Get started to get ahead
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Kicking off the starting blues is the first step to systematic learning. Once you get started, you are sure to gain momentum. Here are a few tips on how to get rid of the block.
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TAKE THE PLUNGE: There is no better time than now to start studying. - Photo: S. Siva Saravanan
YOU MUST have often heard - "Well begun is half done." But many of us find it hard to get started. There may be some hesitation in taking the first step - like stepping into very cold water in a river.
It would be easy to make a quick leap without contemplating much. If you think that a subject is difficult or the learning tasks are heavy, you are likely to postpone the first step. Time and tide wait for none.
If you are late in getting started, you may not finish the job on time. In a competitive environment, this may prove to be costly. No subject is inherently easy or difficult. If 10 others can learn it well, it is likely that you can also do so. But you should have the will to do it. Do not wait for an auspicious day or time.
The best day is today and the best time now. Once you get started, you will gradually gain momentum and proceed smoothly.
Never take refuge under the lame excuse, "I am not in the mood now." Learning for examinations is an inescapable assignment for students.
If you have to do something compulsorily, enjoy doing it. If a batsman takes to the cricket field and says that he is not in the right mood for batting at that point of time, what would be his fate? Befriending discomforts is an essential part of discharging one's duty.
Breaking the syllabus
When you look at the syllabus to be covered in a year, it may seem very vast. The anxiety as to how you would cover such a large territory may be a deterrent.
What you should do is to break it into small chunks, and handle each one at a time.
Mark Twain once remarked: "The secret of getting ahead is getting started. The secret of getting started is breaking your complex, overwhelming tasks into small manageable tasks, and then starting on the first one."
We are discussing attitudes. If you approach a task with confidence, it is very likely that you will do it well. But if you doubt your own capabilities, the chances of success are remote.
Be organised
Make a clean table. Tidy up your study room so that the environment is congenial for effective learning. You have to be organised, for working effectively. Keep all textbooks in place. Allot separate locations for notebooks, instruments, pens, pencils, calculator, and reference books such as dictionaries or desk cyclopaedia. This will avoid searching time. If you are in the habit of using a computer for storing your notes, see that the files are systematically organised, so that amendment or retrieval of information is easy.
Superfluous and obsolete files should be promptly deleted.
Do make an effort to get standard textbooks, syllabus of each subject of study and a few previous papers of the examination, if you do not want to have surprises during tests or examinations. These are basic tools for preparation.
Advance reading
It is a good idea for students to read in advance the portions that would be discussed in the classroom next day.
You may not comprehend the entire contents, but such advance reading will give you an insight into what lies ahead.
Further, you will be able to raise intelligent doubts before the teacher, by clearing which you will be thorough with the lessons.
Dress rehearsal
Some of you may think that you will be able to perform well in a written examination, if you have learnt the contents of the lessons. This may not be true always. In order to make sure that you will perform well in the examination, simulate the examination environment once in a while, and try to answer a few questions of a previous examination paper within the stipulated time.
To borrow an idiom from the theatre, this is some sort of a dress rehearsal. You may be writing an essay, solving a few numerical problems, drawing a few sketches, or answering a number of objective questions. Whatever is the task involved, you should not seek the assistance of the textbooks during the trial.
If you can do well in this experiment, it is most likely that you can repeat such a performance in the real examination, drawing strength from the confidence gained during the successful rehearsal.
At this stage, it would be interesting to give candid answers to a few questions you can ask yourself.
- Am I really interested in this course of study?
- Do I think that learning this subject will help me in life?
- Am I sure of what I expect from this learning?
- Are the methods I follow most effective?
- Am I interested in test rehearsals?
- Do I prepare adequately for the classes?
- Do I usually put in my best efforts in studies?
- Am I bothered about distractions?
- Can I concentrate even in a disturbing atmosphere?
- Do I often pretend to learn before my parents, while I am doing something else?
- Do I enjoy learning?
- Can I devote more time for studies?
- Do I use reference books?
- Do I follow my personal timetable?
- Do I put off tasks, even when I could do it straightaway?
- Do I work out home assignments by myself, or do I copy from my friends?
- Do I take notes while reading?
- Am I lazy in the matter of doing numerical problems?
- Do I usually draw sketches, if I want to learn them?
- During learning, do I just look into the books and think of something else?
- Do I have a suspicion whether this subject is beyond my level of comprehension?
- Do I suffer from starting trouble?
- Have I taken pains to gather copies of syllabus and previous question papers?
- Do I devote too much time for my favourite subjects, and ignore `dull' subjects?
Try to analyse the feedback from your answers, and use it for correcting your approach and style of learning.
B.S. WARRIER
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