Introduction
The typical college campus is a friendly place, but it is also a competitive environment. The education that you receive, and attitudes you develop, will guide you for the rest of your life. Your qualities will be particularly important in landing your first job, or when applying for graduate studies. Being a good student requires certain skills, but these are skills that can be learned.
The Basics of Being a Student
* Prioritize your life: Doing well in school should be your first priority.
* Study: There is no substitute.
* Always attend the class.
* Are all assigned homework and reading.
* Develop self-discipline.
* Manage your time.
Self-Discipline Made Easy
Human beings are creatures of habit. Therefore, form a habit of doing what you are right, you should. Is it not your stupid behavior inconsistent with your own reasoning? And what could be more harmonious if you wanting to do what you know you?
Train yourself there is a mechanism for immediate reaction in you:
You are right that you should do something, and so you do.
Other people who seem to have less difficulty with self-discipline probably have simply had more practice at it, thereby making it less difficult because the practice is the right thing.
Time management
No matter how you slice, there are only 24 hours in a day. Good time management requires:
1. Who do not take longer to manipulate you.
2. Reasonably estimate the time required to perform each of the tasks involved.
3. Do what must be done.
Only you can do these things. Some thoughts, though, which can help boost:
* One minute is now as valuable as a minute later. You can not put time back on the clock.
* If you are not ahead of schedule, then you are late. Because if you try to stay right on the table, then any accident or misjudgment will cause you to lag --- perhaps right at the end, when no recovery is possible.
Introspection
* Understand and be honest with yourself. All else flows from that.
* Be both athlete and coach: Keep an eye on what you do, and an eye on yourself.
* Take control of, and responsibility for yourself.
* Face insecurities your forehead. Some signs of insecurity: Ask a question you already know the answer; artificial social with instructors and other students, whereas the real reason is to kill the pain temporarily.
* Form a positive self-image: Students who are first entering college will probably have some doubts as to how they will do so. Try to do well immediately instill an expectation of continuing to do well. Settle for nothing less. However, try not to be limited by your past performance and experience, good or bad. Learning from the past, but not to be bound by it. Look your weaknesses and attack them. Be realistic about your limitations, but do not let this will lead to become satisfied.
Taking a course
Every student of the attitude of some is a mixture of the following:
* He / she wants to learn the material.
* He / she wants to get a good level.
* He / she does not pay attention.
Each instructor of the attitude of some is a mixture of the following:
* He / she wants to teach students the material.
* He / She wants grading to be fair and reflect students' knowledge and abilities.
* He / she does not pay attention.
To do well in a course, it's up to you (the student) to do two things:
1. Learning the material.
2. Learn the instructor.
As for the latter, pay attention in class than the instructor bosses, that stresses, etc. Gather information about the instructor from other students. A good instructor, however, present their courses in such a way that it will be of little interest to the student trying to learn from him, forcing students to learn the subject.
Homework
* Keep in mind that your work is graded by a human being. Thus:
O Write legibly, orderly and coherent manner.
Any comment on the supply necessary to make it clear what you are trying to do.
To make work easier grader will most likely lead you to get the benefit of the doubt when it occurs.
* Do not think that getting the correct answer to a problem involves duties that you mastered the material. All you have to do is to solve a particular problem, which does not necessarily mean that you have learned to solve all these problems (such as those from appearing on your exams). It's up to you to visualize the duties of the problems in this broader perspective.
* If possible, always go over the solutions provided by the trainer, even if you have done well to the assignment. He / she can demonstrate methods (perhaps more effectively), or provide useful information that you had not thought of.
Exams
* Preparation:
Approximately O prioritize material about its importance (primary, secondary, tertiary), and focus on the study of your most important topics. Remember, the trainer has only a short time to test what you know and can do. So, keep in mind when preparing for an examination that the problems can not be too complicated if they fit within the allotted time.
O study in a way that suits you.
+ Further studies with a group or alone, based on what is truly best for you.
+ Do your most strenuous and important work during those times of the day that you work best.
O Summarize or pattern or course of the text in your own words. Writing a summary, not only forces you to consider the matter in detail, but gives a code to revise just before the exam.
O Play it safe: Memorize a little more than what the instructor says is needed. Bring a calculator, although it is not suggested. Etc.
Study on the old exams if the teacher is required to give exams. But do not be fooled into thinking that because you have been able to work through an old review, it means that you understand all course materials in general, and may conduct a test situation.
O Bring your own paper and a watch.
Fighting anxiety on review: Convince yourself that all you can do is all you can do, but do not let that lead you to become complacent. Just be determined to be "on" for the duration of the review. (Give yourself a pep-talk to this effect before each exam.)
* From the review:
O Read the instructions carefully and completely.
Skim on the overall consideration before beginning work.
