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I’m a mum, I work, I’ve got my parents to look after … I guess I’m organised!

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Studying is really hard work – there are notes to make, reading to do, andessays and other assignments to plan, prepare and produce. Far from feelingfun and exciting, sometimes this can feel really overwhelming – sometimes iteven feels quite frightening. We are going to explore when, where and how tostudy and provide you with very practical advice and tips. We will begin byasking: Are you motivated by deadlines? How often do you feel like studying?

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Are you taking it all in your stride – or do you feel overwhelmed? Let’s seewhat other people are saying.

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I know we are supposed to start work weeks before the deadline, but I usually start two or threedays before.

Many students do not start work until a deadline really frightens them.These students do not give themselves any time to produce the work they arereally capable of. Their assignments never reflect what they truly can do andthey never receive the grades they might get. They never get to feel good aboutthemselves as students.

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The best tip I ever got was to do at least half an hour’s work each day. This has put me on top ofall my studies … And usually once I start I get a little bit more done and I feel so much better.

׬ ¿´´ »»³ ¬±± ³«½¸ô × ¶«¬ ½¿²¬ ¬¿®¬ÿ

I know what I should do, I really know … but I just can’t face it.Studying can feel like climbing a mountain. But there is more than one wayto face a mountain! For some a mountain is so large and dangerous that theyare afraid of it. For some a mountain is an exciting challenge. For some amountain is just a thing to be tackled sensibly one step at a time.

How do you view the mountain? Whatever your normal attitude, try toapproach the mountain – and your assignments – one step at a time.

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I have a job … or I’m looking for a job. I have my family. I have no time.Nobody leaps out of bed in the morning going, ‘Wheee – this is the day that Itackle that huge assignment!’ So do not rely on feeling like studying or findingtime. You have to put a study system in place and you have to make the time.Every university student has to work out for themselves just how much timethey are prepared to give to their studies (35 hours or more each week). Theyhave to decide how much work they are prepared to put in, to get the results –in crude terms the grades – that they want.

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When planning out your time think about:

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So, are you still not convinced? Are you a procrastinator? Try this activitysuggested by Michelle Reid of Reading University.

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Everyone deserves a nice place to study, but real life is not always as conven-ient as that and sometimes we just have to adapt to what we have and makeit work. And, just as it is important that you decide when to study – and workat it until you get it right for you – it is important that you work out whereyou are going to study and you make that place work for you. With most ofthese things there is no right or wrong, there is only what works for you. Sotake the time to find out what does work for you. There are some things thatyou may need to think about.

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Negotiate a space with family or flatmates: your studies are part of your lifenow – and they must fit in. Creating a study space helps everyone in your life –including you – realise just how important your studies are.

A good place to study needs light and air – you need to see and breathe –but does not necessarily have to be a completely quiet place, as some peoplereally do work best with a little bit of background noise going on.

You will need space to lay out your work, pin up your timetables, deadlinesand notes. Have your textbooks out and visible. Have subject files neatlylabelled and ready to hand. Post up all the new words that you are learning,so that you are immersed in your learning. All this is practical and also helpsyou to feel like a student.

Leave out work; do not tidy it all away. Having your work visible keeps it alivein your mind whereas putting it all away can give the false impression that you’refinished.

You need pens and pencils, also highlighters, a stapler and staples, paperclips, correction fluid, Post-its, coloured pens – and all sorts of different sizesof paper. All these resources make it easier to write notes, annotate sourcematerial, mark important pages in books and so forth. The different sizedpaper gives you paper to make notes on, paper to make plans on, paper toprint work on. Further, if you play around with materials and colour, you feelan injection of energy and enthusiasm, and this just makes the job easier.

You should also have access to a computer. A computer makes it easier todraft and redraft work until you get it right and allows you to word processwork so that it looks neat and tidy; if your tutors can actually read your work,your chance of getting the grade you deserve improves. Also, as you know, aPC or laptop means that you can access research materials online and givesyou access to your university’s VLE and the additional study resources in there.This makes studying from home more productive than it has ever been before.

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î Ѫ»® ¬·³»ô ½±´´»½¬ ¬¸» ®»±«®½» ¬¸¿¬ ©» ¸¿ª» ³»²¬·±²»¼ ¿¾±ª»ò

í ײ ¬¸» ³»¿²¬·³»ô ³¿µ» ¿ ´·¬ ±º ¿´´ ¬¸» ®»±«®½» ¬¸¿¬ §±« ²»»¼ò ɸ¿¬ ³¿¬»®·¿´ ¼± §±«

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Having that study space – some comments from other students:

It felt really good having my own study space. It made me feel like a real student.

I felt that at last I could settle down to some real work.

I felt a bit frightened at first – you know? Like now I couldn’t put it off any longer! I’d have to take itseriously.

