Document 6508844

often
Teachers
hear
will
complaining:
parents
help
not
school
"She
do
would
attention
to
her
well
so
if
she
only
would
pay
read
know
bright,
but
he
just
doesn't
tasks.
difficulty
motivation.
are
The
in
paying
best
study
two
attention
system
common
blems;
pro-
and
in
the
poor
world
to
discuss
more
can
you
their
In
difference.
a
ways
reflect
of
time
These
schoolwork."
statements
Often,
enough
the
in
to
first steps
motivation
increase
to
are
the
lengthen
to
make
These
book.
a
long
attention
given
to
care
particular
about
in
interested
not
are
still
sit
learning
improving
he's
who
cannot
chapter
a
lesson"
and
"I
children
who
or
help
ways
Interested
this
your
In
schoolwork.
can
you
in
areas
their
section,
children
the
next
help
your
schoolwork.
where
you
to
can
discuss
we
pay
section,
children
attention
we
will
become
In
children
your
will not
ing
help-
in
use
their actions
be mastered.
As
focused
adult,you
an
probablyable
attention
easilyunder most
pay
Presumably, you have learned how
task and ignore
on
a specific
able to attend
you
and
ignore what
the work
2) asking questions about
the task to
on
are
3) setting specific
study goals.
circumstances.
to
and
positive images
learn unless
thoughts and
are
to
attention:
1) using positive self-talk and
they realize that
they keep their
"pay attention,"because
students
improve their
parents often tell children to
and
Teachers
good methods
three
followingare
Attention
Paying
to
trate
concen-
Let's
distractions
to what
is
each of these
how
see
works.
important
1.
isn't.
and images.
Using self-talk
Perhaps you've
some
sporting event, such as a tennis
watched
Think about yourself
as
are
rightnow
you
reading this booklet. If you are at home, there
are
things going on around you
probably many
that you
able to ignore fairly
For exare
ample,
easily.
while you are reading,are you aware
of
the whir of the refrigerator,
the noise of the air
sentences
conditioner
can
use
words
can
use
them
the
or
outside? Perhaps
television
furnace, or the sound
nearby.Are
rather than
else is
someone
able to
you
is
simple to
seem
may
and
skill,
a
cars
listen to the television?
This ability
to focus your
want
of
watching
keep reading
learned. Many
where
paying
like allskills,
tt must
students
because
But
they have
direct their thoughtsand
you
tion
atten-
be
control their attention
cannot
learned
never
You
how
to
energies.
understand
where
not
there
familiar
In
a
TV
newspaper
or
studio,or
In
a
kitchen next
one
the
a
around
on
be like
most
a
be hard for you to read
and "tune out"
a
you. In many
ways
child who has not yet
learned to control his attention
even
to
of these unfamiliar
magazine
everythinggoing
would
place
many
hotel banquet room.
situations, it would
you
a
sightsand sounds that are
to you"
perhaps a factoryfull of
noisy machinery,or the director's
are
people and
booth
this better,think about
or
"tune
see
talk is
and
noticed
that the
to be
talkingto themselves.
playerstandingalone, muttering
seem
one
do
can
you
it!Keep
call this "self-talk"" using words
help control
to
to
give directions
to direct
Just
attention.
our
as
others,
to
actions
own
to
on
eye
your
or
we
we
Self-
too.
attention,
important tool for controlling
an
children
be
can
taught to
use
it.
People also improve their attention span by
the images they see in their mind's
controlling
is half-way
a runner
eye. For example, when
through a race, she may picture herself crossing
the finish line,
or
a dieter may
imagine his new
when tempted by an ice cream
appearance
These
Images
the
serve
same
as
purpose
self-talk.They help keep attention
focused on
difficult
task and they increase
to
motivation
complete the task. Like the
baseball
both self-talkand
away
from
images
to
distractions and
hand, whether
It is
a
player who
talks to himself,or the runner
who
pictures
herself crossing the finish line,children can
use
direct their attention
toward
a
task at
homework, classwork,or
a
test.
Many
out"
distractions.
common
baseball game,
a
the ball." We
cone.
To
or
himself,"OK,
and
attention
you.
match
playersoften
imagine
students
scenes
do
when
talk to themselves
they
are
or
studying,but
the
self-talkand
If a child has not learned to
attention,
pay
orders to "Pay attention!" simplywon't help,To
our
use
example of a TV studio again, it would
take time for you to adjustto the noise and activity
around
Three
Good
you.
Ways
to
Pay
Attention
the images they are using are not
helpingthem focus on their work. For example,
sit down
a student
to study and after ten
may
find herself thinkingabout other acminutes
tivities.
Images of tomorrow
night'sgame
or
Saturday at the beach are stiffcompetition for a
At this point, the
chapterof American history!
student may
to
"
I'm
herself,
hopeless, I can't
say
I'llnever
be able to study or learn,
concentrate.
so
why
bother?"
Instead
of orderingor threatening,
parents can
help children improve their ability
to concentrate
by teachingthem
a
few simplemethods,
The
In this example, images and self-talkare
workIng against the student. Distracting
images (the
beach)
the
game,
lead
can
to
negative self-talk
to
("It's
hopeless.")and, finally,
about
school and
about
titude
negative atone's self.
a
ages
choosing words and imby carefully
that help complete the task,the student can
his or her ability
increase
to pay attention,
However,
Let's take the
self-talkand
same
student and
images. This time,
change
our
must
learn to recognize
student sits
tracting
these dis-
images and, instead of giving in to them,
"I know
I'm getting
say something like,
but
distracted,
hour
more
I
and
can
then
fightit. I'llstudy for
take
a
break."
Instead
of
the track of positiveself-talkand images
on
that relate to the task, the student can
go
and
back to studying,using additional sentences
Once
hand.
When
direct attention
you
are
toward
helping your
positiveself-talkand
the material
use
of what I have just read."
like these will help students pay attention
Sentences
to their
2.
homework.