O Do not necessarily the problems in order. Instead, these problems get out of the way you feel confident that you can do quickly and well. Observe how the problems are weighted and direct your efforts at the point where you think you can pick up points more easily. It does not mean trying the most heavily weighted first problem, but it is first to the problem for which you can earn points as soon as possible. Indeed, there is a good chance that this is not the most heavily weighted issue, as many teachers do not give any problem significantly more or fewer points than average, which underweighting problems more difficult and the easiest overweight.
Before writing O on a given problem, thinks so. A small investment of time at the beginning can save time overall (for what you might choose a more effective method to solve the problem).
O Do exactly what is required. In particular, not to waste time doing things will not receive the credit. For example, unless specifically requested, are not new to the examination of the problem on your paper.
* Pace yourself through the review. Example: On a 50-minute discussion with a value of 100 points, you should be accumulating 2 points per minute, which has 26 points problem should be completed in 13 minutes. Is this calculation at the beginning of the consideration if the problem of weights are given.
* If only for psychological reasons, most graders use Nonlinear points classification whose beginning of a problem are easier to obtain:
So always write something (meaningful) down to all the problems, if only a little. At the other end, even with linear grading, there are diminishing returns in terms of points-per-effort in trying to squeeze every last point out of a given problem; if time is low, it may be better to move on.
* Communicate with the grader. In particular, if you are short of time, the steps that you would perform if you were to pursue the issue.
* Show your work and make clear your reasoning in order to have a chance to receive partial credit.
* As for homework, and most importantly, the cleanliness.
* Ongoing on subjective (eg, humanities), simply regurgitate the contents of the classroom and the text (s). You provide opinions may sound good in theory, but it has the potential to run counter to the opinion of the instructor or grader. Conversely, restatements of class / text document are easy to recognize grader as something that deserves credit. Remember: unless the examination is multiple choice, then a human being who wants --- generally the rank of numerous reviews in front of him as soon as possible and without pain --- performs classification.
* Always check over your answers if you have time.
Other suggestions
* Unify and simplify your knowledge: A manual presents the subject in a particular form, as does an instructor. By their very nature, however, textbooks and lectures tend to present subjects sequentially. Take the extra step of understanding the material in your words, which may imply recognition of relationships that could not be conveniently expressed in the order presented in the text (s) and conferences.
* Remember that nearly all consistent topic is simple, when it was founded. Try to recognize the simple underlying relationships in the subject at hand, it is often left unstated by instructors and textbooks.
* Try to learn the general principles and methods. Learning by example (the new setting of the familiar terms) can take you far.
* Learn that many methods of problem solving that you can. This is particularly useful for exams, when the weather is essential.
* Ask yourself questions. Why is it that the instructor or text (s) to do this or that? Explore your own ideas. Try to understand the course material in detail.
* It is often said that the best way to learn something is to teach it. Do you know the topic well enough to explain it clearly and completely to someone else?
* Learn by observing others. Notice what works for them and consider incorporating these methods in itself. Ask yourself: "Why I did not think of that?" And try to develop capabilities.
* Try to be methodical, orderly, legible, deliberate, precise, well-informed and reliable, on the one hand, and creative, spontaneous, imaginative, clever, intelligent, articulate and flexible on the other. The first mentality thrives on order, and tries to make it inherently good what he already knows how to do it, while the latter feeds the mentality disorder, and inherently attempts to expand its capacity. Adopting the best of these two mentalities. Remember that each instrument is a potential crutch. The first mentality may rely too heavily on the skills already mastered, but the second mentality may not carefully apply the same skills.
* Think about the question and everything, even the statements that appear here (and for yourself!). But realize that it is equally foolish to be different for the sake of being different, as it is to mindlessly conform to the standard.
* For maximum efficiency, have several projects underway at the same time. Then, when you are tired, frustrated or bored working on one thing, you can easily switch to something else, what are staying productive as well as outstanding problems by giving a chance to work on themselves, unconsciously.
* Anticipating. For example, you may need to ask the instructor about this mission, but he / she is only guaranteed to be available at certain times, therefore, you should look over the earlier transfer.
* Forget pulling "all night". These loans amounting to start tomorrow at that time, you find a lot less functional. All night are really an indication of not having properly planned your business.
* If possible, bring your manual (s) in the classroom.
* Take notes in class in pencil, because the modifications that could be made quickly and carefully.
Closure
Overall there is a feature that distinguishes it as a basis for successful students who are not:
Force successful students themselves to understand.
They do not just go through the motions of attending classes, reading the text (s), and do homework, in the hope that these actions necessarily sufficient. On the contrary, they are constantly ask, "Do I really understand what is going on here?" They ask themselves this question honestly, applying an internal barometer formed from the experience in order to detect any lack of understanding, whether it's ignorance or confusion. And if the answer is "No", then the situation is considered unacceptable, and more effort is the answer.
