Smart Study Tips Start up If you are not used to waking up early, start the day with a bath

before you study just to shake you out of stupor. Music Listening to the music which has alleviated your moods in the past need not be the recent ones! can also help you to kick start the day. "ust dont get lost. #est$Stretch Time %hen you take a break, o&ygenate get more o&ygen to your brain!' (et up and walk around the room for a couple of minutes. %hen we sit for long periods, blood tends to pool in our lower body and legs because of gravity!. )ur calves serve as pumps for our blood when we walk, getting blood flowing more evenly throughout the body. *s a result, more o&ygen is carried to the brain and you are more alert. +hange Topics Many students aid their concentration by changing the subject they are studying every one to two hours. ,ou pay more attention to something that-s different. *nd you can give yourself that variety by changing the subject you study regularly. Let go of emotional worries *ttend to all crises or serious problems. .ither do something about them or decide what to do about it//later. 0ave faith that the world will still be there with its problems and joys while you take time out to study. Instead, enlist your emotions and take time out to worry for atleast 12 mins compulsory each day .only so that you learn to break the habit of worrying 3ull day. *nd when you get distracted while studying put the emotion or thought to your list for 4%orry Time4. Study conditions5 * regular time and regular place well/lighted and 6uiet! will suggest study. If you find it compatible and profitable to study with others, fine. 7se a straight back chair to encourage alertness. The room should be well ventilated and not above 89:. )nly soft music, if you must. .yes5 #est eyes fre6uently as eye staring can 6uickly cause fatigue. Look away from your book, blink hard several times, or palm your eyes to rest them. *void glaring reading lights or reading in the sun. Interest5 Some subjects will be more interesting to you than others. #esearch before the serious reading will create interest as well as purpose. Interest will surge and subside. .&pect this' %hatever, the responsibility for developing interest is yours. ;ackground information5 #ecall what you already know about the subject. This will generate interest which serves

concentration. If you find the material new and difficult, go to simpler sources for your initial reading. <uestions 5 *sk 6uestions as you survey the chapter. This will help develop your curiosity, interest, concentration and motivation. *s you dig into the reading, ask more 6uestions. *sk5 %hy= 0ow= %hat if= 0ow does this relate...= )rgani>e the material5 +hapters have an order or structure for the thought flow and development. 7tili>e this order as a hanger for details, relating and associating the details to the main ideas which make up the structure. ,ou can concentrate and remember better if you have a clear sense of where you are and where you are going with ideas.This can be achieved if you 4tie in4 details to the major ideas larger framework! as you read. ?isuali>e5 +reate pictures in your mind as you read. The visual sense is most helpful in stimulating interest, concentration and memory as well as understanding. *lways affirm to yourself that you have already achieved success in your e&amination and feel the positive surge of good energy to train your body to dwell in the good energy. #ead faster5 The faster you read, the more you have to attend to the material, leaving less time for distractions or your thoughts to wander. Speed also binds the material closer as you are perceiving more and, the more you perceive of the whole, the more you will find it meaningful and interesting. Self/recitation5 .ngage in a split/second recitation/reflecti on after reading each paragraph or manageable portion to test your understanding before recording this understanding briefly. This self/recitation not only refreshes interest but keeps you actively involved which serves concentration. Make notes5 Make brief notes in your own words following self/recitation. +opying passively not only is an absolute waster of time, but it actually decreases concentration. 7nderlining does not serve concentration as well as your own paraphrased notes. #eview5 #eview your notes occasionally while reading a chapter. *fter you have completed your reading, review it again to be sure you have really 4got it.4 %arm/up5 the first 19/@9 minutes is often a readiness period//a warm/up period to develop interest and mood for studying. Aon-t be disappointed if you fail to concentrate 199B at the beginning. If often takes some time to get into it. 0ang in there' This is when most students close the book, feeling they just can-t study tonight. Cot so'

