LEARNING TO BE A BETTER STUDENT

Lesson 16: Learning to be a better student

1. Set goals, both short and long-term, are a great way to measure your success. If you
don’t have goals in sight, you have nothing to achieve or strive for in your courses. If
you set concrete goals for yourself, it’s easier to become motivated and measure your
success in those goals. Make sure your goals are realistic! While you should challenge
yourself, you shouldn't set yourself up for failure, either. Remember, you can always set
higher goals once you've achieved your first set.

2. Adopt and stick to a study schedule Scheduling is vital to maintaining a healthy

learning balance and keeping up with rigorous courses.

3. Stay well-rested If you’re awake and alert, you’re certainly more likely to absorb
information given in class, during study sessions and in class activities and participation.
Think of it as an equation: awake + alertness = A’s.

4. Take advantage of educator resources In addition to attending class, there are a

variety of resources available to aid students in thriving and achieving in class. TA’s,
office hours and study review sessions are amongst the resources offered within specific
classes. Additionally, many high schools and colleges offer tutoring sessions free of
charge to students who seek extra help with their courses.

5. Healthy study techniques for proper exam preparation Study techniques

considered “healthy” include balance, time-management and avoiding all-night study
“cram” sessions. Information is certainly easier to absorb when reviewed in increments,
rather than procrastinating until the last minute.

6. Develop note-taking skills Listening and taking notes actively during class not only
ensures the recording of accurate information, but also reinforces the information
through recording the information as you take it in. Have you ever gone back to your
notes when it comes time to study for the exam and find that they are illegible or
difficult to understand? It's helpful to go over your note after class and either rewrite
them or outline the key information while it's still fresh in your mind. You'll find it's
much easier to utilize your notes and retain clearer information, come exam time.
Clearly, it also provides you with any important information that was only mentioned in
class when it comes time to review and study the exam material.

7. Extracurricular activities Try to create a life outside of academics, like participation

in extracurricular activities, such as intramural sports or college clubs. Contrary to
popular belief, extracurricular activities increase a student’s overall college experience,
contribute to the learning process and aiding in balancing scheduling skills

. 8. Study buddies Collaborating with other students is a great way to learn - as long as
you're sure to choose students who you'll stay on task with. Try finding various students
in your class, rather than friends you already have. It can expand your social group and
you're more likely to stay focused on the school work. Students who form study groups
with one another can often learn more through learning by teaching. When students
explain concepts to one another, they are able to learn and absorb the information
more easily. Inversely, students that may need clarification on areas of study are able to
ask peers in order to be able to better understand the course materials.

9. Take advantage of school resources Utilizing school resources for setting goals and
creating positive study habits tremendously aids in a student’s success. School resources
are abundant and students who take advantage of such resources are much more likely
to succeed. Such resources include the utilization of school libraries, career centers and
school centers that provide tutoring and knowledge (for example: student writing
centers, math centers, etc).

10. Take on a manageable course load When taking on a well-balanced course load,

students are more likely to succeed because of realistic expectations in the work load
that can be handled successfully.

11. Attendance This should be common sense – if students go to class, they will likely
become more successful in the course. Obviously, the course material is presented
during class periods and students that are paying attention tend to learn while in class
and, thus, are more likely to perform well on exams.

12. Participation Going to class is one thing but paying attention and participating in
class is another. If you listen to the lessons, questions are likely to arise. If they come up
in class, ask! If you’re too shy in a large class, wait and ask the professor after class or
during office hours. It’s important to know, however, that if you’ve got a question, it’s
likely that other students have the same question as well

What Happens during learning? Brain and Behavior changes?

 
Learning changes the physical structure of the brain. These structural changes alter the
functional organization of the brain; in other words, learning organizes and reorganizes
the brain. Different parts of the brain may be ready to learn at different times.

It is also understood that neurotransmitters, or brain chemicals, are responsible

for our moods and of the general state that we are in. ... Lesions or damage to the
frontal lobes and to other parts of the brain can and affect impulses and
impulsive behaviors. All of this knowledge raises disturbing questions.

Metacognitive Study Strategies

Do you spend a lot of time studying but feel like your hard work doesn’t help your
performance on exams? You may not realize that your study techniques, which may
have worked in high school, don’t necessarily translate to how you’re expected to learn
in college. But don’t worry—we’ll show you how to analyze your current strategies, see
what’s working and what isn’t, and come up with new, more effective study techniques.
To do this, we’ll introduce you to the idea of “metacognition,” tell you why
metacognition helps you learn better, and introduce some strategies for incorporating
metacognition into your studying.