The typical college campus is a friendly place, but it is also a competitive environment. The education that you receive, and attitudes you develop, will guide you for the rest of your life. Your qualities will be particularly important in landing your first job, or when applying for graduate studies. Being a good student requires certain skills, but these are skills that can be learned.
The Basics of Being a Student
* Prioritize your life: Doing well in school should be your first priority.
* Study: There is no substitute.
* Always attend the class.
* Are all assigned homework and reading.
* Develop self-discipline.
* Manage your time.
Self-Discipline Made Easy
Human beings are creatures of habit. Therefore, form a habit of doing what you are right, you should. Is it not your stupid behavior inconsistent with your own reasoning? And what could be more harmonious if you wanting to do what you know you?
Train yourself there is a mechanism for immediate reaction in you:
You are right that you should do something, and so you do.
Other people who seem to have less difficulty with self-discipline probably have simply had more practice at it, thereby making it less difficult because the practice is the right thing.
Time management
No matter how you slice, there are only 24 hours in a day. Good time management requires:
1. Who do not take longer to manipulate you.
2. Reasonably estimate the time required to perform each of the tasks involved.
3. Do what must be done.
Only you can do these things. Some thoughts, though, which can help boost:
* One minute is now as valuable as a minute later. You can not put time back on the clock.
* If you are not ahead of schedule, then you are late. Because if you try to stay right on the table, then any accident or misjudgment will cause you to lag --- perhaps right at the end, when no recovery is possible.
Introspection
* Understand and be honest with yourself. All else flows from that.
* Be both athlete and coach: Keep an eye on what you do, and an eye on yourself.
* Take control of, and responsibility for yourself.
* Face insecurities your forehead. Some signs of insecurity: Ask a question you already know the answer; artificial social with instructors and other students, whereas the real reason is to kill the pain temporarily.
* Form a positive self-image: Students who are first entering college will probably have some doubts as to how they will do so. Try to do well immediately instill an expectation of continuing to do well. Settle for nothing less. However, try not to be limited by your past performance and experience, good or bad. Learning from the past, but not to be bound by it. Look your weaknesses and attack them. Be realistic about your limitations, but do not let this will lead to become satisfied.
Taking a course
Every student of the attitude of some is a mixture of the following:
* He / she wants to learn the material.
* He / she wants to get a good level.
* He / she does not pay attention.
Each instructor of the attitude of some is a mixture of the following:
* He / she wants to teach students the material.
* He / She wants grading to be fair and reflect students' knowledge and abilities.
* He / she does not pay attention.
To do well in a course, it's up to you (the student) to do two things:
1. Learning the material.
2. Learn the instructor.
As for the latter, pay attention in class than the instructor bosses, that stresses, etc. Gather information about the instructor from other students. A good instructor, however, present their courses in such a way that it will be of little interest to the student trying to learn from him, forcing students to learn the subject.
Homework
* Keep in mind that your work is graded by a human being. Thus:
O Write legibly, orderly and coherent manner.
Any comment on the supply necessary to make it clear what you are trying to do.
To make work easier grader will most likely lead you to get the benefit of the doubt when it occurs.
* Do not think that getting the correct answer to a problem involves duties that you mastered the material. All you have to do is to solve a particular problem, which does not necessarily mean that you have learned to solve all these problems (such as those from appearing on your exams). It's up to you to visualize the duties of the problems in this broader perspective.
* If possible, always go over the solutions provided by the trainer, even if you have done well to the assignment. He / she can demonstrate methods (perhaps more effectively), or provide useful information that you had not thought of.
Exams
* Preparation:
Approximately O prioritize material about its importance (primary, secondary, tertiary), and focus on the study of your most important topics. Remember, the trainer has only a short time to test what you know and can do. So, keep in mind when preparing for an examination that the problems can not be too complicated if they fit within the allotted time.
O study in a way that suits you.
+ Further studies with a group or alone, based on what is truly best for you.
+ Do your most strenuous and important work during those times of the day that you work best.
O Summarize or pattern or course of the text in your own words. Writing a summary, not only forces you to consider the matter in detail, but gives a code to revise just before the exam.
O Play it safe: Memorize a little more than what the instructor says is needed. Bring a calculator, although it is not suggested. Etc.
Study on the old exams if the teacher is required to give exams. But do not be fooled into thinking that because you have been able to work through an old review, it means that you understand all course materials in general, and may conduct a test situation.
O Bring your own paper and a watch.
Fighting anxiety on review: Convince yourself that all you can do is all you can do, but do not let that lead you to become complacent. Just be determined to be "on" for the duration of the review. (Give yourself a pep-talk to this effect before each exam.)
* From the review:
O Read the instructions carefully and completely.
Skim on the overall consideration before beginning work.