Lapses and fatigue5 If your concentration flags during the study period, take short breaks. Stretch, stand, rest your eyes, walk about, get a drink and then resume your studying. Later, when you feel you-ve had it with the subject, take a mental break changing to another subject. * review of your notes is encouraging and this refreshes interest and concentration. +hange to an easier assignment. If you are sure you-ve had it for that study session, 6uit for the time being. Some odds and ends Set goals for studying//so many pages or a set amount of time. %ork to achieve these goals. *t some point you may feel you are making no progress at all most common problem called learning plateau!. 0owever, as you continue to study, there will be another leap forward. Arink %ater 4%ater comprises more of the brain with estimates of D9B! than of any other organ of the body.4 0aving students drink some water before and during class can help 4grease the wheel4. Arinking water is very important before any stressful situation / tests' / as we tend to perspire under stress, and de/hydration can effect our concentration negatively. Input Ere/#ead5 #ead topic and sub topic headings. (lance at the pictures, charts, diagrams, maps, etc. Skim5 Much like an athlete must warm up muscles before a practice or a game, the mind needs to be warmed up and prepared to receive new information. #ead the first sentence of every paragraph along with statements in italics or boldface type. #ead the introduction and the summary to get a general sense of the content and organi>ation. +hunk5 ;reak the chapter down into bite/si>ed pieces//small sections that will be easy to handle. #ead in these small sections, checking for understanding at the end of each. <uestion5 If your te&tbook has review 6uestions at the end or if there is a study guide for the course, use these 6uestions as a guide. %rite each 6uestion out on a separate notebook page. ,ou should take notes while you are reading. (enerating answers to 6uestions will help you stay focused and interested in the material. If your book has no review section, turn paragraph headings into 6uestions. 3or e&ample, change 4;asic Erinciples of Learning,4 to 4%hat are the ;asic Erinciples of Learning=4 #ecite5 #ead section by section and stop after each. #ecite regularly at the end of each section. +lose the book and try to remember the main points just read. %hat can-t be recited wasn-t stored. (o over again the material that you had difficulty recalling. #ecord5 #ecording actively engages you in the reading process. *ctive methods result in better reading comprehension. #ecord your answers on the 6uestion sheets you created earlier. 7se summary notes, not long notes which regurgitate every word you read. ;y paraphrasing information, you increase your ability to retain and understand the information. #eview Short Term #eview!5 +heck retention by reviewing within @F hours preferably within G/H hours!. 3irst, try to recite the main ideas without looking at notes or flash cards. Then, review your notes and flash cards and 6ui> yourself/section by section I

again. #egular #eview5 Schedule weekly and monthly reviews. #eread and relearn information that has not been stored successfully. Meet #egularly with a Study (roup5 (roup study can be e&tremely helpful in terms of maintaining motivation to review. *lso, you can learn by the e&ample of others. Eerhaps others in your group will teach you new ways to study that will benefit you. %0IL. ST7A,IC( "ot down things that are on your mind before you study, then set this list to the side. *dd to it anything that distracts you as you are studying. Take care of the list later. Study at the same time each day. * regular schedule can help you frame this as Jstudy timeK. Set a timer for an hour, don-t allow yourself to stop studying until it goes off. Take breaks. * three minute break for every L9 minutes of study is a good guideline. Take a longer break after D9 minutes. Set goals for your session that are realistic number of problems to solve, pages to read, etc.! %hen you have met one of your study goals, reward yourself with a short break. Then, return to your study area. Study in an area away from distractions such as a library, study lounge, or an empty classroom. Make sure you have everything that you need before you begin. Make sure your environment is conducive to studying I no T?, no telephone, no roommate, no boyfriend$girlfrien d. Make studying an active processM take notes and make review sheets. Intersperse different kinds of study into one session, e.g. reading, writing, taking notes, memori>ing, etc. Identify how what you are studying is relevant to your life. Araw connections between things you already know. .nsure that you are sleeping enough, eating well, and getting regular e&ercise. ,our mind will be more alert, and you will be less likely to fall asleep or daydream. C)T.5 M)#. TIM. S0 )7LA ;. SE.CT )C #.?I.% T0*C )C ICE7T *CA ST)#.. E#.E*#IC( 3)# .N*MIC*TI)C Test Taking Skills5 Too little an&iety apathy! or too much an&iety panic! are both problematic. * moderate level of an&iety gives energy and improves concentration. The Cight ;efore .stablish good study habits. +ramming increases the likelihood of panic. +oncentrate on what you do know and try to think of likely 6uestions to be asked. (et a good night-s sleep. Make sure you know the time of the e&am, where it is being held and how to get there. Oeep the importance of the e&am in perspective. Talk to yourself5 4It-s only an e&am.4 4I can do it.4 4Stay cool.4 )n .&am Aay

