you accomplish the goals they set.
A Strategy for Reading Textbooks
SQRW is a four-step strategy for reading and taking notes from chapters in a textbook. Each letter stands for one step in the strategy. Using SQRW will help you to understand what you read and to prepare a written record of what you learned. The written record will be valuable when you have to participate in a class discussion and again when you study for a test. Read to learn what to do for each step in SQRW.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and prepares you for learning more. To survey a chapter, read the title, introduction, headings, and the summary or conclusion. Also, examine all visuals such as pictures, tables, maps, and/or graphs and read the caption that goes with each. By surveying a chapter, you will quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose for reading and help you stay focused on the reading assignment. Form questions by changing each chapter heading into a question. Use the words who, what, when, where, why, or how to form questions. For example, for the heading "Uses of Electricity" in a chapter about how science improves lives, you might form the question "What are some uses of electricity?" If a heading is stated as a question, use that question. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question you formed. As you do this, you may decide you need to change a question or turn it into several questions to be answered. Stay focused and flexible so you can gather as much information as you need to answer each question.
Write.
Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question.
As you practice using SQRW, you will find you learn more and have good study notes to use to prepare for class participation and tests.
HINT: Once you complete the Survey step for the entire chapter, complete the Question, Read, and Write steps for the first heading. Then complete the Question, Read, and Write steps for the second heading, and so on for the remaining headings in the chapter.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and prepares you for learning more. To survey a chapter, read the title, introduction, headings, and the summary or conclusion. Also, examine all visuals such as pictures, tables, maps, and/or graphs and read the caption that goes with each. By surveying a chapter, you will quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose for reading and help you stay focused on the reading assignment. Form questions by changing each chapter heading into a question. Use the words who, what, when, where, why, or how to form questions. For example, for the heading "Uses of Electricity" in a chapter about how science improves lives, you might form the question "What are some uses of electricity?" If a heading is stated as a question, use that question. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question you formed. As you do this, you may decide you need to change a question or turn it into several questions to be answered. Stay focused and flexible so you can gather as much information as you need to answer each question.
Write.
Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question.
As you practice using SQRW, you will find you learn more and have good study notes to use to prepare for class participation and tests.
HINT: Once you complete the Survey step for the entire chapter, complete the Question, Read, and Write steps for the first heading. Then complete the Question, Read, and Write steps for the second heading, and so on for the remaining headings in the chapter.
Study tips
Preparing to Study: A Good Study Place
You need a good study place to be prepared to study. You should be able to answer YES to all of the following questions:
1. Is my Study Place available to me whenever I need it?
Your Study Place does you little good if you cannot use it when you need it. If you are using a Study Place that you must share with others for any reason, work out a schedule so that you know when you can use it.
2. Is my Study Place free from interruptions?
It is important to have uninterrupted study time. You may have to hang a DO NOT DISTURB sign on the door or take the phone off the hook.
3. Is my Study Place free from distractions?
Research shows that most students study best in a quiet environment. If you find that playing a stereo or TV improves your mood, keep the volume low.
4. Does my Study Place contain all the study materials I need?
Be sure your Study Place includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place .
5. Does my Study Space contain a large enough desk or table?
While working on an assignment or studying for a test, use a desk or table that is large enough to hold everything you need. Allow enough room for writing and try to avoid clutter.
6. Does my Study Place have enough storage space?
You need enough room to store your study materials. Be sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way.
7. Does my Study Place have a comfortable chair?
A chair that is not comfortable can cause discomfort or pain that will interfere with your studying. A chair that is too comfortable might make you sleepy. Select a chair in which you can sit for long periods while maintaining your attention.
8. Does my Study Place have enough light?
The amount of light you need depends on what you are doing. The important thing is that you can clearly see what you need to see without any strain or discomfort.
9. Does my Study Place have a comfortable temperature?
If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best.
Having a good Study Place is important for good studying.
