Chapter 1:

ADMINISTRATION, RATING AND

CALIBRATION

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1. APPLICATION OF INSTRUCTIONS

a) This questionnaire has two versions: the JUNIOR VERSION and the
SENIOR VERSION. The instructions for administration do not differ.
b) The administration of the test must be carried out under adequate material
conditions, local, aeration, calm, as well as in a clear and reassuring
atmosphere.
c) Administration instructions are given at the beginning of the
questionnaire.
d) The examiner distributes a questionnaire to each student and the answer
sheet.
e) The examiner asks the students to read the instructions page of the test
book silently, while he or she reads aloud.
f) Each student responds individually and silently.
g) The student answers only on the answer sheet, writing the letter of his
choice.
h) The student responds according to their overall impression, that is,
according to their overall perception of a situation.
i) The questionnaire is not a verbal aptitude test but an attitude test. If the
student cannot understand the meaning of a word, the examiner must give
it the meaning of the word in easy English, avoiding inspiring or
influencing the answer to this question.
j) The student answers all the questions (an incomplete answer sheet distorts
the final result and the interpretation).
k) Tell students that these results are confidential and use professional ethics
when using them. Each student can learn about his result and know his
situation by contacting the guidance counselor of the school.
l) At the end of the test taking, group or classify the answer sheets by sex.
One lot for girls and another for boys. This is the preliminary before
marking.

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 2. THE RATING OF THE TEST
How to proceed with the counting of the questionnaire?
Depending on the version, there are two types of score sheet. A boy score
sheet and a girl score sheet for the junior version. It's the same for the senior
version. By item, an answer can be sanctioned by a note that varies between 3 to
4 or reveal a bad attitude and a problem (pb) or nothing to reveal (white space).
REPORTING THE ANSWERS OF THE STUDENT ON THE SCORE
SHEET
Be careful don’t make a mistake with the number or letter in each issue, as
this will cause the score to be wrong. These are qualitative variables. Rating
errors are likely to discredit the results.
Summarize the notes by subscale and report the total in the SCORING
EMT table in the "Weighting" box according to the subscales and also summing
the subscale scores to obtain the total scale score and proceed to calibration to
obtain the "Marking Z" and determine the "Z" score.

3. TREATMENT OF RESULTS: Calibration

Depending on the version, there are two types of calibration. For the
JUNIOR VERSION: a boy calibration and a girl calibration. It's the same for the
SENIOR VERSION. Keep attention: no confusion between the calibration
tables!

Planning and timing For example, the student Paul Weighted score in
Z’
Score
Z this subscale is 6, so Z’ Score is 40 and Z is -1.0.
0 27 -2.5
3 33 -2.0 Similarly, if the student Mary Weighted score is 16
4 37
-1.5
then his Z’ Score is 62 and the Z is 1.0
5 39
6 40 Do the same for the other three subscales and for the
7 42 -1.0
8 44 total scale.
9 46
10 47 -0.5 You just have to draw the psychological profile
11 48 after taking care to post all notes on this profile
12 50
13 52 0
sheet in the corresponding boxes.
14 54
15 57 0.5
16 62 1.0
18 67 1.5

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 4. FILL UP THE EXAMINATION REPORT:
On the back of the profile page, fill in the list of BAD ATTITUDES
IDENTIFIED by circling with red pencil and systematically the numbers of the
items whose answers reflect a bad attitude or problem (bp) that you checked on
the sheet of quotation
Write the work method review and interpret the results and provide
guidance by referring to this manual

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 Chapter 2:
RESULTS ANALYSIS AND
INTERPRETATION

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I- PLANNING AND TIMING

a) Bad attitudes:
Item 1: Poor distribution of the time you have in the evening
Items 2 - 5 - 7: You do not find a judicious balance between study time and
recreational time such as listening to radio, watching TV, listening to music,
reading comics, reading novels and others, or any other hobby outside the family
home.
Item 3: Bad allocation of the time allotted each week to the different subjects.
Item 4: Postponing Difficult Duties.
Item 6: Irregular work during the school year.
Item 8: Late preparation of exams.
Item 9: No preparation of a work plan when preparing exams.
Item 10: Inaction several evenings a week.
b) Advices:
Item 1: Early in your secondary or high school education, you should be able to
establish a short-term schedule. So every night, before you get to work, you
should have a general overview of the work to be done and make a work plan.
Items 2- 5 - 7: You need to find a good balance between study and recreational
time (music, T-V, extracurricular activities). The sense of the measure will allow
you to devote yourself to it without your studies suffering from it. To this end,
respect the schedule of studies that has been established.
Item 3:
- Junior: Learn how to measure the time required for each subject according to
the importance of it, importance recognized through its coefficient and the
difficulties you experience for its assimilation.
- Senior: You must have a systematic overview on the subject to see during a
whole week. For that, you have to practice making projections over a week.
Items 4 + 6 + 8 +10: All must work with regularity - this pushes you to
assimilate your subject by losing the least possible time. To do this, strive to
respect the schedules of your study schedule, because of its rationality and
efficiency.

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Item 9: All exam preparation must be based on a pre-established work plan. In
fact, a student who has learned to work in a regular and systematic way by
spreading his work over the whole year will have no difficulty in establishing a
work plan for the immediate preparation of the exam.

II- TECHNIQUES OF STUDY AND METHOD OF WORK

a) Bad attitudes:
Item 11: No systematic consultation of a dictionary when studying foreign
languages (English, German or Spanish).
Item 12: Do not spend too much time completing class notes.
Item 13: Late preparation of essays.
Item 14: Difficulty in taking notes.
Item 15: Difficulties in identifying the essential ideas of a text.
Item 16: Difficulty to express fluently.
Item 17: Difficulty speaking in writing.
Item 18: No exam preparatory exercises.
Item 19: Preparation of exams without summary of the subject.
Item 20: No reading aloud texts during the study of foreign languages (French,
German, and Spanish).
Item 21: A purely passive study, consisting very often of memorizing an
insufficiently assimilated or difficult material.
Item 22: Study until midnight, the day before an examination.
Item 23: When studying a chapter (or part of this chapter) of a course or
textbook, you do not do a general orientation first.
Item 24: No annotations during the study of the material.
Item 25: No mental revision of the subject studied by questioning oneself and
formulating questions.
Item 26: No personal reproduction of the subject matter.
Item 27: You do not strive to discover the internal structure of matter.
Item 28: You do not use the theory before starting applications.
Item 29: You do not study the data before searching for the solution
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Item 30: Morning study on the day of the exam to quickly review your subject
one last time.
b) Advices
Item 11: For the study of foreign languages (French, German, Spanish), make
the habit of systematically consulting the dictionary in order to understand a
word thanks to the context and to specify the exact meaning.
Item 12: You must know how to take in class usable notes.
Item 13: Writing, dissertations and oral exercises are almost always the result of
a long preparation. Therefore, you must begin their preparation on time. This
requires you to think first about the given topic.
Item 14: Learn how to take in-class usable notes that can help you when
reviewing the material.
Item 15: Practice active and intelligent reading; this one supposes that you are
able to discern, in a text, the essential of the accessory: it is the understanding
during the mental reading.
Item 16: In order to express yourself fluently, you need to know how to express
yourself fluently in your mother tongue. It goes without saying that students
who have not yet achieved sufficient command of their language will have more
trouble preparing their essays, dissertations, minutes and oral exercises.
Item 17: You must be able to express your ideas in writing in a clear and precise
manner. For this, the mastery of grammatical rules is essential.
Item 18: You should not neglect exercises and exam prep applications, as this
attitude reflects passivity to the study.
Item 19: You must make a concise and complete summary of the subject matter
you are studying for the exams. This is especially important for series
characterized by an abundance of materials.
Item 20: When it comes to studying a foreign language (English, German,
Spanish) you have to make the habit of reciting the texts aloud, and you always
consult a dictionary.
Item 21: You should not be content with a purely passive study, too often
consisting of memorizing a material that is insufficiently assimilated or difficult.
For the study of texts or difficult subjects, we advise you the SQ3R method that
we present you to the questions n ° 23 - 24 - 25 - 26 and 27.
Items: 22 - 30: The immediate preparation of the examinations is not
recommended because it brings you to work late the day before a test on the one

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hand and on the other hand to get up early the day of the exam to quickly review
a subject insufficiently assimilated.
As soon as the matter becomes too extensive and the interest it arouses is
insufficient, the work is easily postponed until the day before the examinations,
or even until the night immediately preceding them. This is the typical attitude
of the student who studies and then forgets as quickly as possible. Some people
try to get up early in the morning to quickly review their subject one last time.
Getting up early in the morning of the exam is not reprehensible in itself,
provided that you have not worked the day before, until late into the night. It
must be a final revision of what has already been studied. There are also good
students doing this. These are only the best who do not feel the need. Your work
throughout the year allows you to confidently consider the day of the exam
ITEMS 23 - 24 -25 - 26 - 27: APPLICATION OF THE SQ3R METHOD
FOR THE STUDY OF TEXTS AND DIFFICULT MATERIALS
1st step: Overview: this one tends to give you a general idea of the contents. It is
a question of finding main ideas based on the subtitles and the final paragraph
which must be a summary of the ideas developed in the chapter.
Step 2: You have questions about each of the chapter's subtitles.
Step 3: You read the paragraph in order to get the answer to the questions
previously asked. You must make brief annotations or emphasize in the manual
the important points. This allows you to structure the material you are studying.
4th steps: It consists in formulating what you have learned. The notes taken for
this purpose can be used as reference points to find more easily the sequence of
ideas.
Step 5: This is the reintegration step. It is a question of summarizing the whole
chapter studied. This approach allows you to treat your topic in an active way.
Thus, you can easily expand your intellectual horizon by building bridges
between what you have just learned and your previous knowledge. Thus, you
will be able to constantly update your already acquired notions.
Item 28: About mathematics, physics, chemistry and technology, it is best to
refer first to the theory before moving on to the application exercises.
Item 29: In the same way as for the previous subjects, you must above all note
the data of a problem to solve, understand them before proceeding to their
resolution.