Asking questions. Another
to
way
children
direct attention
questions while studying.For
example, when students are readingabout
American
history,
they might ask themselves
thingsreally
questions like these: "What were
like during that period of American
history?Let
picturethe workers
me
their lives must
to
form
unions
if I
in the factories and
have been
Would
unions.
were
they
I be for
against
or
of those workers?
one
picture the chain of
what
like before
Let
ed
decid-
me
that led to the formation
events
of unions."
generalquestions you
Some
your
children
Who
did what
are:
and
"What
can
Is this
why?
What
suggest
to
paragraph about?
is the evidence
that supports the central idea in the passage
or
paragraph? Is the argument true or false? Why?
What
is
the principle
presentedin the text?"
at
learn
images, you can
gest
sugthat they tellthemselves: "As I read this
paragraph, I must think about what I must learn
to
If I look
explainto
myself the meaning
material.
to
find its central message.
I must be able to
the page,
one
seeing herself at the beach, the student should
ly
try to picture herself takingthe historytest, calmand confidently,
because she has studied the
images
from
is to ask
to
herself must
it. I must
away
the
study and finds thoughts about other
her from the book.
The stuactivities distracting
dent
down
from
Asking themselves questions serves two purposes.
ing
First,it helps students bringtheir wanderback to the task at hand. Second, it
attention
helps them
If
keep their attention
I
^tudy
ju8"t -30
KYI ore
I
I'llpass
-for
-fhe
Know
on
the task.
3,
goals
read
until
course,
You
tell
can
might
they
learn
with
mentioned
goals,
given
study
habits.
remember
what
that
can
also
reading.
they
on
the
your
music,
set
should
your
for
help
develop
might
a
that
will
the
children
skills
be
the
lesson.
in
to
play
a
might
of
learn
to
of
goal
map
a
try
coun-
the
principal
trade
them
to
small
into
to
the
to
you
these
a
their
goal
explain
using
can
goals
divide
to
with
jmd
section
on
go
of
them
segments,
this
I'll
studying,
some
Encourage
used
more
their
construct
themselves.
Then
become
guide
to
its
for
study
each.
main
point.
section.")
next
their
one
one.
do
not
ferent,
dif-
volve
in-
These
images,
concentrate
specific
To
develop
short
a
goals,
be
remembering
children
goals
("I'll read
goal
large
tasks
ask
tasks
presented
single
goals
of
til
un-
and
study
the
goals
parts
goal
goals,
then
Although
important
children
small
better
are
til
un-
or
about
know
order
in
relationship
your
specific
reasonable
set
setting
are
you
many
another,
You
already
you
When
As
they
each
Discuss
together
draw
centers.
paragraph,
dates,
text.
Then
until
problem,
names,
the
in
children.
your
after
specific
Another
entirety.
children
memory,
geographical
you
children's
the
its
your
of
depend,
math
in
piece
have
to
from
book
a
goal
study
of
point
be
or
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your
to
specific
a
the
on
them
main
solve
can
will
set
and
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study
achieved
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children
your
to
that
way
they
as
them
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want
the
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places
goal
lesson
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ages.
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have
they
The
them
gave
toward
assignment.
an
lesson
or
give
to
is
work
to
One
goals.
attention
improves
specific
sfudy
specific
Setting
often
help
school
students
three
strategies"
study
work.
by
skills
You
helping
for
help
them
learn
and
and
children
attention
them
to
self-talk
task,
your
paying
help
can
the
to
will
goals"
better
positive
related
questions
become
these
to
better
skills.
As
turn
we
one
motivation,
to
Idea;
important
responsibility
the
for
their
focus
must
we
have
students
take
to
For
on
part
of
that
learning.
own
children
studying
the
work
Learning
is
for
responsible
students
But
learning
their
can
them
instruct
them,
remember
in
joint
the
effort.
contribute
There
successfully.
do
a
must
everyone
end
only
is
no
teaching,
must
for
them.
and
that
means
doubt
that
and
parents
realize
that
Although
parents
students
through
This
if students
can
for
no
own
are
ting.
paren-
one
can
and
efforts.
this
it is
How
You
of
amount
whether
next
time
effort
failed.
or
understand
to
their
school
say
and
discuss
their
And
they
why
Then
try
try io
those
received
Show
interest
an
take
ceeded
suc-
and
answers
they
the
ments
com-
what
they
them
with
improve
can
grades.
You
find
may
with.
also
or
or
In
that
teacher
to
easy.
the
children
Your
In
which
have
may
speaking,
psychological
your
the
instance,
too
with
meet
types
contributing
be
For
school.
other
beyond
Situations
could
hard
that
written
schoolwork
which
in
ways
home
and
their
Review
fact
school.
they
experiences
seriously.
in
grades.
or
study
to
want
view.
why
comments
own
failures,
the
their
of
point
role
their
Ignore
them
to
understand
particular
in
their
them
help
ask
Listen
cess
suc-
the
determines
exert
fail
bring
cards,
report
or
to
accept
or
children
your
affect
children
they
for
luck.
or
can
or
your
succeed
they
tend
them
other
exaggerate
successes
help
can
believe
failures"
factors
They
accept
studying
and
often
help
you
can
more?
these
their
for
not
that
intelligence,
children
play.
responsibility
the
that
true
school,
factors
these
basic
between
They
successes
of
amount
do
believe
not
difference.
teachers,
in
students
do
a
the
or
into
believe
to
difference
the
Many
their
have
they
effort
and
time
put
studying
make
they
control
example,
help
and
will
will make
factors
to
hard,
failure.
or
more
want
spent
do
premise;
While
teachers
lead
hours
they
success
learn
teachers
understand
can
their
to
are
to
working
or
or
case
advice.
may
you
to
of
problems
success
or
classwork
case,
have
may
be
to
problem.
seeing,
emotional
require
in
too
want
may
the
problems
failure
may
you
discuss
deal
to
control
children's
ing,
hearblems,
pro-
medical
or
On
your
the other
lie in
hand, the problem may
children's view
of the school
situation.