O Do not necessarily the problems in order. Instead, these problems get out of the way you feel confident that you can do quickly and well. Observe how the problems are weighted and direct your efforts at the point where you think you can pick up points more easily. It does not mean trying the most heavily weighted first problem, but it is first to the problem for which you can earn points as soon as possible. Indeed, there is a good chance that this is not the most heavily weighted issue, as many teachers do not give any problem significantly more or fewer points than average, which underweighting problems more difficult and the easiest overweight.
Before writing O on a given problem, thinks so. A small investment of time at the beginning can save time overall (for what you might choose a more effective method to solve the problem).
O Do exactly what is required. In particular, not to waste time doing things will not receive the credit. For example, unless specifically requested, are not new to the examination of the problem on your paper.
* Pace yourself through the review. Example: On a 50-minute discussion with a value of 100 points, you should be accumulating 2 points per minute, which has 26 points problem should be completed in 13 minutes. Is this calculation at the beginning of the consideration if the problem of weights are given.
* If only for psychological reasons, most graders use Nonlinear points classification whose beginning of a problem are easier to obtain:
So always write something (meaningful) down to all the problems, if only a little. At the other end, even with linear grading, there are diminishing returns in terms of points-per-effort in trying to squeeze every last point out of a given problem; if time is low, it may be better to move on.
* Communicate with the grader. In particular, if you are short of time, the steps that you would perform if you were to pursue the issue.
* Show your work and make clear your reasoning in order to have a chance to receive partial credit.
* As for homework, and most importantly, the cleanliness.
* Ongoing on subjective (eg, humanities), simply regurgitate the contents of the classroom and the text (s). You provide opinions may sound good in theory, but it has the potential to run counter to the opinion of the instructor or grader. Conversely, restatements of class / text document are easy to recognize grader as something that deserves credit. Remember: unless the examination is multiple choice, then a human being who wants --- generally the rank of numerous reviews in front of him as soon as possible and without pain --- performs classification.
* Always check over your answers if you have time.
Other suggestions
* Unify and simplify your knowledge: A manual presents the subject in a particular form, as does an instructor. By their very nature, however, textbooks and lectures tend to present subjects sequentially. Take the extra step of understanding the material in your words, which may imply recognition of relationships that could not be conveniently expressed in the order presented in the text (s) and conferences.
* Remember that nearly all consistent topic is simple, when it was founded. Try to recognize the simple underlying relationships in the subject at hand, it is often left unstated by instructors and textbooks.
* Try to learn the general principles and methods. Learning by example (the new setting of the familiar terms) can take you far.
* Learn that many methods of problem solving that you can. This is particularly useful for exams, when the weather is essential.
* Ask yourself questions. Why is it that the instructor or text (s) to do this or that? Explore your own ideas. Try to understand the course material in detail.
* It is often said that the best way to learn something is to teach it. Do you know the topic well enough to explain it clearly and completely to someone else?
* Learn by observing others. Notice what works for them and consider incorporating these methods in itself. Ask yourself: "Why I did not think of that?" And try to develop capabilities.
* Try to be methodical, orderly, legible, deliberate, precise, well-informed and reliable, on the one hand, and creative, spontaneous, imaginative, clever, intelligent, articulate and flexible on the other. The first mentality thrives on order, and tries to make it inherently good what he already knows how to do it, while the latter feeds the mentality disorder, and inherently attempts to expand its capacity. Adopting the best of these two mentalities. Remember that each instrument is a potential crutch. The first mentality may rely too heavily on the skills already mastered, but the second mentality may not carefully apply the same skills.
* Think about the question and everything, even the statements that appear here (and for yourself!). But realize that it is equally foolish to be different for the sake of being different, as it is to mindlessly conform to the standard.
* For maximum efficiency, have several projects underway at the same time. Then, when you are tired, frustrated or bored working on one thing, you can easily switch to something else, what are staying productive as well as outstanding problems by giving a chance to work on themselves, unconsciously.
* Anticipating. For example, you may need to ask the instructor about this mission, but he / she is only guaranteed to be available at certain times, therefore, you should look over the earlier transfer.
* Forget pulling "all night". These loans amounting to start tomorrow at that time, you find a lot less functional. All night are really an indication of not having properly planned your business.
* If possible, bring your manual (s) in the classroom.
* Take notes in class in pencil, because the modifications that could be made quickly and carefully.
Closure
Overall there is a feature that distinguishes it as a basis for successful students who are not:
Force successful students themselves to understand.
They do not just go through the motions of attending classes, reading the text (s), and do homework, in the hope that these actions necessarily sufficient. On the contrary, they are constantly ask, "Do I really understand what is going on here?" They ask themselves this question honestly, applying an internal barometer formed from the experience in order to detect any lack of understanding, whether it's ignorance or confusion. And if the answer is "No", then the situation is considered unacceptable, and more effort is the answer.