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Item 30: As soon as the material becomes too wide, avoid delaying the work
until the day before the exams. So you will not be tempted to get up very early
in the morning to quickly review your material one last time.

III- METHOD OF APPROACH AND CONCENTRATION AT

WORK
The following questions deal more specifically with the lack of intellectual
concentration.
a) Bad attitudes
Item 31: Tendency to start several things at once and nervousness on the day of
the exam.
Item 32: Uncertainty when starting work, difficulty starting.
Item 33: During a written test, you do not carefully read the copy before
handing it to the examiner because most often you hasten to finish on time.
Item 34: Tendency to be distracted, to daydream.
Item 35: Insufficient attention in class.
Item 36: Lack of perseverance during hard work. Proven trend during the study.
Item 37: Aversion to study, numbness of the mind, fatigue experienced during
the study.
Item 38: When preparing for exams, you do not attend to recently seen topics.
Item 39: Trend to start all at the same time.
Item 40: Difficulty to get back to work.
b) Advices
Item 31: In order to feel less nervous on the day of the exam, it is in your
interest to regularly study your lessons on the one hand and to have a better
overview of the subject on the other hand.
Items 32 - 34 - 37 - 39. - 40: The difficulties mentioned in these questions are
characteristic for students who, for example, are subject to emotional tensions.
They are more easily subject to emotional disorders that may hinder intellectual
activity and concentration, leading to a lack of care and a tendency to avoid
tasks that are considered too difficult. It is important that you have an active
attitude towards school work: give yourself a job rather than passively pass it on.
Strive for concentration by chasing daydreams or stray thoughts. If necessary,
isolate yourself in a quiet place to study.
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Item 33: On the occasion of a written test, demonstrate your sense of thorough
and conscientious study by carefully reviewing your copy before handing it
over.
Item 35: In class, you must pay sufficient attention to what the teacher says. So
you can benefit from classroom lessons if you are focused during classes.
Item 36: Do not be discouraged during hard work, seek help from those around
you (teachers, parents ...). You will be able to overcome your difficulties instead
of avoiding them.
Item 38: Make the effort to study with equal zeal the material given to you in
the weeks immediately proceeding the exam period.

IV- MOTIVATIONS TO STUDY

a) Bad attitudes
Item 41: Reluctance to get ahead of a job for a later date.
Item 42: Reluctance to study details.
Item 43: You just do the bare necessities for certain subjects, just enough to "get
your points".
Item 44: Hesitation to ask the teachers for additional explanations.
Item 45: Trend to discourage you quickly.
Item 46: Tendency to leave the study for something else.
Item 47: You do not have a strong desire to continue your studies.
Item 48: You do not make efforts to get the best results possible.
Item 49: You do not make efforts for the subjects you are less interested in.
Item 50: You adopt a passive attitude towards studies.
b) Advices:
Items 41 - 42 - 43 -48: It is obvious that your personal commitment to the study
will depend on the greater or lesser interest you have for different subjects. A
dynamic study presupposes the presence of an energetic force that directs all
school conduct. If the studies you are pursuing are of interest to you, you will no
longer be content to do only what is necessary to pass.
Item 44: Whenever you encounter a difficulty in your studies, make it a habit to
want to see clearly by asking for explanations from the teacher whose subject is

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the most difficult. It is a pride for the teacher to make himself understood, so he
will be happy to help you if you need.
Items 45 - 46: Do not be easily discouraged when you get into trouble while
studying.
Item 47: You must have a firm will to continue your studies. Maintain a
personal motivation in yourself: set clear and realistic goals. Example: pass the
exam, proof that you are able.
Item 49: Make the necessary efforts even for the materials that discourage you;
because your goal is to succeed all the way. Be careful of choosing some
materials to the detriment of others. All the subjects included in your program
are used for your complete construction.
Item 50: You must learn to offer study as an end in itself and as the essential
goal of your student life. This will cause you to really make active use of all the
gifts you have.

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 Chapter3
PRACTICAL ADVICES
The following practical advices can help
students overcome learning difficulties

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 I- TIME MANAGEMENT
The key to being a successful student:

Time management is not a skill we are usually taught growing up, so

developing an organised approach to your studies is an opportunity to learn how
to work more efficiently.

1. Good time management

What is the most valuable resource you have as you work towards your
exams this year? Why, time of course!

You only have so much of it and sometimes it feels like it just flies by.
Come exam time, students often wonder where all of the time went. Then, at
other times, it feels like the day will never end. The important thing to remember
is that there are 24 hours in every day and that is the same for everyone. Because
no student has more time than another, sometimes good time management can
make all the difference in achieving great exam results. This is another skill
which we are not taught as we grow up, but now it’s time for you to learn how
to control your time – and how to spend it wisely. If you can achieve this, you
will be able to make sure that the time you spend studying gives you the
maximum amount of learning possible.

Although it may sometimes feel like a waste of time, you will actually
gain huge time savings when you take a few minutes to plan out your day.
Below are some of the many reasons why you may want to learn how to plan
your everyday life and get organised in your studies:

It helps prioritise – good timetabling helps you take care of the important
and urgent tasks first.
 It helps with being realistic – we often don’t realise how long a task really
takes. Timetabling shows you how long you spend on common tasks such
as essay writing and problem solving.

 It helps you procrastinate less – with a written list of tasks you are more
likely to sit down and just get it done.
 It helps you be more productive – you should know exactly what you will
study before you sit down at your desk.

 It helps give you more freedom – when you plan ahead, you know that
you’ll be finished at a certain time. Students who don’t plan well often
find themselves working all evening without realising it.

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  It helps reduce guilt – if you know that you’ve achieved your goals for the
day then you can spend your free time without your studies on your mind.

 It helps you track your progress – stick to your timetable and you know
that you are on course to get everything done.

 It helps you plan for the long-term – good organisation removes the
uncertainty from your study and helps you focus on getting the best
results possible.

Good planning is the key to getting the most from all of your activities.
This discipline also helps create a good study-life balance and will benefit you
in many areas of your life for years to come.

2. Be organised
The clear message so far is that good organization is the key to being a
successful student. You have to trust me when I tell you that an organized
approach to your studies will mean that you will have to work less over the
coming year. With better organization you will be on top of things from day one
and won’t have to cram come exam time. I know it sounds too easy, but it really
is the secret to success.
I have found the best approach to be one which breaks your goals up into
three different types: short, medium and long-term. A great way for students
to describe these would be as daily, weekly and term goals. You can record
these in your study planner, with daily goals being quite detailed and term goals
being more general and giving you an overall understanding of your studies:
 Your daily plan can hold a day by day account of your assignments and
areas of study. The best time to prepare your study plan is in the evening
time, when you have finished studying and know what needs to be done
the following day, so make a to-do list or list of short-term goals for the
next day then.

 Your weekly plan can be used to give you an overall plan for the week, a
list of approaching tests and tasks to be achieved over the seven days.
 Your term calendar gives you a broad view of your semester and helps
you to plan ahead. Use this to mark all school assignments, tests, and
activities (along with due dates) so that you don’t overlook them by
mistake.

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 3. A realistic Schedule:
Remember, when it comes to study, a realistic timetable is really
important. A timetable which is too demanding will cause stress for you and
work will pile up before you know it. So keep it simple and plan according to
the time you have available – make sure you don’t overload yourself. You will
become a better, more productive student as a result.

Take the following tips into consideration when putting together your
timetable:
 Do the groundwork! Spend time on planning and organizing yourself.

 Set SMART goals.

 Prioritise your goals and allocation of time.

Use a to-do list every day. Prepare it the night before.
 Be flexible – adapt your timetable if something unplanned comes up.
Remember to reschedule the missed hours.

 Consider at what time you are at your best. Then plan to study at this time
when you will be most productive, for effective time management.

 Start as you mean to finish – in control and successful.

 Avoid being a perfectionist – if something does not work, start again, see
what went wrong and approach it differently.

 Don’t tackle big projects all at once, but break them into manageable
chunks. This will make your life easier inApril when the projects are due.
 Don’t forget to break up your study time and don’t study longer than an
hour in one go, taking at least a five minute break between study periods.

 Try to develop and stick to a regular study routine which helps prevent
procrastination.

 Don’t forget to reward yourself, giving you the motivation to make the
extra effort.

4. How much should I study?

This is a question which every student asks at some point in their studies.
It’s easy to be worried by classmates who claim to be up all night studying. You
must remember that it’s not the amount of time spent studying, but rather the
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quality of the study that counts. It’s also important to note that there is no one
answer for everyone. Some students study more effectively than others and will
not need to spend as long studying. Each student will find some subjects more
difficult than others and have to spend more time mastering those. As always,
it’s best to focus on your own needs and abilities. Your goal should be to
improve your study methods so that you maximise the results of your work.
Before looking at the amount of time you need to spend studying,
remember the following points:

 Some subjects consume more of your time than others. This is natural and
it will depend on how much work you need to do in each one.

 It’s easy to focus on the subjects we like most, so be careful not to neglect
other subjects.

 It can be difficult to keep on top of everything during the week, so the

weekend can be a good time to catch up in some areas.

5. Creating an effective study timetable:

Many of my past students believe that creating their own study timetable
was one of the best steps they took to improve their exam results. They suddenly
felt in control and on top of of their studies. They now had a proper structure to
guide them every day. They said that they finally started to make the most of
their time. Most of all, every student tells me that it helped give them a proper
study-life balance – something which is hard to achieve during the Leaving or
Junior Cert.
Preparation is essential to achieving the most from your school day. I
strongly advise you to spend the first half an hour of your evening noting and
revising the main topics covered in your classes that day. This will not only help
reinforce the key concepts from each class, but also highlight potential areas of
weakness where you need extra study to understand things fully. Always start
with a subject you dread or find difficult. Not only will you get it out of the way
before you are too tired, but with this extra attention you’ll find that you
understand the topic more each time and may even grow to like it.