What is metacognition and why should I care?

Metacognition is thinking about how you think and learn. The key to metacognition is
asking yourself self-reflective questions, which are powerful because they allow us to
take inventory of where we currently are (thinking about what we already know), how
we learn (what is working and what is not), and where we want to be (accurately
gauging if we’ve mastered the material). Metacognition helps you to be a self-aware
problem solver and take control of your learning.
By using metacognition when you study, you can be strategic about your approach. You
will be able to take stock of what you already know, what you need to work on, and how
best to approach learning new material.

Strategies for using metacognition when you study

Below are some ideas for how to engage in metacognition when you are studying. Think
about which of these resonate with you and plan to incorporate them into your study
routine on a regular basis.

Use your syllabus as a roadmap

Look at your syllabus. Your professor probably included a course schedule, reading list,
learning objectives or something similar to give you a sense of how the course is
structured. Use this as your roadmap for the course. For example, for a reading-based
course, think about why your professor might have assigned the readings in this
particular order. How do they connect? What are the key themes that you notice? What
prior knowledge do you have that could inform your reading of this new material? You
can do this at multiple points throughout the semester, as you gain additional
knowledge that you can piece together.

Summon your prior knowledge

Before you read your textbook or attend a lecture, look at the topic that is covered and
ask yourself what you know about it already. What questions do you have? What do you
hope to learn? Answering these questions will give context to what you are learning and
help you start building a framework for new knowledge. It may also help you engage
more deeply with the material.

Think aloud

Talk through your material. You can talk to your classmates, your friends, a tutor, or
even a pet. Just verbalizing your thoughts can help you make more sense of the material
and internalize it more deeply. Talking aloud is a great way to test yourself on how well
you really know the material. In courses that require problem solving, explaining the
steps aloud will ensure you really understand them and expose any gaps in knowledge
that you might have. Ask yourself questions about what you are doing and why.

Ask yourself questions

Asking self-reflective questions is key to metacognition. Take the time to be
introspective and honest with yourself about your comprehension. Below are some
suggestions for metacognitive questions you can ask yourself.

·   Does this answer make sense given the information provided?

·   What strategy did I use to solve this problem that was helpful?

·   How does this information conflict with my prior understanding?

·   How does this information relate to what we learned last week?

·   What questions will I ask myself next time I’m working these types of problems?

·   What is confusing about this topic?

·   What are the relationships between these two concepts?

·   What conclusions can I make?

Try brainstorming some of your own questions as well.

Use writing

Writing can help you organize your thoughts and assess what you know. Just like
thinking aloud, writing can help you identify what you do and don’t know, and how you
are thinking about the concepts that you’re learning. Write out what you know and what
questions you have about the learning objectives for each topic you are learning.

Organize your thoughts

Using concept maps or graphic organizers is another great way to visualize material

and see the connections between the various concepts you are learning. Creating your
concept map from memory is also a great study strategy because it is a form of self-
testing.

Take notes from memory

Many students take notes as they are reading. Often this can turn notetaking into a
passive activity, since it can be easy to fall into just copying directly from the book
without thinking about the material and putting your notes in your own words. Instead,
try reading short sections at a time and pausing periodically to summarize what you
read from memory. This technique ensures that you are actively engaging with the
material as you are reading and taking notes, and it helps you better gauge how much
you’re actually remembering from what you read; it also engages your recall, which
makes it more likely you’ll be able to remember and understand the material when
you’re done.

Review your exams

Reviewing an exam that you’ve recently taken is a great time to use metacognition. Look
at what you knew and what you missed. Try using this hand out to analyze your
preparation for the exam and track the items you missed, along with the reasons that
you missed them. Then take the time to fill in the areas you still have gaps and make a
plan for how you might change your preparation next time.

Take a timeout

When you’re learning, it’s important to periodically take a time out to make sure you’re
engaging in metacognitive strategies. We often can get so absorbed in “doing” that we
don’t always think about the why behind what we are doing. For example, if you are
working through a math problem, it’s helpful to pause as you go and think about why
you are doing each step, and how you knew that it followed from the previous step.
Throughout the semester, you should continue to take timeouts before, during or after
assignments to see how what you’re doing relates to the course as a whole and to the
learning objectives that your professor has set.

