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 the your to specific a the on them main solve can will set and study study achieved musical children your to that way they as them you want the you they places goal lesson the on ages. Ask 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 "Tuesday Satwirda a.m. a-m. Fvee -I sabcx"l " p.m p.m Write worn Write , ou+ line -for page essflv 5*,., "r^l"5n . sceule. netf" for dlean gwgt we^k. -For 5/wcly Mar**/ abMd AwitfFtofii v/isv-i- roa-ffc fed- ' up Friday room study hifb) ' finish ShwlyfV booK. 4:30 - 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