 Using a blank timetable, write out your daily class schedule and any
extra-curricular activities you have.

 Decide how long you will spend on study each day. Divide the total study
hours by the number of subjects, and allocate equal time for each subject
– while making sure to keep a few spare hours for subjects that may need
extra attention.

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  Plan to study at least three subjects each day (to keep your study varied
and stimulating).

 Remember, Friday evening is a great time to complete homework for the

weekend and leave Saturday and Sunday free for study purposes.

 It is recommended that a Leaving Cert student should aim to study

between four and eight hours at the weekend. This may seem like a lot but
when you break it up into two or three hour slots, such as 9-12pm and 4 -6
pm, it’s not so daunting.

 Make sure you take the afternoon or evening off to reward yourself on
one of the days, to socialise or relax.

 You will need to include time on your weekly planner for:

a) Homework assignments
b) On-going working assignments
c) New material covered in each subject
d) General revision for exams or revision of material already covered.
 To determine short-term goals or weekly needs, each Sunday use
additional copies of the planner that you have created yourself to draw up
a specific study plan for the coming week specifying exactly what you
will work on in time slots of your term/month planner.
 Discuss your timetable with your friends and family to let them know
when you are free and when you are due to study. They will understand
that you must study and will make an effort to fit into your free slots.

6. How to make a study timetable

A study timetable is a handy, inexpensive tool that can help you get
control over your study time. It will give you perspective on what you need to
accomplish and the time you have to do it in. If you want to get organized and
feel motivated to get your work done to the best of your potential, try putting
together a personalized study timetable.

a- Setting Up Your Timetable

Make a list of your responsibilities. You need to think about and write
down all of your responsibilities so that they can properly be factored into the
list. By thinking about all of this in advance, before filling in your timetable,
you’ll make the actual creation of your timetable go more smoothly.
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• You should consider all of your classes, your job, your chores, sports and
exercise, and anything else you do on a regular basis during the times you might
be studying.

• Don’t forget people’s birthdays and major holidays.

• You’re probably not going to think of everything up front, but that’s

okay—you can add it in later.
Collect all class/assignment information. This will probably mean getting
all of your syllabus together and any assignment sheets for papers or projects,
and maybe looking online if there’s a place for your classes there (like
Blackboard or another course management system).

Consider optimal times of day for studying. Spend some time thinking
about when you do—or would do—your best studying. Are you morning person
or a night person? Thinking about this now will help you do your best to
schedule important study time during your peak study hours.

When completing this step, try not to think about your other
responsibilities (like your job, etc.); just note your best times as if you had
nothing else on your plate. Decide on a format. You can make your timetable on
a piece of paper or in digital format, such as a spreadsheet or an app on your
phone.

• Spreadsheet programs, like Microsoft Excel or Apple Numbers, offer

obvious solutions. Also, many word processing programs have templates for
what you’re trying to achieve.
• You might choose an online solution. One well-reviewed program that has
an app and web interface is My Study Life.

• Even if you are online or on your phone frequently, a physical paper

timetable might still be best for you. This could be the case if you’re not allowed
to be on devices while in class.

• Both paper and digital study timetables have their advantages. A digital
timetable might be easier to setup and make big revisions to, while you can
make a lot of little changes to a print timetable that you keep with you. A print
version might also be easier (or at least more fun) to color and personalize.

• You may also choose to combine paper and digital: use your computer to
print out a grid that you’ve already added days and times to, then print out as
many as you like (depending on the number of weeks you’re planning for) and
fill it in by hand.

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Draw the grid. Any timetable should be a chart consisting of the variables “date”
and “time,” with days of the week along the top and times down the side.

• If you’re making a timetable by hand on paper, you’ll need to create the

grid yourself. You can use regular notebook paper or blank paper. Draw your
lines with a ruler for a clean look.

• The biggest downside to the paper-and-pencil method is probably how

hard it is to make changes later. Even if you use pencil for everything, it could
be a real challenge to adjust the number of rows or columns. Also, if you need
multiple pages, like one for each month, you would have to do all of this every
time.

b- Part: 2 Filling in Your Timetable

Choose a single or custom timetable. You can make a single timetable
that will stay the same each week. Or, you can build a custom one for each week
that changes depending on the specifics of that week. You would build all of
your custom timetables at the same time.

For a custom weekly timetable, start in reverse. Start with big assignments
or final exams and work backwards. Your study schedule will need to change
depending on what big assignments are coming up.

Don’t forget to fill in everything you brainstormed earlier in the process.

You should do this before you put in study times. This includes all regular
commitments like a sport practice. You need to do this first so you know where
you can put your study times.
If you’re making a custom weekly timetable, don’t forget to include
exceptions like birthdays and holidays.

Block your study times. Aim for blocks of study time that are fairly long,
such as 2–4 hours at a time. This will help you get into the groove of studying
and help you to be more productive with your time.

Just because you don’t have a large chunk of time doesn’t mean you can’t
schedule a study period, however. If you feel it will be beneficial to schedule in
45 minutes here or an hour there, by all means, do so.
You’re going to want to schedule more time for more difficult classes.
Schedule time for breaks. Breaks are essential to your success. You’re not a
robot, so you can’t work non-stop for hours on end. You’ll do better overall if
you give yourself regular breaks from the work.

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 Many experts recommend that you work for 45 minutes every hour, and
then break for 15 minutes. Everyone is different, though, so experiment to find
what works best for you.[9]

Be as specific as possible. Remember how you gathered all your of

assignments and syllabi? Now is the time to put them to use. You can schedule
blocks of time for particular classes and also write in assignments and give
yourself chunks of time to work on those.

Things will change over time, of course, and something you planned for
two months ago may not apply anymore. But don’t let that stop you. Look at this
as a helpful guide, something to keep you on track and something that will help
you break large assignments into small pieces.
If you always have a certain amount of homework for a class every week,
that would be great to add to your timetable. For example, if you always have 20
math problems to do each week, you can break this up in your timetable.

Schedule multiple subjects during each session. Working on different

subjects during a single session will keep you from getting completely burned
out by one subject and having no energy to do anything else. Of course, this can
change come exam time when you need to devote all your energy to a single
subject!

Make your timetable look nice. Color coding classes and responsibilities
will help make your timetable easier to use and easier on the eyes. You might be
looking at this timetable a lot—make it your own!

You might want to use colored pencils if it’s on paper. Or you could
highlight things on the computer and print in color. If you’re using an online-
only app, the timetable will already be color-coded, though you may be able to
customize it to some extent.

c- Part: 3 Using the Timetable

Keep to it. It might take some time for you to really get used to using your
timetable but keep at it. Once it’s a part of your routine, it’s going to be a big
help. Don’t stress about it. Don’t feel like you have to follow the timetable down
to the exact minute. It is a little system to help you do better in school. Base
your time on it, but don’t get stressed about not following it perfectly.

Revise it. See what works and what doesn’t, and if something isn’t
working, fix it! You already put effort into making the timetable—there’s no
reason to scrap it when a few simple revisions could make it work well for you.
Always stick to your timetable.

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 7. Procrastination
One of the biggest obstacles you might face while applying effective study time
management is procrastination, which is correlated to discipline. Every student
is affected by procrastination once in a while or continuously. The desire to
avoid specific tasks comes within boredom, fear or similar concerns. Not getting
started will lead to stress and anxiety, which are very negative emotions during
your studies. Luckily you can overcome procrastination by applying the
following study time management technique

Is your procrastination related to a project? or is it a habit?

To remedy procrastination:
1. Begin with one, modest project

2. Answer these basic questions

3. Keep the answers before you as you mark your progress

What do you want to do?

 What is the final objective, the end result?
 It may be obvious, or not

 What are the major steps to get there?

 Don't get too detailed: think big

 What have you done so far?

 Acknowledge that you are already part of the way, even if it is through
thinking!
 The longest journey begins with a first step

Why do you want to do this?

 What is your biggest motivation?
 Do not concern yourself if your motivation is negative!

 This is honest and a good beginning.

 However, if your motivation is negative,

 re-phrase and re-work it until it is phrased positively

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  What other positive results will flow from achieving your goal?
 Identifying these will help you uncover

 Benefits that you may be avoiding: Dare to dream!

List out what stands in your way

 What is in your power to change?

 What resources outside yourself do you need?

 Resources are not all physical (i.e. tools and money),

 and include time, people/professionals/elders, even attitude

 What will happen if you don't progress?

 It won't hurt to scare yourself a little...

Create a simple "To Do" list

This simple program will help you identify a few tasks, the reason for doing
them, a timeline for getting them done, and then printing this simple list and
posting it for reminders.

Develop your plan, list

 Major, realistic steps

 A project is easier when it is built in stages;
 Start small;

 Add detail and complexity as you achieve and grow

 How much time each will take

 A schedule helps you keep a progress chart

 and reinforce that there are way-stations on your path

 What time of day, week, etc. you dedicate yourself

 to work this helps you

 develop a new habit of working,
 build a good work environment, and
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  Distance distractions (It is much easier to enjoy your project when
distractions are set aside.)

 Rewards you will have at each station

 and also what you will deny yourself until you arrive at each station

 Build in time for review

 Find a trusted friend, elder, or expert to help you
 motivate yourself or monitor progress

Admit to:
 False starts and mistakes as learning experiences
 They can be more important than successes,
 and give meaning to "experience"

 Distractions and escapes

 Do not deny they exist, but deny their temptation

 Emotion
 Admit to frustration when things don't seem to be going right

 Admit that you have had a problem, but also that you are doing something
about it

 Fantasy
 See yourself succeeding

Finally, if procrastination is a habit of yours:

Focus on the immediate task and project, and build up from there. Each journey
begins with one step.