Test yourself

You don’t want your exam to be the first time you accurately assess how well you know
the material. Self-testing should be an integral part of your study sessions so that have a
clear understanding of what you do and don’t know. Many of the methods described
are about self-testing (e.g., thinking aloud, using writing, taking notes from memory)
because they help you discern what you do and don’t actually know. Other common
methods include practice tests and flash cards—anything that asks you to summon your
knowledge and check if it’s correct.
Taking Charge of One’s Health
Chapter 18: Taking Charge of One’s Health
Self-management of chronic illness means that you take responsibility for doing what
it takes to manage your illness effectively. It's important for you to be responsible for
your health. The treatment recommendations your doctor makes won't do any good
unless you follow them.

Stressor and Response

Stress is a biological and psychological response experienced on encountering a threat

that we feel we do not have the resources to deal with. A stressor is the stimulus (or
threat) that causes stress, e.g. exam, divorce, death of loved one, moving house, loss of
job.

When the body is stressed, the SNS contributes to what is known as the “fight or
flight” response. The body shifts its energy resources toward fighting off a life threat, or
fleeing from an enemy. The SNS signals the adrenal glands to release hormones called
adrenalin (epinephrine) and cortisol (see Endocrine System).

Sources of Coping and Strength

Emotional strengths were found to be related to positive coping but less so to

negative coping. Emotional strengths include active behaviors (e.g., being brave,
persistent, and hopeful, having perspective), which foster an effective analysis of the
situation and problem solving (i.e., positive coping strategies).

The five emotion-focused coping strategies identified by Folkman and Lazarus are:

disclaiming escape-avoidance.

Emotion-focused strategies involve:

·        Releasing pent-up emotions.

·        Distracting oneself

·        Managing hostile feelings.

·        Meditating
·        Mindfulness practices

·        Using systematic relaxation procedures

Stress and Filipinos: The Social and Cultural Dimensions of stress

 The fact is that stress can so overwhelm people that they lapse into depression,
resorting to destructive behaviour, directed toward the self, or toward others.
Understanding this local context might help us develop more culturally appropriate, and
therefore more effective, ways to deal with stress.

Social stress can arise from one's micro-environment (e.g., family ties) and macro-
environment (e.g., hierarchical societal structure). Social stress is typically the most
frequent type of stressor that people experience in their daily lives and affects people
more intensely than other types of stressors.

Culture can affect the stress and coping process in four ways. First, the cultural context

shapes the types of stressors that an individual is likely to experience.
Second, culture may also affect the appraisal of the stressfulness of a given event.

Examples of life stresses are:

·        The death of a loved one

·        Divorce

·        Loss of a job

·        Increase in financial obligations

·        Getting married
·        Moving to a new home

·        Chronic illness or injury

·        Emotional problems (depression, anxiety, anger, grief, guilt, low self-esteem)

Taking care of the self: The need of the self care and compassion
Are you your own worst enemy? It is very rare for depression to exist without a certain
amount of ‘self-bullying’. Depression is a bully, and it preys on and reinforces the habit
of self-bullying. To beat depression, you need to sort your inner bully out! Self-
compassion is a skill that you can learn and practise without having to actually ‘believe’
it at first – we can train our minds to bring greater compassion to all our thoughts and
feelings. 

1. Tune In

First you need to notice just how self-bullying you can really be, because we very often
do this without even realising it. Spend a day, or even a week, writing down some of the
things you say to yourself as part of your inner running commentary when you are
feeling low. Just write it all down exactly the way you speak to yourself, with the words
you use – the name-calling, the self-blame, the criticism of specific things that you do –
everything!

Also make a note of the tone that you use with yourself. It might be interesting to hear if
you sound like anyone in particular in your past (a critical parent or teacher, for
example). Write down the most prominent phrases you use towards yourself – some
really common examples include “pathetic”, “useless”, “failure”, or often focus on some
sort of negative comparison of oneself against everyone else.

2. Evaluate

Now look back over what you have written, and ask yourself if you would ever speak in
this way to someone else that you cared about, especially if that person was feeling low
– unlikely! You may feel that your critical voice is trying to ‘help’ you – to keep you safe
or help you improve as a person – but it is important to recognise how ineffective it is to
do so in this harsh, self-critical way. Being caring and encouraging in your tone is much
more effective.