They
have negative feelingstoward classmates or
may
teachers, and feel that other people keep them
from
learning or that they just aren't "smart
enough" to succeed. If this is the case, you
should try to help them
change their view of the
of their
causes
a
success
gentle reminder
children
or
will try harder
aren't satisfied with the
they
are
putting
if they know
of time
amount
and
you
effort
and
avoid
often
a
good technique.
with your
praise,
overdoing praise for easy tasks.
Sometimes
praising
simple tasks
mistake.
is
and
approving
successes
Improve
much
self-motivation,
that you
help students
failure. Students
who
how littlethey work"
always fail" may
come
the
ones
they
may
your
children
them
not
can
work
who
ability.
means
improve
at it.
no
outcomes.
effort to
an
in
they
making
their school
that they
believe
these
learn.
school
think
them
matter
who
just like students
to
avoid
or
success,
always succeed,
succeed
way
enough
it is not
achieve
caused
make
to
change the
It
on
be a
require littleeffort may
praise everything equally, your
that
If you
or
sincere
they have
******
not
Praising success
Always be careful
believe
not
To
will help. Sometimes
their schoolwork.
into
do
failure. Sometimes
try harder
to
children will quickly learn that your
praise means
nothing. And it might lead them to feel that you
Motivating
means
about
realize
performance
are
Then
helping
selves.
them-
that they
if they
Remember
teacher
of
seven
of
when
said,
the
but
on
how
your
own
when
it
what
figuring
to
facts,
help
Most
II
make
learning
active
how
be
left
with
concepts
that
how
only
by
that
learning
they
the
be
to
on
a
it
because
active
of
be
well
Is
of
Understanding
interest
an
relating
fective
ef-
stood
under-
of
facts
that
This
knowledge
and
letting the
learning
the
to
task,
teacher
textbook
or
1)
asking
2}
making
inferences
3)
creating
analogies
4)
finding
5)
categorizing
it
1.
or
Interest
sitting back
all the
do
One
learners
By
and
remember
already
the
this,
doing
new
relationships
generate
already
know
they
the
acquired
knowledge
and
can
information.
as
in
a
mind.
hook
information.
have
that
keep
remembering
the
learn
and
topic
help
concentration.
them
or
home,
them
help
the
make
focus
the
turn,
in
to
textbook
students
to
up
ers
learn-
material
some
will
material.
to
tions
ques-
and
attention
In
self-
listening
reading
helpful
These,
remember
they
When
when
it Is
and
how
Self-
about
questions,
class
in
at
will
benefit;
self-
is
use
attention,
think
to
the
often
discussed
we
focus
another
them
answer
about
One,
help
forcing
presentations
think
Part
could
to
learners
active
In
assignments
understand
helps
strategy
questions
Knowledge
that
Even
between
Information.
easily
more
new
acts
new
Ideas
main
Questions
questions
order
they
the
questioning.
by
Active
five
are:
questions
Asking
work.
what
They
use
about
quires
re-
and
active
brings
just
not
learning.
active
already
talk
we
information
called
that
probably
section,
The
you
as
that
It
subjects,
to
is
process
learning,
and
school
complicated
as
you
this
learners?
way
work,
takes
in
In
teach
can
you
active
words
something
not
information
new
known.
already
generative
Is
Understanding
taking
requires
school
in
"just happens."
fact,
In
them,
for
them
nearly
not
are
strategies
learn.
to
make
to
new
Ineffective
an
not
learning
through
hundreds
unrelated
for
should
participation.
aspects
must
to
strategies
they
that
strategies
some
think.
might
some
methods,
all this
Plowing
memorizing
and
believe
master
are
strategies
determined
the
by
War
chance.
to
children
your
ideas,
strategies
their
that
Is
or
is
important
most
useless
We
also
sented
pre-
facts,
new
learn.
to
use
need
remembered.
page
seem
but
requires
Information
new
in
are
school
must
do
Children
of
of
intelligence,
information.
One
they
children
strategies,
or
number
that
well
children
years,
great
a
and
not
school
can
World
easier
Because
Important,
so
stories
events.
What
their
During
are
of
therefore
and
remember.
and
war
discussion
textbook
meaningful
more
old
grandfather's
or
the
understand
much
out
and
dates,
father's
your
learn,
to
pretty
were
came
those
all
the
Friday"?
on
you
You
it.
and
chapter
in
test
told
learn
to
remember
to
the
teacher
your
not
material
for
book
your
time
the
school
in
were
you
"Know
help
prove
Im-
example, ifa student
For
about
assignment
an
is
World
to remember
anythingshe alreadyknew
the
could then think
She
war.
for herself to
World
II? What
How
did the
How
were
carry
about
questions
some
major events
change the
war
up
reading."What
while
answer
War
oxygen-richblood from the heart,veins are
blood to
thin and carry oxygen-poor
relatively
the heart).The student might know
something
about household plumbing and be able to relate
preparing to read
II,she might try
War
way
national boundaries
took
ed
caus-
this
place?
way
before
there
(Your children might think up
questions.)The important thingis
that by asking questions she begins to think
different
the topic and
about
her. As
other
she
some
within it that interest
areas
read the
beginsto
questions will occur
to
some
of
the questions she originally
thought about may
less important. That is all right;
the tant
seem
impor-
are
does
have
not
to be
is
the legalforms of settling
experiences with arguments
analogy between
disputesand his own
an
Inferences
Making
and
involves thinkingabout the
Making inferences
Information,ideas,or opinions we hear or read
about, and trying to draw conclusions from this
information.
If students
differences
would
affect the
inferences is
forces them
making
it
or
between
the
easier
same
is
known
to
this
Analogies
way
to make
new
and
unfamiliar information
meaningfulis through analogies.