Developing self-discipline

Self-discipline
Self-discipline can be considered a type of selective training, creating new habits
of thought, action, and speech toward improving yourself and reaching

29
goals. Self-discipline can also be task oriented and selective. View self-
discipline as positive effort, rather than one of denial.

Schedule a small task for a given time of the day;

Practice deliberate delaying.

 Schedule a particular task in the morning and once in the evening.

 The task should not take more than 15 minutes.

 Wait for the exact scheduled time

 When the schedule time is due, start the task.

 Stick to the schedule for at least two months.

Advantages: Scheduling helps you focus on your priorities.

By focusing on starting tasks rather than completing them, you can avoid
procrastination.
 Schedule a task and hold to its time;

 Avoid acting on impulse.

 Track your progress;

 At the end of the allotted time, keep a record of accomplishment that

builds over time.
Advantage: Building a record will help you track how much time tasks take.

 If you begin to have surplus time, fill it with small tasks, make notes to
yourself, plan other tasks, etc.

Harness the power of routine.

 Instead of devoting a lot of hours one day, and none the other and then a
few on an another day and so on, allocate a specific time period each day
of the week for that task.

 Hold firm.
 Don't set a goal other than time allocation, simply set the habit of routine.
 Apply this technique to your homework or your projects, you will be on
your way to getting things done

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Advantage: You are working on tasks in small increments, not all at once. You
first develop a habit, then the habit does the job for you.

Use self discipline to explore time management

Time management can become an overwhelming task. When you do not have
control over your own self, how can you control time? Begin with task-oriented
self-discipline and build from there.
Advantage: As you control tasks, you build self-discipline As you build self-
discipline, you build time management. As you build time management, you
build self-confidence.

Maintain a self-discipline log book.

 Record the start and end times of the tasks.
 Review for feedback on your progress
Advantage: This log book can be a valuable tool to get a better picture over
your activities in order to prioritize activities, and realize what is important and
not important on how you spend your time.

Schedule your work day and studies.

 When you first begin your work day, or going to work take a few minutes
and write down on a piece of paper the tasks that you want to accomplish
for that day.
 Prioritize the list.

 Immediately start working on the most important one.

 Try it for a few days to see if the habit works for you.
 Habits form over time: how much time depends on you and the habit.

Advantage: When you have a clear idea as to what you want to achieve for the
day at its start, the chances are very high that you will be able to proactively
accomplish the tasks. Writing or sketching out the day helps.

Rewards and a reminder:

It is a good idea to build rewards into your timetable to act as a motivator. These
could include an hour’s relaxation for writing an essay or a day off once a month
for a good grade or for finishing an assignment. Just don’t go overboard.
Remember the saying: “Fail to prepare, prepare to fail.”

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 II- TECHNIQUES OF STUDY AND
METHOD OF WORK
1. How to Study and Make the Most of Your Time
This guide is designed to help you develop effective study skills. It is not
a magic formula for success in preparing for tests, or written or oral
assignments. Studying any material requires work! However, by using the
techniques described in this guide, and by applying yourself, you can gain a
valuable edge in understanding material, preparing for tests, and, ultimately,
learning. This guide contains some of the best and most effective techniques of
successful students - students who typically have high grades in high school and
college regardless of the courses they take. So read on, think about what you
read, and prepare to become a successful student! If you have questions,
comments or suggestions, please send to me.
Effective Study skills are about more than understanding
Effective study skills must be practiced in order for you to improve. It is
not enough to simply "think about" studying; you have to actually do it, and in
the process use information from what you do to get better. This is the central
idea of this page. All that follows depends on this single concept. There is a
saying that goes like this: "Practice doesn't make perfect; perfect practice makes
perfect." If you want to be an achiever, take this saying to heart.
The value of a schedule
Before you even begin to think about the process of studying, you must
develop a schedule. If you don't have a schedule or plan for studying, then you
will not have any way of allocating your valuable time when the unexpected
comes up. A good, well thought out schedule can be a lifesaver. It's up to you to
learn how to develop a schedule that meets your needs, revise it if necessary,
and most important, follow it.
A schedule saves time
All schedules should be made with the idea that they can be revised. A
good schedule keeps you from wandering off course. A good schedule, if
properly managed, assigns time where time is needed, but you've got to want to
do it!
Making every hour count
A schedule should take into account every class, laboratory, lecture, social
event, and other work in which you engage. There are givens such as classes and
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so on that have to be incorporated. You must focus on the other "free time"
available and how you will use it. Make a weekly schedule and block off the 24
hour day in one hour increments. Indicate times for classes, labs, lectures, social,
and work time. Also block off a period for sleeping each day. With what is left
over, plan time for study. This gives you a rough road map of the time available.
Of course, you can revise your schedule as circumstances warrant.
When to study
The problem of when to study is critical. A good rule of thumb is that
studying should be carried out only when you are rested, alert, and have planned
for it. Last minute studying just before a class is usually a waste of time.
Studying for lecture courses
If your study period is before the lecture class, be sure you have read all
the assignments and made notes on what you don't understand. If the study
period is after the lecture class, review the notes you took during class while the
information is still fresh.
Studying for recitation courses
For classes that require recitation, such as foreign language, be sure to
schedule a study period just before the class. Use the time to practice.
Sometimes, practice with others can help sharpen your skills in a before-class
study period.
Making and revising a schedule
Don't be afraid to revise your schedule. Schedules are really plans for how
you intend to use your time. If your schedule doesn't work, revise it. You must
understand that your schedule is to help you develop good study habits. Once
you have developed them, schedule building becomes easier.

2. The Process and Strategies of Study

How to use your time
Time is the most valuable resource a student has. It is also one of the most
wasted of resources. The schedule you develop should guide you in how to
allocate the available time in the most productive manner. Sticking to your
schedule can be tough. Don't dribble away valuable time. Avoiding study is the
easiest thing in the world. It's up to you to follow the schedule you prepared. A
good deal of your success in high school or college depends on this simple truth.

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Where to study
You can study anywhere. Obviously, some places are better than others.
Libraries, study lounges or private rooms are best. Above all, the place you
choose to study should not be distracting. Distractions can build up, and the first
thing you know, you're out of time and out of luck. Make choosing a good
physical environment a part of your study habits.
Thinking skills
Everybody has thinking skills, but few use them effectively. Effective
thinking skills cannot be studied, but must be built up over a period of time.
Good thinkers see possibilities where others see only dead-ends. If you're not a
good thinker, start now by developing habits that make you ask yourself
questions as you read. Talk to other students who you feel are good thinkers.
Ask them what it is they do when they think critically or creatively. Often times,
you can pick up valuable insights to help you become a better thinker.

3. The SQ3R method

The SQ3R method has been a proven way to sharpen study skills. SQ3R
stands for Survey, Question, Read, Recite, Review. Take a moment now and
write SQ3R down. It is a good slogan to commit to memory to carry out an
effective study strategy.
Survey - get the best overall picture of what you're going to study
BEFORE you study it in any detail. It's like looking at a road map before going
on a trip. If you don't know the territory, studying a map is the best way to
begin.
Question - ask questions for learning. The important things to learn are
usually answers to questions. Questions should lead to emphasis on the what,
why, how, when, who and where of study content. Ask yourself questions as
you read or study. As you answer them, you will help to make sense of the
material and remember it more easily because the process will make an
impression on you. Those things that make impressions are more meaningful,
and therefore more easily remembered. Don't be afraid to write your questions in
the margins of textbooks, on lecture notes, or wherever it makes sense.
Read - Reading is NOT running your eyes over a textbook. When you
read, read actively. Read to answer questions you have asked yourself or
questions the instructor or author has asked. Always be alert to bold or italicized
print. The authors intend that this material receive special emphasis. Also, when
you read, be sure to read everything, including tables, graphs and illustrations.
Often times tables, graphs and illustrations can convey an idea more powerfully
than written text.

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 Recite - When you recite, you stop reading periodically to recall what you
have read. Try to recall main headings, important ideas of concepts presented in
bold or italicized type, and what graphs, charts or illustrations indicate. Try to
develop an overall concept of what you have read in your own words and
thoughts. Try to connect things you have just read to things you already know.
When you do this periodically, the chances are you will remember much more
and be able to recall material for papers, essays and objective tests.
Review - A review is a survey of what you have covered. It is a review of
what you are supposed to accomplish, not what you are going to do. Rereading
is an important part of the review process. Reread with the idea that you are
measuring what you have gained from the process. During review, it's a good
time to go over notes you have taken to help clarify points you may have missed
or don't understand. The best time to review is when you have just finished
studying something. Don't wait until just before an examination to begin the
review process. Before an examination, do a final review. If you manage your
time, the final review can be thought of as a "fine-tuning" of your knowledge of
the material. Thousands of high school and college students have followed the
SQ3R steps to achieve higher grades with less stress.

4. Reading
A primary means by which you acquire information is through reading. In
college you're expected to do much more reading than in high school. Don't
assume just because you've "read" the assignments that is the end of it. You
must learn to read with a purpose. In studying, you may read the same
assignment three or four times, each time with a different purpose. You must
know before you begin reading what your purpose is, and read accordingly.
Getting the Main Idea
Getting the main idea in reading is central to effective studying. You must
learn what the author's central idea is, and understand it in your own way. Every
paragraph contains a main idea. Main ideas are perfect for outlining textbooks.
Make it a habit to find the main idea in each paragraph you read.
Extracting Important Details
Extracting important details means that you locate in your reading the
basis for main ideas. There is usually one important detail associated with every
main idea. The more important details you can identify, the easier it will be to
review for examinations because you have made a link between an idea and
information that supports it. The more links you can make between details and
ideas, as well as ideas themselves, the more powerful will be the efforts of your
study.

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Don't Read Aloud to Yourself
Generally, reading aloud to yourself does not help you study more
effectively. If you move your lips while you read, you're not reading efficiently.
If you read aloud or move your lips while you're reading, you are reading
slowly, so stop moving your lips. Try putting a finger over your lips. Your
finger will remind you not to move your lips. Make an effort to read faster and
retain more - after a while, you'll be surprised how little effort it will take.

