10 Very effective habits

Effective learning habits – smarter learning – can be learned to improve your abilities. These practices include using memory games, approaching learning with an appropriate attitude, choosing the right environment, minimizing caution distraction, establishing a realistic schedule.

Students have to tackle many problems in their lives and it is difficult to concentrate on learning for everything competing for your attention. Still, when you go to school you need to learn little by little every year.

If you want better grades, more effective learning habits are needed. The key to effective learning is not to lengthen practice and learning, but to learn smarter. With proven effective learning habits, you can learn smarter.

1. How do you study?
Too many people learn is a necessary job, it is not an opportunity for joy or learning. That’s fine, but the researchers have discovered that what you are doing is about as important as what you are doing. To be within the correct frame of your mind is to learn wisely.

Sometimes I can not make myself correctly prepared. In this case, you should avoid learning. Learning is just practice of setback if you are distracted by relationship problems, next game, or important projects. Please come back to her when you are not concentrating (or obsessed).

How to improve your learning awareness:

Think positively and remember your abilities and abilities.
Avoid fatal thoughts. “I am confused, I think I do not have enough time to study for this exam.” “Learning as much as I wish may be a little late, but I am doing it now, I will do my best.”
Avoid absolute ideas. Rather than thinking “I am doing ridiculous things all the time”, the most objective view is “I did not do well this time and what can I do to improve myself?”
Since you have bad things to yourself, avoid comparing yourself with others. Your skills and abilities are unique only to you and you.
2. The place you study is important.
I am making mistakes while studying in places not useful for many people to concentrate. Many distractions are a poor learning environment. For example, when studying in a dormitory, computers, televisions, or roommates may be more interesting than the reading materials you are about to digest.

The corner of the library, student lounge and study, or a quiet cafe is a good place to check. Please choose a quiet area of ‚Äč‚Äčthese places, not a loud central collection area. Do not select only the first ones that have found “good enough” needs and needs within the campus and outside the campus. It is important to find the best place to study, as you can rely on it to be reliable over the next few years.

Please bring whatever you need, what you do not have.
If you find the best place to study, you may bring something you do not need. For example, it may be ideal to write a note on a laptop and come back later, but the computer is a great obstacle for many people due to its versatility. To play games, check feeds, send text messages, watch videos is a wonderful distraction that has nothing to do with learning. Ask if you really need a laptop to take notes or if you can solve for traditional paper and pen or pencil. Put your cell phone in your wallet or backpack so that you do not distract as much as possible.

Do not forget what you need for lessons, the exams and documents that are focused on the lesson. I forgot about important books, paper and other resources that you need to succeed, so I have to go back and forth regularly. If you learn more with your favorite music, try restricting the communication with your phone when you change the track. Your cell phone is a waste of time and is one of the worst enemies of concentration.

4. Sketch the note and rewrite it.
Most people, according to the standard outline format, can convey information to the most basic components. By connecting similar concepts, it becomes easier to remember when the exam is being conducted. The important thing to remember in the written diagram is that you can express only the words in your own words and structures as learning tools. Each person has a unique way of collecting similar information (it is certified by a cognitive psychologist). If you want to copy someone’s notes or outlines, you need to translate these memos and outlines into your own words and concepts. Many students often come across important things if that fails.

It also helps to use as many meanings as possible during learning because people with other meanings can more easily hold information. Therefore, writing notes is necessary first and foremost – it brings information to words and words you understand. Pronunciation of words by copying notes before the main exam is a means of incorporating broader meaning.

5. Use the memory set (mnemonic device).
Memory games or mnemonic devices are a way to store information using simple associations of common words. Most people associate words with stupid phrases that are easy to remember. The first letter of each word can be used to mean the information you are trying to memorize, meaning something. The most common example of a mnemonic device is that “all good boys are fun.” The first letter combination of each word – EGBDF – gives the music student five notes of treble.

The key to these storage devices is that new sentences and phrases just created are easier to remember and remember than the terms and information you are trying to learn. Do not use them if they do not work for you as these will not work for everyone.

Mnemonics are useful because they use much of the brain to remember visual and active images, rather than remembering a list of objects. Using more brain means more memory

6. With practice and friends.
The old adage is the truth, the practice is perfect. You can practice yourself yourself by practicing either practice exams, past exams or flash cards (depending on course and availability). If you can not use exercise exams, you can create exercise tests for you and your classmates. If the examinations and the old exam of the course are available, please use it as a guide – do not study exercises or old exams! (To the extent that it is disappointing that there is no same question in actual exams, many students treat such exams as genuine exams.) Such an exam helps to understand the width and type of expected content, not the actual learning material.

Some people want to check their material with a group of friends and classmates. It is more effective for such groups to be kept small (4 or 5 people) among people with the same academic ability or those participating in the same class. Different formats correspond to different groups. Several groups like to work together in chapters and ask each other. Some people like to compare class notes and review documents in this way to confirm that they do not miss critical points. Such a study group may be useful for many students, but it is not useful for anyone.

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