You
can
help children create analogiesby suggesting
that they think about thingsthey know
that might relate to the new
information. Also,
you might suggest that they look for similarities
or
comparisons between what they alreadyknow
and the new
material. For example, to explain
how insulation works In houses, you might suggest
comparisons between insulation and people's
clothingor the fur coats of animals. Also bear in
mind that fables,
and parablesare
tales,
fairy
also analogous to situations in real life.
student
is
an
example
from
school,suppose
While
ly
exact-
dent
stu-
to
help
information.
new
4.
seldom
are
"one-third" meant.
or
Your
children
tions
technique by thinkingup situapicturesthat make analogiesto whatever
or
tryingto learn.
the
Finding
class or
in
a
Main
Ideas
information is being presented In
cludes
textbook,the discussion usuallyin-
new
a
number
of main
of material to support
10
this
use
this same
use
they are
tryingto learn the difference between
the veins (arteries
thick and
are
then
can
familiar"information
teachers often
"one-half"
the arteries and
students
use
familiar
use
analogiesin school,
taught how to use them. For
example, most of us looked at diagrams of pies
when
we
were
learningabout fractions. Thinking
about cutting up a pie helped us to learn what
can
a
and
now
Whether
take
not
information. After students
new
acquire more
students
more
To
ment
disagree-
a
are
information, it too becomes
but
them
and
is
other friends. These
jury
trying
can
help add meaning to what the
tryingto learn about our legalsystem.
new
new"
Another
The
friends
processes
knowledge,
Creating
blame.
porary
Creatinganalogiesis a way of buildingtemmental bridgesbetween what is already
remember.
3.
is to
creating
for learners. It
important activity
to think about the new
material,thus
meaningful and
who
be similar
help settle
tries to
that happen in a court of
familiar exlaw, but thinkingabout these more
periences
an
more
decide
or
judge would
parent who
be
are
system. Making
or
analogous to a group of
decide who is rightwhen there
to
readingabout
the impact of a new
invention, they might think
about how
it would change people'slives and
habits. Or, when studyingthe circulatory
system,
students might think about how diet,activity,
or
illness can
disagreements. The
the teacher
to
new
for this strategy of
exact
that your child
As another example, suppose
trying to understand how the court system in
the United States works. He could try to create
thingis that while she is askingand answerabout the material
Ing questions, she is thinking
2.
structures
creating analogiesto help students learn and
remember
information.
new
assignment,
her, and
the
and
pressure
the two
they work are not exactlythe same,
enough similaritiesso that knowing
about sinks,clean water, and drainingout dirty
could help the student grasp how the
water
heart, arteries,and veins work. The similarity
and
after the war?"
many
Although
sink works.
a
and the way
people lived?
drawn
information to water
new
ideas
them.
or
facts and
Students
often
a
lot
make
the mistake
of concentrating on
rather than trying to find the main
if your
children
are
everything
idea. For
reading about
important material. Also, the search for
ideas
ample,
ex-
migration
im-
while
helpsto keep
studying.
students
main
involved
actively
tries,
patterns of people from differentcounit is more
jor
important that they learn the ma-
and
causes
all the numbers
5.
effects of shifting
than
populations
of
people who
moved
in
Many school activities involve learningand
of information,or
largeamounts
The purpose
of the examples or
years.
numbers
the general
is to help make
specific
and trends undeistandable.
principles
Although
reading examples helps students to learn about
immigration, the examples are not the important
clude:
Important issues might inpoints to remember.
Why do people immigrate? How do they
do
it? What
are
their lives like in the
remembering
listsof
have
if we
items
"What's
group
can
in
items
a
items.
of information
them
to
When
we
learn,it helps
categories. All the
have one
or more
into
must
category
tryingto learn and remember
new
the
names
and
ment,
characteristics of every differentmusical instruclasses learn
students in beginningmusic
main
idea is related to the strategy
discussed earlier.As students
to divide instruments
read, they
must
the point here?"
into
categories such
as
cussion,
per-
woodwinds, strings,and brass. Each
of self-questioning
we
listenor
dates, or other
names,
many
similar characteristics. For example, instead of
country?
Finding the
Information
Categorizing
ferent
dif-
often ask themselves,
category contains instruments
in similar ways.
If,as students
In
a
animals divide them
read the text, they constantlylook for the main
idea, they will be concentrating on learningthe
mammals,
II
that make
into
sounds
class,lessons about
groups such as reptiles,
science
etc.
fishes,birds,amphibians,
Creatingthese smaller
learn
remember
than
to
helpsstudents
groups
to
remember
one
these
master
Information because it is easier to
several smaller groups of related items
new
and
learningskills.An
new
encouraging attitude on your
children to keep trying,
your
accepting
part will help
largegroup.
In addition to
Groups can
practicingthese learningand
with school-related tasks,such
strategies
be created In many
differentways,
For instance, students studyingabout World War
memory
II can
assignment, you
by geographic
location,
by differentyears of the war, or_by
involved. Students studyingthe
countries
specific
vocabularyof a foreignlanguage can divide the
words
into nouns,
and
adjectives,
pronouns,
verbs. Creating categorieshelpslearners stay
tively
ac-
parts.
******
All the skills
we've discussed
tention,
so
far"paying atto work, and beingactively
beingwilling
involved in learning
information" are needed
new
to succeed
in
school. But,
learners who
work
and
who
for their own
pay
much
assume
learningmust
vated
highlymoti-
even
attention
to
their school
a
set of strategies
for effectivelearning
and remembering if
they are to achieve as well as they can in school.
move
Good
down
and
the street
unsure
learn
a
tried to ride
you
on
your
a
bicycleor
rollerskates. The
performanceof
someone
teachers
in this
strategies
much
firstmany
the firsttime
as
cover
at
can
them, but need
same
skillis very differentfrom the performance
who has alreadymastered
someone
can
of
patience and tryto understand your
children'sproblems and frustrations
in tryingto
to
help your
and making
them.
use
12
fan
school that
much
not
they can-
individual attention
home. Many students understand
when their teachers use
to be
methods
in
as
shown
how
help themselves
to
these
use
learn. You
children by talking
to them
the five different learning
and
Have
It,)
a
room.
all five of the learning
But teachers have so
children
your
you
use
these methods
race
rough
the
section.
material to
give
tryingto
with
refrigerator
open
them.
of these strategies
will seem
very
time-consuming and distracting.