5. Taking Notes
Like reading, note-taking is a skill which must be learned and refined.
Almost invariably, note taking, or the lack of it, is a constant deficiency in the
study methods of many high school and college students. Learning the
ingredients of good note taking is rather easy; applying them to your own
situation depends on how serious you are in becoming a successful student.
Where to Keep Notes
You must learn to keep notes logically and legibly. Remember, if you
can't read your own writing a few days after taking notes, they are of little use.
By all accounts, the best place to keep notes is in a loose-leaf notebook. Use
dividers to separate the different classes you take. Make it a habit of using your
notebook to record ALL your notes. If you're caught without your notebook and
need to take notes, always have a supply of loose-leaf paper with you. Insert
your note papers into the notebook as soon as you can. Be sure to buy a good
notebook, as it will get a lot of wear and tear.
Outlining Textbooks
First of all, don't underline. Use a highlighter. Experience has shown that
text passages highlighted are more easily remembered than the same passages
underlined. In outlining a text, don't just read along and highlight what seem to
important words. That technique rarely works. The act of outlining works much
better.

6. Taking Lecture Notes

Surveying, Questioning, Listening
Taking accurate and concise lecture notes is essential. Develop the habit
of taking notes using appropriate methods described earlier in the SQ3R
technique. For example, when you listen to a lecture, formulate questions as you
listen. Your main job in taking lecture notes is to be a good listener. To be a
good listener, you must learn to focus and concentrate on the main points of the
lecture. Get them down, and then later reorganize them in your own words.

36
Once you have done this, you have set the stage for successful reviewing and
revising.
Reviewing and Revising
As you prepare for examinations, tests, or other assessments, you should
spend time reviewing and revising your lecture notes. Begin the process by
reviewing your notes right after a lecture. If you wait too long, you may discover
that the notes just don't make sense. Don't hesitate to revise your notes based on
the review process.
Research Notes
Any form of note-taking that requires compilation of information by
categories, rather than in narrative form is best done using index cards. You can
sort, edit and arrange index cards to suit your particular study needs. The most
important point in using cards is to indicate the correct reference or topic at the
top of the card. Use the cards for study, review, to help organize information for
papers, reports, or projects. An even better idea, if you have a personal
computer, is to organize your categorical information in a database. Once you
set it up, finding, updating and adding new information is quite easy. If you have
a printer, you can print out your notes in a variety of ways.

7. Taking Examinations
Objective Examinations
Surveying
Survey any objective examination to find out what types of questions are
being asked. Surveying helps you to know what to expect.
Knowing the Ground Rules
Always read directions! Indicate your answers exactly the way the
directions state. Make sure your answers are clear. Determine what the scoring
rules for the test are and follow them to your advantage. For example, if wrong
answers are penalized, don't guess unless you can reduce the choices to two.
Answering Easy Questions First
Answering easy (to you) questions first is the best strategy. If you stumble
over difficult questions for too long a time, you may not be able to complete the
exam.

37
Picking out Key Words
Objective examination questions usually contain one or more key words.
A key word or group of words are those on which the truth or falsity of a
statement hinges. Learn to spot the key words in the statement that define the
meaning. If a statement contains two clauses, one of which is false, the whole
statement is false. Usually, two-statement true-false questions are either both
true or both false.
Reading Multiple-Choice Questions
Multiple choice questions are essentially true-false questions arranged in
groups. Usually, only one alternative is correct. Your job is to pick the
alternative that is more nearly true than the others. Read multiple-choice
questions the same way as for true-false. Eliminate obvious false choices.
Reading Other Types of Questions
The methods used to answer true-false and multiple choice questions
apply to matching questions as well. Always scan the entire list of alternatives
before matching any. As in the other types of questions, try to identify key
words in each list and test them. Completion questions require you to provide a
word or phrase. When you encounter completion questions, choose your words
carefully. If you don't know the answer, give it your best guess, as often times
such responses get at least partial credit.
Essay Examinations
Planning your time in answering essay questions is more important than in
objective type tests. The general rule is not to get carried away on one or two
questions to the extent that you cannot answer that other questions in the time
allowed. Read through the entire examination first. Get a feel for the questions
you are expected to answer. If the exam allows you to choose from a number of
questions, be sure to number your answers exactly to match the questions.
When you follow directions for an essay exam, pay attention to the key
words the instructor has included. Such words as "list," "describe," "compare
and contrast," and "outline" have special meaning. Don't "write around" the
question but answer it directly. If a question asks you to list something, don't
write a narrative about it. Answering essay questions directly is always the best
policy.
After scanning the list of questions to be answered, choose the ones you
know most about. A good idea is to prepare an outline of your answers. The
outline will help you remember important ideas and facts to be included in your

38
response. Another technique is to do a "memory-dump." This technique is
discussed in the last section of this guide, "Power Study Tips."
Good handwriting is an absolute essential. If your cursive writing is very
hard to read, try printing instead. Most instructors value clear handwriting.
Grammar, punctuation, and spelling also count. Well-written grammatically
correct answers almost always receive higher grades than poorly written
grammatically incorrect answers, even though the answers themselves are the
same.

8. Power Studying Tips for College Students

The following tips have proven to be extremely powerful guides for organizing,
thinking, studying, and learning in college. They represent the best advice of
successful college students. They can also work for high school students.
Study Space
Tip: Your study space should be as quiet and comfortable as possible. Avoid
studying in noisy places such as cafeterias, recreation rooms, or lounges.
Tip: When studying, keep a waste basket handy.
Tip: Have a consistent place for everything, and above all, keep it there!
Tip: Have everything needed for studying handy beforehand. Don't waste
valuable time looking for books, notes, of other information. After you have
assembled the items you need, put them where you can reach them easily.
Study Habits
Tip: Begin studying no less than 30-90 minutes after a meal.
Tip: Never study within 30 minutes of going to sleep.
Tip: Prioritize! Make a list of what you intend to study, prioritize the list, and
stick to it!
Tip: If possible, study no more than 30-40 minutes at a stretch. Many students
retain more by studying for short periods with breaks in between. It all depends
on what you're trying to study, but generally, after a period of study, take a
break.
Tip: Take study breaks away from your desk or wherever you are studying. Let
the break be a time to think about other things. Use some break time to reflect,
not constantly review what you have just studied.

39
The Classroom
Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near
the front of the class. You're less likely to miss something important, and there
are far less distractions at the front than any other location.
Tip: Think! Thinking is one of the most important things you can do in class. If
you just sit there passively, and not think, class can be deadly. Think about what
the teacher is saying BEFORE writing down anything. Writing down each word
is a WASTE OF TIME. Reorganize in your mind what the teacher says, and
then write it down. This way you will be connecting the teacher's words with
HOW you think. If you do this, your notes will make a lot more sense later on.
Tip: Pay attention to the course outline or syllabus. Generally, important points
and materials are referenced here and repeated. Don't be afraid to ask the teacher
if there is something you don't understand. Most teachers will be glad to clarify
for you.
Preparing for Class
Tip: Efficient students do not underline! Underlining is not a productive way to
emphasize textbook material. It's best to use a highlighter.
Tip: Read the table of contents of your texts carefully. If the textbooks have
chapter summaries, read them first! If you don't understand the material from the
summaries, go back and highlight. Take notes on what you have highlighted and
review your notes. Tip: Break study material into short segments of length
dependent on its difficulty. Remember, concise notes are more powerful than
copious notes. Think about the material! Then take notes on what you don't
know or are not sure of.
Test Taking
Tip: For essay examinations, try the "memory dump" technique. If permitted,
write down everything you've memorized - facts, names, dates, ideas, events,
and so on BEFORE you do anything else. Sometimes reading through the essay
questions can distract you from what you've studied. The "memory dump"
technique requires that you write down everything possible BEFORE you begin
writing essay answers. This way, you are less likely to forget something
important.

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III- METHOD OF APPROACH AND
CONCENTRATION AT WORK
Concentration is the ability to direct one's thinking in whatever direction
one would intend. We all have the ability to concentrate -- sometimes. Think of
the times when you were engrossed in a super novel.

1. What is concentration difficulty?

Concentration difficulty is a decreased ability to focus your thoughts on
something. Concentration difficulties can be related to difficulty staying awake,
impulsiveness, intrusive thoughts or concerns, over activity, or inattention. They
can be caused by medical, cognitive or psychological problems or may be
related to sleep disorders or medications, alcohol or drugs.
Concentration difficulties may be long-term, established conditions, as in
the case of attention deficit disorder, or they may arise as a result of illness or
another event. In many colleges over 8% of the students report problems
concentrating on their studies. Most of these students blame outside distractions
for their problems.
Many research studies manipulating noise levels and distractions have
found that such disturbances may increase, decrease, or not even affect
concentration. These researchers have therefore concluded that distracters don't
cause concentration problems directly. It is the way the distracters are
interpreted by the students that disrupts their study.
The art or practice of concentration, no matter if studying biology or
playing pool, is to focus on the task at hand and eliminate distraction. We all
have the ability to concentrate -- sometimes. Think of the times when you were
"lost" in something you enjoy: a sport, playing music, a good game, a movie
(Total concentration). But at other times,
 Your mind wanders from one thing to another
 Your worries distract you
 Outside distractions take you away before you know it
 The material is boring, difficult, and/or not interesting to you.
a) These tips may help:
They involve
- What you can control in your studies
- Best practices