.at a moderate breakfast or lunch. *void drinks or drugs with caffeine. )ver agitation can increase nervousness and harm concentration and memory. #ela&ing activity Ao a rela&ing activity unrelated to the e&am in the last hour before the e&am. Eanic (enerators Steer clear of fellow students who are 4an&iety generators.4 Eanic is contagious. .&amination 0all (et to the e&am room early to settle in and prepare your supplies and familiari>e yourself with surroundings. Tense all your muscles for a moment, then suddenly rela& them. Take L deep breaths. Auring the .&am #ead directions and underline significant instructions. 3irst answer the easy 6uestions. Then go back to the more difficult. Multiple +hoice / eliminate the impossible answers, then make as good an intuitive guess as possible. .ssay <uestions / take a few minutes to organi>e your thought. "ot them down and start with a summary sentence. %hen confronted with e&cess an&iety, break it by doing something unusual5 ask a 6uestionM get a drinkM chew gumM eat a piece of hard candyM sharpen pencilM tense and rela& large muscle groupsM take several deep, slow breaths. Aon-t rushM maintain steady pace. *fter the .&am 7se the test as a learning tool. *fter the e&am is over, don-t torture yourself over mistakes. Take a break and take note of how you were tested. Aon-t vow to study harder. ?ow to study smarter. #eview the e&am looking for the types of errors. Is there a pattern5 e.g. did I use a / instead of a P sign in problems= .N.#+IS.S 3)# +)C+.CT#*TI)C 4;rain ;uttons4 This e&ercise helps improve blood flow to the brain to 4switch on4 the entire brain before a lesson begins. The increased blood flow helps improve concentration skills re6uired for reading, writing, etc. Eut one hand so that there is as wide a space as possible between the thumb and inde& finger. Elace your inde& and thumb into the slight indentations below the collar bone on each side of the sternum. Eress lightly in a pulsing manner. *t the same time put the other hand over the navel area of the stomach. (ently press on these points for about @ minutes. 4+ross +rawl4 This e&ercise helps coordinate right and left brain by e&ercising the information flow between the two hemispheres. It is useful for spelling, writing, listening, reading and

comprehension. Stand or sit. Eut the right hand across the body to the left knee as you raise it, and then do the same thing for the left hand on the right knee just as if you were marching. "ust do this either sitting or standing for about @ minutes. 40ook 7ps4 This works well for nerves before a test or special event such as making a speech. *ny situation which will cause nervousness calls for a few 4hook ups4 to calm the mind and improve concentration. 0ooking legs Stand or sit. +ross the right leg over the left at the ankles. 0ooking hands Take your right hand and cross it over the left hand. Let the crossed palms face each other. Cow link up the fingers into a fist 0ands should remain crossed! Turn the crossed fist inwards as you e&pand your wrists outwards and bring the crossed fist towards the center of the chest. Stay in this position for @ to L mins and breathe evenly till you feel rela&ed. ,ou will be noticeably calmer after that time. ;reathing techni6ue ;reath in and out in e6ual counts to calm your nerves. %hen you breathe in..your stomach should come out and when you breathe out, your stomach should go in. Eractice doing this to feel more energy coming in through your breath. ,ou may do this even while you are studying. A#. E#*TI;0* S*M7.L