(Thinkback to
at
an
the air around
Using these
yourself"and explaininghow you use
strategies
them" will help your children to understand and
to
use
Just as they would with
your
any other skills,
children willhave to practicethese study skills
before they become really
good at them. In fact,
completinga homework
everyday opportunities
or
use
to your children about a new
car
talking
for the family,discuss how creatingcategories
all of the cars
that are on
helpsus to remember
the market. Discuss how
the car you
are
ing
plannto buy is similar to, or different from, other
Are you buying a small car or middle-size
cars.
car
(groupingby size)?Are you tryingto decide
between
and a sedan
a sports car
(groupingby
model)? Automobiles can be categorizedby
and other ways.
manufacturer,size, body style,
When
are
explaininghow a household apyou
pliance
works, try to create an analogy as part of
your explanation. Base it on something that your
children alreadyunderstand. For example, an air
conditioner is like
of the responsibility
have
test
can
are
you
task
the learning
manageable by breakingJt into smaller
a
further practice.For example, if
to encourage
involved. It also makes
more
studyingfor
as
the differentevents
group
sure
memory
they understand
and
about
strategies
are
able to
the
In
three
last
sections
which
In
ways
many
become
children
that
material
and
studied
Involved
how
about
together
form
a
system
children
have
a
more
help
students
time
and
these
that
the
allow
help
best
section,
paper,
your
proach
ap-
for
the
study
study
breaking
that
found
that
when
your
children,
own
actions
they
1)
finding
2)
previewing
3)
reading
a
4}
taking
5)
testing
and
place
scrap
also
time
for
and
difficult,
by learning
to
fit in
can
fun.
and
study,
help
not
time
a
effectively, students
more
of
out
will
play,
But,
teenagers.
most
aside
set
work,
often
is
the
study
of
us
during
a
Many
time
do
their
schedule
children
realize
not
typical day.
how
You
better
time
spend
we
help
can
our
your
by first having
their
performance
for
(ime
a
material
notes
in
studying
and
generating
it
in
effective
an
from
yourself
a
how
a
portive
sup-
material
the
about
Finding
their
to
ferent
dif-
We
with
steps
about
think
and
some
and
a
are:
the
thoughts
1.
will
these
into
discuss,
to
these
discuss
you
steps
down
easier
if
your
in
have
it. We
in
steps
studying
contribute
The
school.
five
them
makes
steps
hope
has
system
get
to
they
living
busy
time
manage
of
to
place
a
unless
for
especially
curricular
extra-
at
light
good
helpful
dictionary
a
Finding
chores
daily
school,
Our
having
children
your
too!
activities
and
for studying.
can
has
also
skills needed
the
Having
their
like
work
to
nearby
be
can
studying
system
of
use
time
more
this
organized
study
It is
All
table.
kitchen
table
a
that
place
materials,
terested
in-
the
is
chair.
they
In
will
a
comfortable
are
be
can
really need
relatively quiet
relate
suggestions
and
Using
make
may
learning
of
active
studying.
to
in
all
talk
we
what
They
it
or
children
respons/ble
to
understand.
and
bedroom,
your
learners
responsible
being
is
know
already
suggested
help
and
active
more
and
Active
/earners.
have
we
might
you
the
and
Place
a
way
notes.
for
Time
Studying
them
Whether
or
a
place
you
sprawling
live
ranch
for studying.
in
a
one-bedroom
house,
This
place
you
can
it,
apartment
can
be
set
a
aside
desk
few
a
in
write
a
13
find
days
down
how
out
or
a
they
they
that
Suggest
week.
what
they
presently
are
keep
a
record
Every
half
did.
They
or
hour
spending
log for
have
a
them
will probably
be
MY
Sunday
PLAW
Monday
rod
ursday Fn'day
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a.m.
a-m.
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novtl
sciehce
class
"o
notes
find out
surprisedto
how
much
wasting. Creating a schedule
make
better
other
they are
help them
time
can
of their time,
use
make
A
weekly schedule that includes time for
and seeing friends will give
studyingrelaxing,
idea of how to plan their week. For exthem
ample,
an
if your daughterwants
to go to the
Wednesday nightball game, but has a math test
Thursday,then
on
she needs
make
to
sure
shift and
they can
to
do
and
children to become
if you
to go
to
planned
children
trade among
do, But it is
be flexible.You
example,
have
to
want
schedules
your
willhelp your
do
see
you
for the important things,including
how
to
the
Previewing
Material
the main
points of
a
new
book
or
chapteris nearlyas difficultas locatinga friend's
have
home
without a street map! You
new
may
of relating
the new
street address
to
no
means
streets you
are
alreadyfamiliar with in the area.
A map
providesa context that helps you to
decide if you
have gone
in the rightdirection or
prisoners of them. For
schedules. Chores
point is
find time
and remember
and
vited
they are unexpectedlyinfishing
on
Saturday,you may all
do
main
see
learningstrategy. But children cannot
expect to
In material that is
point rightaway
new.
Being immediately able to identify
totally
had
Saturdaymight have to be
shifted to Sunday. Your children might have to
the lawn on Fridayafternoon instead of on
mow
stead
Saturday and then study on Fridayevening inof seeing friends,
as originally
planned. In
to
The
can
find the main
and
shiftyour
time.