41
 Before engaging in your studies, and concentrating, try to center yourself
with silence, clearing your mind of distractions that may disrupt your
productivity.
b) What you can control in your studies:
"Here I study «Get a dedicated space, chair, table, lighting and environment
Avoid your cell phone or telephone Put up a sign to avoid being disturbed or
interrupted If you like music in the background, OK, but don't let it be a
distraction. (Research on productivity with music versus without music is
inconclusive)
Stick to a routine, efficient study schedule Accommodate your
day/nighttime energy levels. See our Guide on Setting goals and making a
scheduling
c) Focus
Before you begin studying, take a few minutes to summarize a few
objectives, gather what you will need, and think of a general strategy of
accomplishment
d) Incentives
Create an incentive if necessary for successfully completing a task, such
as calling a friend, a food treat, a walk, etc. For special projects such as term
papers, design projects, long book reviews, set up a special incentive
e) Change topics
Changing the subject you study every one to two hours for variety. Vary
your study activities Alternate reading with more active learning exercises If
you have a lot of reading, try the S Q 3 R method Ask yourself how you could
increase your activity level while studying? Perhaps a group will be best?
Creating study questions? Ask your teacher for alternative strategies for
learning. The more active your learning, the better.
 Take regular, scheduled breaks that fit you Do something different from
what you've been doing (e.g., walk around if you've been sitting), and in a
different area
 Rewards
 Give yourself a reward when you've completed a task

42
Best Practices:
 You should notice improvement in a few days But like any practice, there
will be ups, levels, and downs:
 It will benefit other activities you do!
f) Be here now | Worry time | Tally Card | Energy level | Visualize
- Be Here Now
This deceptively simple strategy is probably the most effective. When you
notice your thoughts wandering astray, say to yourself "Be here now" and gently
bring your attention back to where you want it. For example: You’re studying
and your attention strays to all the other homework you have, to a date, to the
fact that you're hungry. Say to yourself
Focus back on subject with questions, summarizing, outlining, mapping,
etc. and maintain your attention there as long as possible. When it wanders
again, repeat and gently bring your attention back, and continue this practice,
repeatedly. It will work!
Do not try to keep particular thoughts out of your mind. For example, as
you sit there, close your eyes and think about anything you want to for the next
three minutes except cookies. Try not to think about cookies...When you try not
to think about something, it keeps coming back. ("I'm not going to think about
cookies. I'm not going to think about cookies.")
You might do this hundreds of times a week. Gradually, you'll find that
the period of time between your straying thoughts gets a little longer every few
days. So be patient and keep at it. You'll see some improvement!
Do not constantly judge your progress. Take it easy on yourself. Good
practice is enough to say that you did it, and that you are on the road. The mind
is always different and the practice unfolds over time with many ups and downs.
- Worry or Think Time
Research has proven that people who use a worry time find themselves
worrying 35 percent less of the time within four weeks.
 Set aside a specific time each day to think about the things that keep
entering your mind and interfering with your concentration.
 When you become aware of a distracting thought, remind yourself that
you have a special time to think about them,
 Let the thought go, perhaps with "Be here now,"
 Keep your appointment to worry or think about those distracting issues

43
 For example, set 4:30 to 5 p.m. as your worry/think time. When your
mind is side-tracked into worrying during the day, remind yourself that you have
a special time for worrying. Then, let the thought go for the present, and return
your focus to your immediate activity.
- Tallying your mental wanderings
Have a 3 x 5 inch card handy. Draw two lines dividing the card into three
sections. Label them "morning," "afternoon," and "evening." Each time your
mind wanders, make a tally in the appropriate section. Keep a card for each day.
As your skills build, you'll see the number of tallies decrease
- Maximize your energy level
When is your energy level at its highest? When are your low energy
times? Study your most difficult courses at your high energy times. Sharpest
early in the evening? Study your most difficult course then. Later in the
evening? Work on your easier courses or the ones you enjoy the most.
Most students put off the tough studies until later in the evening when
they become tired, and it is more difficult to concentrate. Reverse that. Study
hard subjects at peak energy times; easier ones later. This alone can help to
improve your concentration
- Visualize
As an exercise before you begin studying, think of those times when
concentration is not a problem for you--no matter what situation. Now try to feel
or image yourself in that situation. Recapture that experience immediately
before your studies by placing yourself in that moment. Repeat before each
study session.
- Paying attention in the classroom
If you have difficulty paying attention to what is happening in your classrooms,
Click on the text to begin to avoid the scene!
Try to anticipate the main ideas of the coming lecture: Look over your notes of
the previous lecture and read the course material. If you have questions about
material from the previous class or text, ask the instructor before class about
them Prepare a few questions you expect to be answered on new material if
possible
 Resist distractions by sitting in front of the room away from disruptive
classmates and by focusing on the instructor through active listening and
note taking

44
 Put yourself in the "mood" with attentive expression and posture; do not
sprawl
 Shift position in your seat every so often Don't sit frozen in one position
Shifting on occasion will help keep the blood circulating, send more
oxygen to your brain, and help you remain alert
 When appropriate: ask a question, ask for more clarity, or engage an
instructor and the class in dialogue
 Train yourself not to give in to distractions
- Creating a Study Environment
 Find a place to study and keep it for study only.
 Tool-up the environment with all study needs.
 Control noise level and the visual environment to acceptable levels.
 Avoid relaxing while working; create a work atmosphere.
- When to Study
 Best during the day and early evening; you'll remember better.
 Best when there are the fewest competing activities in progress.
 Best when adequate rest periods are provided.
 Stop studying when fatigue or lack of attention occurs.
- How to Study & Concentrate
 When distracters are present, become intensely involved.
 Keep a pad of paper handy to jot down extraneous thoughts that cross
your mind while studying, get them out of your mind and on to paper.
 Set study goals before you begin each period of study (number of pages,
number of problems, etc.)
 Design adequate rewards after specified goals are attained.
 Break-up the content of study by mixing up subjects and building in
variety and interest and removing boredom.
 Make the most of rest periods-do something quite different.
 Don't try to mix work and play.
 Start with short study periods and build to longer periods only as fast as
you maintain concentration.
 If necessary, make a calendar of events to clear your mind of distractions.
 Realize that you won't lose friends, respect, or a "good time" just because
you're studying... these will keep.
 Plan the length of your study period by the amount of material you have
decided to cover, not by the clock. (Often the clock is one of the most
serious distracters.)

45
IV- MOTIVATION TIPS FOR STUDENTS
Do you need motivation for doing your homework? Sometimes we all
need a little prodding when it comes to getting our work done.
If you ever feel like homework is pointless, you may find inspiration in
the following tips. The problems below have been submitted by real students.
Read on to discover how normal you really are!
“Sometimes I just don’t see the point of homework. I mean, I don’t get the point,
so I don’t feel like doing it.”

1. MOTIVATION TIP 1: GET PERSPECTIVE!

You’ve probably heard the old saying “I’ll never use this knowledge in
the real world.” It’s time to set the record straight once and for all—that saying
is completely false!
When you start feeling like homework is a drag, it might help to start
thinking about the reason you’re doing homework in the first place. The work
you do now really is important, even though it’s probably hard to see
sometimes.
In truth, your nightly homework is really work that will form the
foundation for your future. Right now you are probably being forced to study
topics that don’t interest you at all. It may seem cruel and unfair now, but it’s
really an important and necessary “evil.”
Why? Because a strong foundation must include a good mix of
ingredients. You see, you may not believe that you’ll need your algebra skills
later in life, but algebra sets the stage for understanding principles of science,
economics, and business.
It’s the same for English homework. You’ll need those skills desperately
in college, and you’ll certainly need them to succeed in the world.
“I like one of my subjects. It’s all the others I hate!”

46
 2. MOTIVATION TIP 2: GET AN ATTITUDE!
Are you a math whiz? A great writer? Are you artistic—or maybe good at
solving puzzles?
Most students have a special talent in one particular area, so they enjoy
doing homework on that topic. The problem comes when they avoid doing the
other stuff. Sound familiar?
The good news is that you don’t need to love everything. Just pick one
area you love and become the self-appointed expert in your school. Get a serious
attitude!
Think of yourself as the very best on that one topic, and then make it a
reality. For inspiration, you can create a web site or perhaps a series of podcasts
about your topic. Become a star!
Once you become the expert in your field, you will gain confidence in
yourself and become more tolerant of the topics you don’t enjoy so much.
You’ll start thinking of all your least favorite topics as “supporting” actors in
your quest for a career in the area you love.
“Some kids get good grades because of their reputations. The teacher just likes
them better. I have to work harder for an A.”

3. MOTIVATION TIP 3: GET COMPETITIVE!

This problem could be real or imagined. Either way, this problem is the
best kind! If you have a competitive spirit, you can have a lot of fun with this
one.
If you think you’re at a disadvantage to other students, you can turn things
around by getting a competitive attitude.
Think of every project as a challenge and set out to do your assignment
better than anybody else. Try to surprise everyone—including the teacher—by
doing outstanding work.
If you feel like you are part of a misfit crowd, then it might help to team
up with a friend or two. Put your heads together and plot to outdo the popular
crowd. You’ll find that this can be very inspiring!
“I do OK in school. I just get so bored sometimes and can’t get into my
homework.”

47
 4. MOTIVATION TIP 4: GET YOUR EYE ON THE PRIZE!
If you get bored just thinking about homework, then you may need to
focus on setting and reaching goals.
For instance, if you are having trouble getting started on a big science
project, then divide your project into steps. Then, reward yourself each time you
finish a step successfully. Your first step could be library research.
Set a time line for visiting the library and completing your research. Think
of a good way to reward yourself, like a frothy iced coffee drink or another
favorite treat. Then focus on the prize and make it happen!
Your parents will probably support you in this endeavor. Just ask!
There are many variations to the “eye on the prize” system. You may
want to create a dream box or a bulletin board with pictures of big prizes, like
the college of your dreams. Fill the box or board with the objects of your dreams
and make a habit of looking at them often.
In other words, keep your eyes on those prizes!
”Why should I care? Nobody else does.”