 
3. Try Something Different

See if you can change the tone and the words you use when you speak to yourself –
think about how someone else would speak to you when you are feeling low, someone
who really cares about you, accepts you, and is always kind and gentle towards you.

Practise it by writing it out. It may feel very strange and unnatural at first, if you are used
to taking a harsh tone with yourself, and is the sort of thing you might have to treat as
an academic exercise to start off with.

4. Keep a self-compassion journal

Another way to extend this exercise is described by the leading US self-compassion

researcher, Dr Kristin Neff, who suggests keeping a ‘self-compassion journal’ for a week
(or longer), in which you write down the things in your day that have caused you pain,
that you felt unhappy about, or that you judged yourself for, and then to use her 3
components of self-compassion to process the event:

5. Next steps

Find a self-compassion test, more self-compassion training exercises, and some MP3
downloads with self-compassion meditations on Dr Kristin Neff’s website at www.self-
compassion.org. A very good way to develop more self-compassion is learning the skill
of mindfulness – learn more on the ‘Practising Mindfulness’ page of Dr Kristin’s website
and look out for courses or workshops run by your university or college counselling
service.

Setting Goals for Success

Lesson 17: Managing your own Learning Self Regulated Learning

The Cycle of Self-Regulated Learning

Self-regulated learning is a cyclical process, wherein the student plans for a task,
monitors their performance, and then reflects on the outcome. The cycle then repeats as
the student uses the reflection to adjust and prepare for the next task. The process is
not one-size-fits-all; it should be tailored for individual students and for specific learning
tasks (Zimmerman, 2002).
The figure to the right illustrates the key steps of the process. These steps are performed
by the student, but instructors play a vital role in guiding and coaching students
through each step. The bullet points below provide additional information, and are
drawn from Zimmerman (2002) and Zumbrunn et al. (2011).

Jump down to:

1. Plan and set goals | 2. Use strategies and monitor performance | 3. Reflect on
performance

1. Plan, set goals, and lay out strategies

This first step of the cycle may be overlooked by many students as they dive headlong
into a task. Encouraging students to establish a plan before they start working on a task
will help them strategize right from the start. Although students may see this as taking a
step backward, it will ultimately help them be more efficient with their time and effort.

Guide students though this process by helping them ask themselves the following
questions:

·        Analyze the learning task. Is this a task I've done before or something new? Does
it build off of a task I've done before? How much time will it take? How much focus will I
need?

·        Set goals. How will I structure this task? What are the intermediate checkpoints
and sub-goals? Can I complete an outline with two weeks to go, and then a rough draft
one week prior to the due date? That would allow time to get extra help as needed.

·        Plan strategies. Will I need resources from the library, a color printer, help from
my lab partners, or an appointment for office hours? Given my needs, when should I get
started on this task?

·        Set expectations for the outcome. Given how much time I have available, my
strengths and weaknesses, and my current standing in the course, what type of outcome
would I like? Do I need to "ace" this, or is it OK if I can just complete it successfully?

Instructor tips:

Ø  When students are new to a task, help them map out the most effective strategies to
match the goal.
Ø  Set intermediate, shorter term goals along the pathway toward a larger goal.

Ø  As students gain proficiency, allow them to plan for themselves.

2. Use strategies and monitor performance

In this phase, students carry out the plan that was outlined in the forethought phase.
Ideally, students can proceed with confidence because they have already established a
detailed plan of action.

Here are some key points you can use to coach students through this phase.

·        Use self-observation to reflect on the actions taken by the student and the

effectiveness of the results.

o   For example, when I studied in a quiet location in the library, I completed the reading
more quickly than when I read at home.

·        Because things don't always go smoothly, have students make a plan for what to
do when obstacles arise (Flanagan, 2014).

o   For example, if I get stuck on the math in this assignment, I will go to the TA's weekly
help session.

·        Prompt students to stick with the strategies, even though it may be tempting to
revert back to known (but ineffective) strategies. Unfamiliar approaches may feel
inefficient at first, but learning the method can be as important as learning the material.

·        Have the students monitor their progress on the intermediate goals, and the
strategies they are using. At the same time, you can also monitor their progress and
offer feedback (see structuring feedback for self-regulated learning).