In earlier sections, we
pointed out that finding
point of a given area of study is a good
where
you
our
a
schedule, students
a
the main
thingsthey have
want
trade-offs with
up,
all
that with
2.
important that
not
unexpected event comes
We
plans must be possible.
she
enough studytime for her math
beforeWednesday night.
Schedules
of
studying,
has scheduled
test
words, if an
modification
on
if you
A
have
good
students
14
gone
textbook
astray.
providesa "map" to help
through the subjectmat-
find their way
ter. The
"map" is made
headings, and summaries.
textbooks, include an
explains the purpose
of the book
of the book
overview
as
a
and
whole.
topics. Your
of the main
children
material
stop
for each
headings, and
construct
a
mental "map"
in
a
material. A
set for reading each chapter.
stage is now
reading,children should try to fitdetails
outline or "map" providedby
the mental
The
While
into
at the
same
between
To
their minds
from
to
is nearlyimpossible
a
heading) and
How
see
their eyes just scanning the page
elsewhere?
minds were
is
on
is
the attention-focusing
use
the board is
section
to
not
easier to remember.
have
elaborate
it
class
on
to wait
untilthe end of
the reading.Sometimes
but
answer,
fortunately
a
probablyworth takingdown
the teacher
is
teacher writes
in
lot of time
spends a
on
probablyimportant information.
of voice often gives clues
important.For example, the
ly
slow down to state something clear-
is
teacher may
when it is important and should
and precisely
vide
be remembered. Teachers and books also proclues that importantInformation is coming
between
do
What
A teacher's tone
nections
con-
understandable and
or
teachers and books provideclues to what
about what
reading" they are generating
what they alreadyknow or
have experiencedand what they are reading.
This helps to make the reading material more
they are
Students
lecture
a
parents help children learn what is
when taking notes? This
write down
important,For example, what
while their
to understand
strategies and learningstrategies
what they have read, they are elaboratingon
what
rehear
difficult
question to
a
both
notes.
students
can
important to
the students create
When
more
the five learningstrategies
use
to
probablyeven
be absent from class for an extended periodof
time, as in the case of prolongedillness.)
if they reallyunderstand
relevant
the material. Can
analogies?Can they tellyou the main ideas of
the section? Have
they reallyread It?Or were
Part Three
then
students have tried to use tape
However,
recorders in class for this purpose.
to the tape requires a time periodequal
listening
to the class periodand therefore is inefficient.
(An exception to this is where the student must
step to ask questions that they expect to
before each
A good idea is to pause
where there
section of a chapter (generally
from
notes
discussion. Some
use
discussed in Part
answer.
is
in class Is
Taking notes
Students
new
text. The
pointsin the
important than takingnotes when reading.It is
though tedious,to reread a book, but
possible,
self-talk,
positiveimages, and questions.
information from the previewing
use
can
One:
is to take notes
part in preparingfor tests.
assist In
methods
the attention-focusing
review
to
way
efficient way
mation
of the important inforshort summary
in the chapter.
They also play a large
time
this task and to keep
wandering, students should
and
providea
ships
should generate relationthe material and their own
knowledge,
the important
should be reviewed
be remembered
time-consuming
more
the main
on
previewing. Rather than consider the material as
a listof unrelated facts,they should try to
organize the material to form a complete picture,
and
to select
that it can
necessary
un-
other situations. But rereading each
chapter is
Thoughts
ber
remem-
dents
Stueverything.
This information
so
learning
to
she reads. It is also
or
should learn how
information.
Generating
he
and
anyone
try to remember
to
used
and
for
impossible
everythingthat
summaries.
Reading
best
those that work
use
a
try several
children should
with the best of memories
Even
and studied
3.
and
to
textbook than in
Notes
strategies,it is
by reading the introductions,
for themselves
math
a
subject.
Taking
4.
the reading
need
may
upon
a
as
should
and
itself,
text
often in
more
different methods
use
complete
one
example, students
For
historytextbook Your
tion.
rough "map" of the informawill be complete when the details
The
map
added through reading.Students should
are
preview the material before beginningto read the
than
more
to
However, this depends
Also,
can
Stopping
may
vides
pro-
chapter may begin with a brief introduction.
If not, there usuallyis a summary
at the end of
excellent overthe chapter that may
serve
as
an
view
of the material covered in the chapter.
Headings within the chapter should form an
outline
chapterhas
a
elaborate part way through
help students to understand the text better.
idea.
each
these headings
of
section
Most
that
an
of the
introduction,
books, especially
introduction,or preface,
up
by using phrasessuch
a
"the purpose
a
15
of
as,
"three
reasons
for,..,"
,..,""in summary...,"etc.
often
Books
FACE
TYPE
points that
ALL
use
CAPITALS
BOLD
or
italicsto indicate important
or
worth remembering.These
are
points
should be in the student's notes.
Diagrams and
tables in books are used to clarify
main
ideas.
Many students skipover diagrams in books, but
these can
assist in understanding
written
greatly
materials,and are useful aids in studying,
If the students
their textbooks,there is
own
time-saving alternative
to
should
up
a
marking
the books themselves. (Most books used by
students from elementary
throughhigh school
belong to the school rather than the students and
not
be marked
takingnotes"
because students in
other classes willbe using them. Students should
write only in their own
books.)