5. MOTIVATION TIP 5: GET SUPPORT!

It’s unfortunate but true that some students don’t receive much
encouragement or support when it comes to school work. Some students don’t
have any encouragement from family or don’t even have any family at all.
But that doesn’t mean nobody cares.
There are lots of people who care very much that you succeed in school.
Just think about it—this web site wouldn’t exist if somebody didn’t want you to
succeed.
There are many people who care. People in your school have a big stake
in your success. They are judged on your performance. If you don’t do well,
they don’t do well.
Adults from all walks of life are concerned about education and the plight
of students just like you. The state of education is a big topic of discussion and
debate among adults. If you feel like you don’t get support at home, then find an
education forum and talk about it.
You’ll find that there are lots of people who are interested and willing to
cheer you on!

48
ANNEX

RELATED DOCUMENTS

49
50
 EXAMINATION OF THE SCHOOL WORKING METHOD
B. CANTINEAUX
Calibration
Method of approach
Study techniques
Planning and timing
working method
and concentration at Motivation Total scale
work
W Z’ W Z’ W Z’ W Z’ W Z’
Z Z Z Z Z
score Score score Score score Score score Score score Score
0 27 -2.5 0 24 -2.5 0 28 -2.5 0 22 14 21
-2.5
3 33 -2.0 3 31 -2.0 3 34 -2.0 3 28 17 25
-2.5
4 37 4 35 4 37 4 31 19 27
-1.5 -1.5 -1.5 -2.0
5 39 6 38 6 38 6 33 20 29
6 40 7 41 7 40 7 37 21 31
-1.5
7 42 -1.0 8 43 -1.0 8 41 8 39 22 33 -2.0
8 44 9 44 9 42 -1.0 9 40 23-25 34
9 46 10 47 10 43 10 41 -1.0 26-28 35
-0.5
10 47 -0.5 11 49 11 44 11 44 29-31 36
11 48 12 50 12 45 12 45 32-33 37 -1.5
0
12 50 13 53 13 46 13 46 -0.5 34 38
-0.5
13 52 0 14 56 14 47 14 48 35-36 39
14 54 15 57 0.5 15 49 15 50 37 40
15 57 0.5 16 58 17 51 16 51 38 41
0
16 62 1.0 17 62 1.0 18 52 17 52 39-41 42 -1.0
0
18 67 1.5 18 65 19 53 18 54 42-43 43
1.5
20 68 21 54 19 56 44 44
0.5
21 72 2.0 22 57 21 58 45-46 45
0.5
23 58 22 60 47-48 46
25 60 23 61 1.0 49-50 47 -0.5
1.0
26 64 25 63 51-52 48
29 69 1.5 26 67 1.5 53 49
29 71 2 54-55
56-57
58-59 50 0
60-61
62-63
64-65 55
66-67 56
68-69 57 0.5
JUNIOR BOY CALIBRATION 70
71-72
58
59
Secondary school 73 60
74-75 61
76-77 62 1.0
ACCSOSUP 78-79 63
Cameroon Association of School Coaching and School, 80 64
University and Professional Guidance 81 65
82 66
83 67 1.5
84 68
85 69
86 70
2.0
87 72
89 75
2.5
92 79

51
 EXAMINATION OF THE SCHOOL WORKING METHOD
B. CANTINEAUX
Calibration
Method of approach
Study techniques
Planning and timing
working method
and concentration at Motivation Total scale
work
Z’ Z’ Z’
W W W W Z’ W Z’
Scor Z Scor Z Scor Z Z Z
score score score score Score score Score
e e e
0 32 -2 0 26 0 31 -2.0 0 24 15 26 -2.5
-2.5 -2.5
3 39 -1.5 3 29 3 37 3 27 18 30
-1.5
4 42 4 33 -2.0 4 39 4 31 -2.0 19 33 -2.0
-1.0
6 43 7 38 -1.5 6 40 7 38 -1.5 22 34
7 45 8 42 7 42 -1.0 8 41 -1.0 23 35
-1.0
8 47 -0.5 10 44 8 44 11 45 24 36
-0.5
10 49 11 46 9 45 12 48 25-26 37 -1.5
-0.5
11 51 12 49 10 46 15 52 0 27-29 38
0 -05
12 53 14 51 11 48 16 55 30 39
0.5
14 56 15 53 0 12 49 19 59 31-32 40
0.5
15 57 16 54 14 50 23 64 1.0 33-34 41
18 64 1.0 18 56 15 53 0 24 71 35 42 -1.0
2.0
19 57 0.5 17 54 27 74 36 43
20 59 18 56 37-38 44
0.5
22 61 19 59 39-41 45
1.0
23 63 21 62 1.0 42-44 46
24 66 22 66 1.5 45-46 47 -0.5
1.5
26 38 25 71 2.0 47 48
27 71 49 49
2.0
30 74 49-50 50
51 51
52-53 52 0
54-55 53
56-58 54
69-61 55
62-63 56
64-65 57 0.5
66-67 58
68 59
69-70 60
JUNIOR GIRL CALIBRATION 71-72 61
73-74 62 1.0
Secondary school 75-76 63
77-78 64
ACCSOSUP 79-80 65
Cameroon Association of School Coaching and School, 81 66 1.5
University and Professional Guidance 82 68
83 72
2.0
92 74

52
 EXAMINATION OF THE SCHOOL WORKING METHOD
Calibration
Method of approach
Study techniques
Planning and timing
working method
and concentration at Motivation Total scale
work
Z’ Z’ Z’
W W W W Z’ W Z’
Scor Z Scor Z Scor Z Z Z
score score score score Score score Score
e e e
0 28 -2.5 3 24 0 31 -2.0 3 24 -2.5 10 24
-2.5 -2.5
3 33 -2.0 4 28 3 38 -1.5 1 30 20 28
-2.0
4 39 -1.5 7 31 4 43 -1.0 6 34 21 30
-2.0
6 41 8 33 6 46 7 38 -1.5 22-23 31
-1.0 -0.5 -2.0
7 44 10 35 7 47 8 40 24-25 32
8 46 11 36 8 50 9 41 -1.0 26 33
-0.5 -1.5
10 47 12 37 10 52 0 10 42 27 34
11 50 13 38 11 54 11 45 28 35
12 52 0 14 41 12 58 0.5 12 46 29 36
-0.5
14 54 15 43 -1.0 14 30 13 47 30-31 37 -2.0
1.0
15 56 0.5 16 44 15 62 14 49 32-33 38
18 60 17 45 18 68 1.5 15 50 34 39
1.0
19 64 18 46 16 51 0 35-36 40
22 69 1.5 19 47 -0.5 17 53 37 41
20 48 18 55 38-39 42 -1.0
21 49 19 56 0.5 40-42 43
22 50 20 57 43-45 44
23 51 21 60 46 45
24 52 0 22 62 47-48 46
25 53 24 63
1.0 49-50 47 -0.5
26 54 25 64 51-52 48
27 55 28 68 1.5 53-54 49
28 56 55-58 50
0.5
29 58 59-60 51
30 59 61 52 0
31 60 62-63 53
32 61 64-65 54
33 63
1.0 66-67 55
35 64 68-69 56
36 66 1.5 70-72 57 0.5
39 70 73-75 58
40 73
2.0 76-78 59
43 76 2.5 79-80 60
81-83 64
84-85 62 1.0
86-87 63
88-89 64
SENIOR GIRL CALIBRATION 90-91
92-93
65
66
High school 94
95
67
68
1.5

ACCSOSUP 96 69
Cameroon Association of School Coaching and School, 97 70
University and Professional Guidance 98 71
99 72 2.0
100 73
101 74
102 76 2.5

53
 EXAMINATION OF THE SCHOOL WORKING METHOD
Calibration
Method of approach
Study techniques
Planning and timing
working method
and concentration at Motivation Total scale
work
Z’ Z’ Z’
W W W W Z’ W Z’
Scor Z Scor Z Scor Z Z Z
score score score score Score score Score
e e e
0 32 -2.0 3 24 0 29 -2.5 0 22 -2.5 15 22
-2.5
3 36 4 28 4 36 4 32 -2.0 20 26 -2.5
-1.5 -1.5
4 39 6 31 -2.0 8 39 7 35 21 28
-1.5
7 41 7 34 12 43 -1.0 8 38 22 30
-1.0
8 44 9 37 -1.5 16 47 -0.5 11 41 23-24 31
-1.0
11 48 -0.5 10 39 20 50 0 12 44 25 32 -2.0
12 50 11 41 24 56 0.5 14 45 26-27 33
0 -1.0
15 53 12 43 28 64 1.5 15 47 -0.5 28 34
16 55 13 45 16 49 29-30 35
0.5
19 58 14 48 -0.5 18 50 31-33 36
20 61 15 49 19 52 34-35 37 -1.5
23 66
1.0 16 50 20 53
0 36-37 38
17 52 22 54 38-39 39
18 53
0 23 56 40-41 40
19 54 24 58
0.5 42-43 41
20 56 26 60 44-45 42 -1.0
21 58
0.5 27 63
1.0 46-47 43
22 60 28 64 48-49 44
23 62
1.0 30 65
1.5 50-52 45
24 65 31 70 2.0 53-55 46
1.5
26 67 34 75 2.5 56-58 47 -0.5
27 70 59-60 48
30 72
2.0 61-62 49
63-65 50
66-68 51
69-70 52 0
71-73 53
74-75 54
76-78 55
79-80 56
81-82 57 0.5
83-84 58
SENIOR BOY CALIBRATION 85-86 59
High school 87-88
89-90
60
61
ACCSOSUP 91-92 62 1.0
Cameroon Association of School Coaching and School, 93-95 63
University and Professional Guidance 96 64
97-98 65
99 66
100 67
1.5
101 68
102 70
104 72
2.0
105 75
107 78
2.5

54
 EXAMINATION OF THE SCHOOL WORKING METHOD
BY B. CANTINEAUX All rights reserved
QUESTIONNAIRE ANSWER SHEET FOR STUDENTS