3. Reflect on performance

Many students focus solely on the extrinsic outcome of their grade. While grades are
important, you can help students reflect on how they think they did on a particular
assignment, and why. This self-reflection can help them understand why they earned a
certain grade and how to improve their performance. Activities like an exam
wrapper can solidify this process.
·        Ask students to evaluate their own performance and their results. Students should
compare their performance to their original goal, rather than comparing themselves to
others.

·        Reflect on the effectiveness of strategies used. Did they select an appropriate

strategy? Did they follow through with the selected strategy?

·        Encourage students to attribute poor outcomes to the effort made and/or the
strategy used. Students should be coached to not attribute failure to lack of ability.

·        Help students manage their emotions, and in time, direct them toward productive
lines of thinking about how they can improve their performance. Even if their outcome is
not what they had hoped, they can still learn from the experience.

·        A key part of this process is that students use this reflection to plan for the next
task. How will they adapt their planning, strategy, time management, and self-
monitoring

Setting Goals for Success

The Five Golden Rules

1. Set Goals That Motivate You

When you set goals for yourself, it is important that they motivate you: this means
making sure that they are important to you, and that there is value in achieving them. If
you have little interest in the outcome, or they are irrelevant given the larger picture,
then the chances of you putting in the work to make them happen are slim. Motivation
is key to achieving goals.

Set goals that relate to the high priorities in your life. Without this type of focus, you can
end up with far too many goals, leaving you too little time to devote to each one. Goal
achievement requires commitment, so to maximize the likelihood of success, you need
to feel a sense of urgency and have an "I must do this" attitude. When you don't have
this, you risk putting off what you need to do to make the goal a reality. This in turn
leaves you feeling disappointed and frustrated with yourself, both of which are de-
motivating. And you can end up in a very destructive "I can't do anything or be
successful at anything" frame of mind.

Tip:
To make sure that your goal is motivating, write down why it's valuable and important
to you. Ask yourself, "If I were to share my goal with others, what would I tell them to
convince them it was a worthwhile goal?" You can use this motivating value statement
to help you if you start to doubt yourself or lose confidence in your ability to actually
make the goal happen.

2. Set SMART Goals                         

You have probably heard of SMART goals  already. But do you always apply the rule?
The simple fact is that for goals to be powerful, they should be designed to be SMART.
There are many variations of what SMART stands for, but the essence is this – goals
should be:

·        Specific.

·        Measurable.

·        Attainable.

·        Relevant.

·        Time Bound.

Set Specific Goals

Your goal must be clear and well defined. Vague or generalized goals are unhelpful
because they don't provide sufficient direction. Remember, you need goals to show you
the way. Make it as easy as you can to get where you want to go by defining precisely
where you want to end up.

Set Measurable Goals

Include precise amounts, dates, and so on in your goals so you can measure your
degree of success. If your goal is simply defined as "To reduce expenses" how will you
know when you have been successful? In one month's time if you have a 1 percent
reduction or in two years' time when you have a 10 percent reduction? Without a way to
measure your success you miss out on the celebration that comes with knowing you
have actually achieved something.

Set Attainable Goals

Make sure that it's possible to achieve the goals you set. If you set a goal that you have
no hope of achieving, you will only demoralize yourself and erode your confidence.

However, resist the urge to set goals that are too easy. Accomplishing a goal that you
didn't have to work hard for can be anticlimactic at best, and can also make you fear
setting future goals that carry a risk of non-achievement. By setting realistic yet
challenging goals, you hit the balance you need. These are the types of goals that
require you to "raise the bar" and they bring the greatest personal satisfaction.

Set Relevant Goals

Goals should be relevant to the direction you want your life and career to take. By
keeping goals aligned with this, you'll develop the focus you need to get ahead and do
what you want. Set widely scattered and inconsistent goals, and you'll fritter your time –
and your life – away.

Set Time-Bound Goals

Your goals must have a deadline. Again, this means that you know when you can
celebrate success. When you are working on a deadline, your sense of urgency increases
and achievement will come that much quicker.

3. Set Goals in Writing

The physical act of writing down a goal makes it real and tangible. You have no excuse
for forgetting about it. As you write, use the word "will" instead of "would like to" or
"might." For example, "I will reduce my operating expenses by 10 percent this year," not
"I would like to reduce my operating expenses by 10 percent this year." The first goal
statement has power and you can "see" yourself reducing expenses, the second lacks
passion and gives you an excuse if you get sidetracked.