If students do
the
their
own
books, they can
followingideas for making
notes
in
use
the
books;
to indicate main
Underlining: used sparingly
ideas" when
would
more
than
two
vertical line in the margin
serve
lines
requiredunderlining,
a
the
pen
same
be used
can
can
(a highlight
purpose
color important
to
line
words, rather than under-
them; this method may produce
fewer distracting
marks)
Asterisks:
placedin the margin
very
One
indicate
to
Important points
as
written
notes
Numbers:
placedwithin the
a
series
or
text to
note-takingmethod
is to
large(SVz
use
x
11 inch)sheets of looseleaf notebook paper. This
size allows students to include diagrams as well
handouts
indicate
The
notes,
from
several
In the
loose sheets permit putting
(class,
books) and
sources
notebook
same
in
organized
an
fashion.
listof points to be
remembered
The
Circles
placedaround
or
boxes1
learned
Notes in
the student's own
the margin:
new
words
to be
key to
this method
line approximatelytwo
summaries,
references to other pages, or
questions and ideas that come
on
the
contain
or
onlyimportant
time to review, the student does not
points.However,
the entire text again; the important information
to locate. (Again,although
this
is easy
may
seem
notes, students should not
easier than
use
it with
taking
used in
paragraph-
ideas written
complete sentences.
indented
below
as
porting
Sup-
the main
it is not
necessary to use
numbers
numerals,letters,
or
as they are
a
formal outline. Abbreviations
are
fine
long as the student can later understand what
Most of all,
the notes should be written
they mean.
legibly;
tryingto read scribbled notes is timeas
books that
belong to the school;theyshould take
Instead.)
Roman
as
a
works
generally
modified outline contains
details are
have to
points. Using
main
phrasesrather than
best. A
page, Notes should
information that supports
modified outline format
When
students should
using these techniques,
be careful not to cover
up the words. The value
of notes like these liesin the fact that when ft is
marking system
vertical
right-handside of the
explainsthe
like or
over
a
of each sheet of paper. This column is used later
for key words and phrases from the notes. During
class or while reading,students should write
up.
read
is to draw
inches from the leftedge
notes
consuming.
16
Students
should
read
their notes
over
again
learned
as
as
on
the material and
the information is still
fresh in their minds. The
leftcolumn
be used to jot down
can
a word
or
what they don't
neglectother areas.
as
phrase that represents the
subdivisions in the notes.
major
By testing themselves,children
what
Revolution
are;
they know
many
of main
Self-Testing
and
energy
on
children
sections
all of the material
Or
of
can
these notes
use
to
make
up
questions to discover which of the topics
need
amount
aspects of lifein China, such as the names
cities,agricultural
products, the political
system, and the Chinese leaders. All this information
should be in the notes about this chapter.
test
time
what they don't know in
time studying
spend more
know, while being careful not to
can
example, suppose your children are trying
learn about China in their social studies unit.
The chapteron China in the textbook deals with
Your
same
and
For
"causes," "Declaration
Very often students review
they have read, investingthe
determine
to
of Independence," "major battles,"
etc.
5.
learned.
not
can
divisions and
These
phrasesserve as
headings to help locate specific
sections within
the notes for review.
They can also be used to
create
questions for self-testing.
Examples of
phrases that might be used for a lecture on the
American
they have
sections
they can after the class or after reading.
That way they can
complete or write out more
clearlyany incomplete or confusingnotes while
soon
extra
review
perhaps you
to make
and study.
can
your
use
children'snotes
ple,
questionsfor them. For examyou might ask, "What are the chief
agricultural
productsof China?" Why does China
they have already
up test
placeso
"Name
much
two
government
does
the government
The
your
emphasis on
largecities
answers
in
China
growing food?"
China." "What type of
have?"
Or, "How
does
affectthe livesof Chinese ple?"
peoto these questions willtell
children (and you) what they need to study
most.
When
reviewing the notes, children should
test
themselves by covering the right-hand
side of the
page and making up questions from the phrases
the left column. They should try to answer
of the questions and then check the
for correctness by readingthroughthe
answers
in
each
correspondingnotes. In
this way,
they can
cide
de-
for themselves which sections of the material
need more
review and which have been learned.
To
summarize, you
can
help your children
better learners by givingthem ideas on
how to pay attention,by helpingthem accept
for theirlearning,
responsibility
by helpingthem
become
learn strategies
for understanding
what they read,
and by helpingthem learn good study habits.
We have suggesteda system for studyingthat
includes:
17
and placefor studying
"
Findinga
"
Previewingthe material
time
"
lot of time, after students have
Reading the material and generating
a
thoughtsabout
times
Taking
"
Testing themselves from the
m
an
and
effectiveway
""
notes
children
Your
these
notes.
new
If your children use this system, they will have
structured approach to each learningtask.
Although
at
firstthe system may
seem
to
may
seem
uncomfortable
but
approachesat first,
with
that is natural
of doing things After they've
new
way
five-part
study system for a while, it can
become
natural as the study methods they
as
and
more
satisfying
now
use, and much
with any
used the
a
tried it several
the system has become
ing
a habit,studywillprobably take less time than before.
it
effective.
require
18
and
productive ways to study.Their
to blaming
to self-criticism,
parents for their predicament, and to
is
from
away
thoughts
teachers
can
or
an
worrying about what others will think. As a
less organizedand
result,students often become
students
less effective in their
use
to poor
test
study habits. This
students
that
might decide
they are not smart
can
When
lead
low grades Some
and
scores
that poor
enough
may
not
realize that the poor
from
not
studyingenough.
well
takingessay
to read
parents and
can
students
do
They
grades resulted
the
have
not
later.If the
answers
completed
to be
startingwith the
do
about
and
this
in
question
easiest
questions
the order given,
build
can
that credit is received
ensure
child is unable
a
phiases will help
These
answers.
write
and
teachers
points
for
it is wise
exams,
that is known.
What
100
of the
all of the questions firstand to
for jottingdown
phrases that
the margin
relate to the
grades indicate
to do
25
question worth
essay
stillto be written.
turn
If time
is
complete
to
fidence
con-
for information
out
running
the
to
answer
unfortunate sequence
of events? Remember
that
this problem involves attention. Help the student
from fear of failureand
to redirect attention away
question, the best bet is to outline the answer,
much
information as possiblein
as
putting down
toward
teacher will give partial
credit to students
productiveways
to do
well
on
a
the time
the test.
that the
remaining. It is quite likely
demonstratingknowledge
Often, students who are worried about tests
told to relax,to think about something else,
are
and to stop worrying about the test. However,
is time
this advice does
factor
help students
not
not
solve the
prepare
problem. It does
for the test,nor
does
remaining
wise
to
add
more
this time
use
information where
on
is
essay exams
credit
reduce their fear of failure.Therefore,in the next
section we
give hints on how to relieve test
an
answei
of the
to re-read
impossibleto
it
of the
at the end
the
If there
.
it is
exam,
and
answers
A
needed.
crucial
legible
handwriting.It is
that cannot
answer
be
read.
anxiety.