You need a good study place to be prepared to study. You should be able to answer YES to all of the following questions:
1. Is my Study Place available to me whenever I need it?
Your Study Place does you little good if you cannot use it when you need it. If you are using a Study Place that you must share with others for any reason, work out a schedule so that you know when you can use it.
2. Is my Study Place free from interruptions?
It is important to have uninterrupted study time. You may have to hang a DO NOT DISTURB sign on the door or take the phone off the hook.
3. Is my Study Place free from distractions?
Research shows that most students study best in a quiet environment. If you find that playing a stereo or TV improves your mood, keep the volume low.
4. Does my Study Place contain all the study materials I need?
Be sure your Study Place includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place .
5. Does my Study Space contain a large enough desk or table?
While working on an assignment or studying for a test, use a desk or table that is large enough to hold everything you need. Allow enough room for writing and try to avoid clutter.
6. Does my Study Place have enough storage space?
You need enough room to store your study materials. Be sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way.
7. Does my Study Place have a comfortable chair?
A chair that is not comfortable can cause discomfort or pain that will interfere with your studying. A chair that is too comfortable might make you sleepy. Select a chair in which you can sit for long periods while maintaining your attention.
8. Does my Study Place have enough light?
The amount of light you need depends on what you are doing. The important thing is that you can clearly see what you need to see without any strain or discomfort.
9. Does my Study Place have a comfortable temperature?
If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best.
Having a good Study Place is important for good studying.
Sunday, October 21, 2007
Some of the Books i wish to buy and read.
The Alchemist - Paulo Coelho
A Manual For Living - by Epictetus (Interpretation by Sharon Lebell)
The Meditations of Marcus Aurelius Antoninus - Marcus Aurelius Antonius
Hope for the Flowers - Trina Paulus
The Autobiography of Benjamin Franklin - Ben Franklin
The Magic of Thinking Big - David Schwartz
Tuesdays with Morrie - Mitch Albom
Synchronicity: The Inner Path of Leadership - Joe Jaworsky
The Message of a Master - John McDonald
The Brand You 50 - Tom Peters
The Aladdin Factor - Mark Victor Hansen and Jack Canfield
Thinking Body, Dancing Mind - Jerry Lynch
The Power of Optimism - Alan Loy McGinnis
Take Your Time - Eknath Easwaran
The Go-Getter - Peter B. Kyne
The Art of Happiness - Howard Cutler
The Art of Worldy Wisdom - Baltasar Gracian
University of Success - Og Mandino
Dig Your Well Before You're Thirsty - Harvey Mackay
Small Graces - Kent Nerburn
The Four Agreements - Don Miguel Ruiz
The Dark Side of The Light Chasers - Debbie Ford
The Magic of Believing - Claude Bristol
Walden - Henry David Thoreau
A Manual For Living - by Epictetus (Interpretation by Sharon Lebell)
The Meditations of Marcus Aurelius Antoninus - Marcus Aurelius Antonius
Hope for the Flowers - Trina Paulus
The Autobiography of Benjamin Franklin - Ben Franklin
The Magic of Thinking Big - David Schwartz
Tuesdays with Morrie - Mitch Albom
Synchronicity: The Inner Path of Leadership - Joe Jaworsky
The Message of a Master - John McDonald
The Brand You 50 - Tom Peters
The Aladdin Factor - Mark Victor Hansen and Jack Canfield
Thinking Body, Dancing Mind - Jerry Lynch
The Power of Optimism - Alan Loy McGinnis
Take Your Time - Eknath Easwaran
The Go-Getter - Peter B. Kyne
The Art of Happiness - Howard Cutler
The Art of Worldy Wisdom - Baltasar Gracian
University of Success - Og Mandino
Dig Your Well Before You're Thirsty - Harvey Mackay
Small Graces - Kent Nerburn
The Four Agreements - Don Miguel Ruiz
The Dark Side of The Light Chasers - Debbie Ford
The Magic of Believing - Claude Bristol
Walden - Henry David Thoreau
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