Tip 1:
Frame your goal statement positively. If you want to improve your retention rates say, "I
will hold on to all existing employees for the next quarter" rather than "I will reduce
employee turnover." The first one is motivating; the second one still has a get-out clause
"allowing" you to succeed even if some employees leave.

Tip 2:
If you use a To-Do List , make yourself a To-Do List template that has your goals at the
top of it. If you use an Action Program , then your goals should be at the top of your
Project Catalog.

Post your goals in visible places to remind yourself every day of what it is you intend to
do. Put them on your walls, desk, computer monitor, bathroom mirror or refrigerator as
a constant reminder.
4. Make an Action Plan

This step is often missed in the process of goal setting. You get so focused on the
outcome that you forget to plan all of the steps that are needed along the way. By
writing out the individual steps, and then crossing each one off as you complete it, you'll
realize that you are making progress towards your ultimate goal. This is especially
important if your goal is big and demanding, or long-term. Read our article on Action
Plans  for more on how to do this.

5. Stick With It!

Remember, goal setting is an ongoing activity, not just a means to an end. Build in
reminders to keep yourself on track, and make regular time-slots available to review
your goals. Your end destination may remain quite similar over the long term, but the
action plan you set for yourself along the way can change significantly. Make sure the
relevance, value, and necessity remain high.

Key Points
Goal setting is much more than simply saying you want something to happen. Unless
you clearly define exactly what you want and understand why you want it the first place,
your odds of success are considerably reduced. By following the Five Golden Rules of
Goal Setting you can set goals with confidence and enjoy the satisfaction that comes
along with knowing you achieved what you set out to do.

So, what will you decide to accomplish today?

How to Apply the Golden Rules to New Year Resolutions

Click on the image below to see how you can use the Five Golden Rules for setting your
New Year Resolutions represented in an infographic:

The importance of Goals

Setting goals helps trigger new behaviors, helps guides your focus and helps you sustain
that momentum in life.

Goals also help align your focus and promote a sense of self-mastery. In the end, you
can’t manage what you don’t measure and you can’t improve upon something that you
don’t properly manage. Setting goals can help you do all of that and more.
Setting goals gives you long-term vision and short-term motivation . It focuses your
acquisition of knowledge, and helps you to organize your time and your resources so
that you can make the most of your life.

Lesson : Bandura’s Self Efficacy

Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments (Bandura, 1977, 1986,
1997). Self-efficacy reflects confidence in the ability to exert control over one's own
motivation, behavior, and social environment.

Dwecks Mindset ( Growth Vs Fixed Mindset)

Dweck coined the terms fixed mindset and growth mindset to describe the underlying

beliefs people have about learning and intelligence. When students believe they can get
smarter, they understand that effort makes them stronger. Therefore they put in extra
time and effort, and that leads to higher achievement.

People with a growth mindset have an underlying belief that their learning and
intelligence can grow with time and experience. According to Dweck, when a student
has a fixed mindset, they believe that their basic abilities, intelligence, and talents
are fixed traits.

n a fixed mindset students believe their basic abilities, their intelligence, their talents, are
just fixed traits. ... In a growth mindset students understand that their talents and
abilities can be developed through effort, good teaching and persistence.

Locke’s Goal Setting Theory

Goal-setting theory refers to the effects of setting goals on subsequent performance.

Researcher Edwin Locke found that individuals who set specific, difficult goals
performed better than those who set general, easy goals. Locke proposed five basic
principles of goal-setting: clarity, challenge, commitment, feedback, and task complexity.

Effective goal-setting principles:

1. Clarity. A clear, measurable goal is more achievable than one that is poorly defined. In
other words, be specific! The most effective goals have a specific timeline for completion.
2. Challenge. The goal must have a decent level of difficulty in order to motivate you to
strive toward the goal.
3. Commitment. Put deliberate effort into meeting this goal. Share your goal with
someone else in order to increase your accountability to meet that goal.
4. Feedback. Set up a method to receive information on your progress toward a goal. If
losing 30 pounds in four months turns out to be too hard, it is better to adjust the
difficulty of your goal mid-way through the timeline than to give up entirely.
5. Task complexity. If a goal is especially complex, make sure you give yourself enough
time to overcome the learning curve involved in completing the task. In other words, if a
goal is really tough, make sure you give yourself some padding to give you the best
chance at succeeding.