Many
students waste
time on
objectivetests
matching, true/false,or multiplechoice,
by worrying over questions for which they do not
such
Test-Taking
Hints
Studying should not be leftuntil the night
before an exam.
"Cramming" tends to increase
anxiety,which in turn interfereswith the ability
to study.Students may
be fooled by the fact that
they can remember the information that has just
as
know
the
answers.
answer
or
can't
time remaining at the end
then go
questions.
than one
more
occasion.
By reviewing over a
period of days or weeks, your children should
feel prepared when
examination
time arrives.
Parents ask, "Should
there is
is
to
some
means
children guess?" The
are
are
of
only on the number
sometimes
correctly;
not
tions
ques-
answered
taken off for wrong
there is
a
answers.
penalty for guessing.
That
If there is
between
two
answers,
the chance
of
is high;this is an
gettingthe rightanswer
"educated guess." And, even
Ifthere is a penalty
It will keep them
appropriately.
last5 minutes
my
question depends on whether
penaltyfor guessing. Sometimes
a
based
undecided
information is given, the number of
points for
each question. This information will
helpstudents
in the
discovering
the student
penaltyfor guessing, students should not
wild guesses.
If they cannot
answer
a
question, and there is a penaltyfor guessing,
they should leave the space blank. On the other
hand, if the students are sure that some
of the
choices are definitely
and they are
wrong
the directions,
they should ask the
explainthem. Then, students should
the time
of the exam,
to the unanswered
make
choice,matching,
true/false,
essay)and, if the
use
the
a
look over
the whole examination
to see
briefly
what types of questions are included
(multiple
from
a
that
points
understand
know
better to skip
to this
answer
score
ideas that will help students in
takingtests. First and foremost,students should
read all directions carefully.
If they do not
teacher
back
can
read or reviewed. But real learningoccurs
through study that is spaced over a period of
days or weeks. It includes understandingthe Information,
the information to what is
relating
alreadyknown, and reviewing the material on
are
do not
it out, it is
the question, placinga mark
next to It to identify
it,and go on to the next question. If there is
been
Here
If students
reason
for wrong
making educated
answers,
often be of benefit to students.
that there
20
guesses
can
penalty for guessing, meaning
only on the number of
nothing should be left blank. In
correct answers,
this case,
guessing will not decrease the grade
it.
and might increase
If there Is
no
able to learn
that the grade Is based
After
the
When
Test
exam
papers
are
more,
complex algebra.Further-
more
children
can
learn how
to take tests
better by lookingover past tests and seeing how
well they used their time, and by seeing whether
guessing was a good Idea. Then they can change
what they do next time, if necessary.
Your
children should read allcomments
written by the
teacher. If there
children's graded
your
your
are
any
comments
that your
children do not understand, they should ask the
teacher to explainthem.
returned, they can provide an additional opportunity
for learning.First,they Indicate where
students
are
stillhaving difficulty
with the
children should review this
material. Your
material again. This
classes In which
not
Is
particularly
important for
the material builds from
one
tion
sec-
who have
to the next, as In math. Students
mastered the basics of algebrawillnot be
We
want
in school.
we've
your
We
children
hope
discussed
to
do the best
they can
that the skillsand strategies
willhelp you
to
help them
make
school and learning
a rewardingexperience.
General
materials
These
techniques
this
in
non-technical
use
Brown,
further
discuss
presented
and
explanations
and
terms
of
number
a
booklet.
The
the
research
Morgan,
San
Maxwell,
M.
San
Francisco:
"
How
to
How
to
Jr., "
H.F.,
O'Neil,
New
study.
study
In
(2nd
college
York:
Effective
Academic
and
study
(Rev,
1970.
Richardson,
F.C,
ed.J.
New
sanity,
R.L.,
and
"
New
strategies.
survival.
New
York:
1979.
Stress,
anxiety:
Theory,
York:
New
In
Jr.
O'Neil,
H.F.
York:
New
strategies.
skills
Elaboration
C.E.
strategy.
Monarch,
Test
application.
Lawrence
1978.
Erlbaum,
Welnstein,
Woolfolk,
learning
Press,
(Ed.}.
I.G.
Sarason,
Brothers,
and
Harper
(Eds.),
C.D.
Speilberger,
ed.).
Mifflin, 1974.
Houghton
F.P,
New
strategies.
1978.
affective
and
research
Robinson,
Learning
Press,
1957.
York:
W.
(Ed,).
Academic
1961.
J
Deese,
McGraw-Hill,
Boston:
skills.
learning
1979.
Josey-Bass,
Jr.
H.F.,
York:
Cognitive
Pauk,
student
Improving
Texas:
Marcos,
Materials,
Study
C.T.,
York:
the
study
Effective
W.H.
Holtzman,
school)
{High
.
Effective
of
some
booklet,
this
based
we
detailed
provide
O'Neil,
guide.
which
on
discuss
articles
and
books
These
sions
discus-
guidelines.
"
W.F.,
References
Technical
References
as
Academic
learning
a
(Ed.),
Learning
1978.
Press,
1978.
Wittrock,
M.C.
Learning
Educational
Wittrock,
The
M,C.
a
generative
process.
87-95.
11,
1974,
cognitive
Educational
instruction,
13,
as
Psychologist,
in
movement
1978,
Psychologist,
15-29,
23
ft
I)
S
GOVERNMENT
PRINTING
1983
OFFICE
,
401-132/014