School _________________________________ Class ________ Year ___________

Names and first names _________________________________________________

Birth date _________________________________ Sex ______________________

For each question write the letter that corresponds to your answer

Numbers Answer Numbers Answer

01 26
02 27
03 28
04 29
05 30
06 31
07 32
08 33
09 34
10 35
11 36
12 37
13 38
14 39
15 40
16 41
17 42
18 43
19 44
20 45
21 46
22 47
23 48
24 49
25 50

WARNING:
The right answer is what you really live in your studies!
Do not miss a number! Answer all the questions. A skipped question cancels the
test! ACCSOSUP

55
 EXAMINATION OF THE SCHOOL WORKING METHOD
BY B. CANTINEAUX
RATING SHEET (SENIOR BOY)
School _________________________________ Class _____ Year _____

Names and first names _________________________________________________

Birth date _________________________________ Sex ______________________

Study techniques working Method of approach and

Planning and timing Motivation
method concentration at work
N° A B C D N° A B C D N° A B C D N° A B C D
1 pb pb 11 3 3 pb pb 31 pb pb 41 pb pb
2 pb pb 4 12 pb pb 3 32 pb pb 4 4 42 pb 3
3 pb pb 4 4 13 pb pb 33 4 4 pb pb 43 pb 3
4 pb pb 14 pb pb 34 pb pb 4 4 44 pb pb 4
5 pb pb 4 15 pb pb 3 35 4 4 pb pb 45 pb 4
6 4 pb 16 pb pb 36 4 pb 46 pb pb 3 3
7 17 pb pb 37 pb pb 47 4 pb
8 pb pb 4 18 4 4 pb pb 38 4 4 pb pb 48 4 pb
9 pb pb 19 39 pb pb 49 4 4 pb pb
10 pb 3 20 pb pb 40 pb pb 4 4 50 4 pb
Total 21 pb pb Total Total
22 pb pb 4 4 SCORING
23 pb pb maximum W Z’
Dimensions score Score
Z
score
24 pb pb Planning and
25 4 4 pb pb timing 23
26 3 3 pb pb Study
ACCSOSUP techniques 30
27 pb pb working method
(SENIOR BOY) 28 3 3 pb pb Method of
approach and
29 pb pb concentration at 28
30 pb pb work
Total Motivation 34
Total scale 115

56
 EXAMINATION OF THE SCHOOL WORKING METHOD
BY B. CANTINEAUX
RATING SHEET (SENIOR GIRL)
School _________________________________ Class __________ Year ________

Names and first names _________________________________________________

Birth date _________________________________ Sex ______________________

Study techniques working Method of approach and

Planning and timing Motivation
method concentration at work
N° A B
C D N° A B C D N° A B C DN° A B C D
1 pb pb 11 pb pb 31 pb pb 41 4 4 pb pb
2 pb pb 12 pb pb 4 32 pb pb 4 42 pb
3 pb pb 4 13 3 3 pb pb 33 pb pb 43 pb 3
4 pb pb 4 4 14 pb pb 3 34 pb pb 3 3 44 pb pb 3
5 pb pb 15 pb pb 35 pb pb 45 pb 3
6 4 pb 16 pb pb 36 4 pb 46 pb pb
7 17 pb pb 4 37 pb pb 47 4 pb
8 pb pb 4 18 3 3 pb pb 38 4 4 pb pb 48 3 pb
9 3 3 pb pb 19 39 pb pb 49 4 4 pb pb
10 pb 3 20 4 pb pb 40 pb pb 3 50 4 pb
Total 21 pb pb 4 4 Total Total
22 pb pb 4 SCORING
23 pb pb maximum W Z’
Dimensions score Score
Z
24 pb pb score
Planning and
ACCSOSUP 25 4 4 pb pb timing 22
(SENIOR GIRL) 26 pb pb Study
43
27 3 3 pb pb techniques
28 4 pb pb working method
Method of
29 3 pb pb approach and
30 pb pb concentration at 18
Total work
Motivation 28
Total scale 111

57
 EXAMINATION OF THE SCHOOL WORKING METHOD
BY B. CANTINEAUX
RATING SHEET (JUNIOR GIRL)
School _________________________________ Class ____________ Year _______

Names and first names _________________________________________________

Birth date _________________________________ Sex ______________________

Study techniques working Method of approach and

Planning and timing Motivation
method concentration at work
N° A BC D N° A B C D N° A B C DN° A B C D
1 pb pb 11 pb pb 31 pb pb 41 pb pb
2 pb pb 3 12 pb pb 32 pb pb 3 3 42 pb
3 pb pb 3 3 13 pb pb 33 4 pb pb 43 pb 4
4 pb pb 14 pb pb 34 pb pb 4 4 44 pb pb 4
5 pb pb 15 pb pb 4 35 3 pb pb 45 pb 4
6 4 pb 16 pb pb 3 36 pb 46 pb pb
7 17 pb pb 37 pb pb 3 47 3 pb
8 pb pb 4 18 3 3 pb pb 38 pb pb 48 4 pb
9 pb pb 19 39 pb pb 3 49 4 4 pb pb
10 pb 4 20 pb pb 40 pb pb 4 4 50 4 pb
Total 21 pb pb 4 Total Total
22 pb pb 4 4 SCORING
23 4 4 pb pb maximum W Z’
Dimensions score Score
Z
24 pb pb score
Planning and
25 pb pb timing 18
26 4 4 pb pb Study
ACCSOSUP 27 pb pb techniques 30
(JUNIOR GIRL) 28 pb pb working method
Method of
29 4 4 pb pb approach and
30 pb pb concentration at 25
Total work
Motivation 27
Total scale 100

58
 EXAMINATION OF THE SCHOOL WORKING METHOD
BY B. CANTINEAUX
RATING SHEET (JUNIOR BOY)
School _________________________________ Class ____________ Year _______

Names and first names _________________________________________________

Birth date _________________________________ Sex ______________________

Study techniques working Method of approach and

Planning and timing Motivation
method concentration at work
N° A BC DN° A B C DN° A B C DN° A B C D
1 pb pb
11 3 3 pb pb
31 pb pb 41 pb pb
2 pb pb 4
12 pb pb 332 pb pb 4 4 42 pb 3
3 pb pb 4 4
13 pb pb
33 4 4 pb pb 43 pb 4
4 pb pb 14 pb pb 34 pb pb 4 4 44 pb pb 4
5 pb pb 4
15 pb pb 3 35 4 4 pb pb 45 pb 4
6 4 pb 16 pb pb 36 4 pb 46 pb pb 3 3
7 17 pb pb 37 pb pb 47 4 pb
8 pb pb 4 18 4 4 pb pb 38 4 4 pb pb 48 4 pb
9 pb pb 19 39 pb pb 49 4 4 pb pb
10 pb 3 20 pb pb 40 pb pb 4 4 50 4 pb
Total 21 pb pb Total Total
22 pb pb 4 4 SCORING
23 pb pb maximum W Z’
Dimensions score Score
Z
24 pb pb score
Planning and
ACCSOSUP 25 4 4 pb pb timing 23
(JUNIOR BOY) 26 3 3 pb pb Study
27 pb pb techniques 30
working method
28 3 3 pb pb
Method of
29 pb pb approach and
30 pb pb 3 concentration at 28
Total work
Motivation 34
Total scale 115

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 EXAMINATION OF THE SCHOOL WORKING METHOD (ACCSOSUP)
PSYCHOLOGICAL REVIEW REPORT:
Names and first names ______________________________________________________________ Class __________
1 Daily schedule of assignments and lessons 6 Regular work during the school year
2 Time spent on radio, TV etc. 7 A lot of time spent reading
Planning and timing 3 Difficulties with the distribution of the material 8 Late preparation of exams
Problems identified 4 Postponing Difficult Duties 9 Preparing Examinations with a Work Plan
5 Time for extra-curricular activities 10 Inaction several evenings a week
11 Use of a dictionary 21 Memorizing difficult subjects
12 Time spent completing class notes 22 Study until midnight the day before exams
13 Immediate preparation of newsrooms 23 Overview precedes study of details
Study techniques 14 Difficulty taking notes 24 Annotations during the study the material
15 Difficulty in coming up with the essential ideas of a text 25 Mental Revision of the Subject Matter
working method 16 Difficulty speaking fluently 26 Personal Reproduction of Subject Matter
Problems identified 17 Difficulty speaking in writing 27 Effort to discover internal structure of matter
18 Preparatory exercises for exams 28 Control of the theory by means of application
19 Preparatory Exam Summaries 29 Review the data before searching for the solution
20 Recitation of texts aloud 30 Morning study on exam day
31 Nervousness on exam day 36 Perseverance during hard work
Approach method 32 Uncertainty when starting work 37 Fatigue experienced during the study
and concentration 33 Careful reading of copy before to the examiner 38 Attention to the material recently read
Problems identified 34 Tendency to be distracted 39 Trend to start all at the same time
35 Sustained attention in class 40 Difficulty getting back to work
41 Preparing for an unexpected job for one of the following days 46 Tendency to leave the study for other things
Motivation 42 Reluctance to study details 47 Willingness to continue his studies
Problems identified 43 Stress strictly to succeed 48 Efforts to achieve better results
44 Hesitation to ask explanation to teachers 49 Effort for less pleasant discipline
45 Trends to be easily discouraged 50 Studying only to avoid recalibration: no ambition

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 EXAMINATION OF THE SCHOOL WORKING METHOD
(ACCSOSUP)
PROFILE OF THE WORKING METHOD
Names and first names _______________________________________________________ Class _______________
Fairly Very
Weighted Z’ Very Poor Poor Mediocre Torelable Good
Good Good
score Cote
-2.5 -2.0 -1.5 -1 -0.5 0 +0.5 +1.0 +1.5 +2.0 +2.5
1 Planning and timing
Study techniques, working
2
method
Approach method and
3
concentration
4 Motivation
5 Total scale
ANALYZES AND INTERPRETATIONS OF RESULTS
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