Sometimes I use my space to sort of trick myself into working. I think, I’ll just sit there for a min-ute… Next thing I know I’ve been working away for an hour and I feel really good.

I felt guilty at having to cut myself off from the kids. It just felt so selfish. I have to work reallyhard at still giving them some time.

I used to get so frustrated; it was like every time I sat down to work they would start demandingthings from me. Now we all sit down to work at the same time – even if they are just crayoning or

reading a storybook. This has helped us all feel better.

I still like going to the library to work – but it’s great having a proper place for my stuff at home. Itreally does help.

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׺ §±«® º¿³·´§ ¿´©¿§ ½¸±±» ¬¸¿¬ ³±³»²¬ ¬± ©¿²¬ ±³»¬¸·²¹ º®±³ §±« ¿¹¿·²ô ¼± ©¸¿¬

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This whole book is designed to get you studying in more successful ways, buthere are some very practical things to do right now.

Want it: Everyone should know what they are studying and why. Make surethat you do know what you want from each course that you are studying – andhow your life will be changed when you reach your goals.

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λ³»³¾»® ¬± ©®·¬» §±«® ¹±¿´ ±² б¬ó·¬ ¿²¼ ¬·½µ ¬¸»³ «° ·² §±«® ¬«¼§ °¿½»ò É®·¬»

§±«® Ô»¿®²·²¹ ݱ²¬®¿½¬ øݸ¿°¬»® ë÷ º±® »¿½¸ ½±«®»ô ³±¼«´» ±® «²·¬ ¬¸¿¬ §±« ¼±ò

Get the overview (Chapter 4): Know what is happening week by week.Know how the course is being assessed. Read the assignment question atthe beginning of the course, not the end. If there are to be exams, check outpast papers at the beginning of your studies, not the end. All this gives youa sense of how the course has been put together and where you are goingeach week.

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Epistemology: We mentioned this in Chapter 3. Remember every coursehas its own theory of knowledge – what counts as argument and evidence.Make sure you know the what, why and how of all your subjects.

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Be positive: Just as an athlete will perform better if they feel like a suc-cess and think positive thoughts, so a student will learn more if they canadopt positive attitudes and develop self-confidence.

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§±«®»´º ¬¸¿¬ §±« ½¿² ¾» ¿ «½½»º«´ ¬«¼»²¬ò λ¿¼ ݸ¿°¬»® îî ±² ¼»¿´·²¹ ©·¬¸ §±«®

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Timing: Prioritise tasks and set your study timetables in motion. Longstudy sessions work for some people but are not always the most effectiveway to work. One study myth is that this is what we must do. We might sitthere for hours but not much work is getting done. This belief can make youvery frustrated, angry and tired but it rarely produces good work. Work out ifyou prefer to dip into your work – juggling several different things at once – orif you prefer to give one day a week to each of your different courses.Whichever you do, remember, work for an hour then take a break. A shortbreak will recharge your batteries and make your work profitable.

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Prioritise time: When working we need to be strategic – note which assign-ments carry the most marks, note which deadlines are coming first. When youmake lists of what needs to be done and when – do that first with the nearestdeadline; give more time to the assignment which carries the most marks.

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Use the time: We know students who sit down to study – out come the pensand paper – they get rearranged. Out come the books and the highlighters –they get rearranged. They go for a coffee. They go for a glass of water. Theyput one lot of books away and get out another set. They look at the clock – ohgood! An hour has passed – they put their materials away. But they havedone no work! This is a time sponge. Watch out for this.

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Ô·µ» »ª»®§¬¸·²¹ »´» ®»½±³³»²¼»¼ ·² ¬¸· ¾±±µô ¬¸· · ¿ µ·´´ ¬¸¿¬ ¼»ª»´±° ¬¸®±«¹¸

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Goal set: Before you sit down to study, set yourself some goals. Know whatyou are doing and why. Do not just start reading a book because it is on thereading list. Know why you are reading a section of that book. If you are notsure have a look at the assignment question and find a bit of the book thatwill help you with that bit of the assignment. Then you will know what youare doing and why. This makes all the difference.

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λ¿¼ ݸ¿°¬»® ïð ±² ®»¿¼·²¹ò Û¿½¸ ¬·³» §±« ®»¿¼ô ¾®¿·²¬±®³ º·®¬æ ɸ¿¬ ¼± × µ²±©á ɸ¿¬

¼± × ²»»¼á ɸ·½¸ ¾·¬ ±º ¬¸» ¿·¹²³»²¬ ©·´´ ¬¸· ¸»´° ³» ©·¬¸á

Be active: When studying independently be just as active as when youare in a lecture or joining in a class discussion. Read actively, askingquestions as you go. Think about the information that you are receiving:What does it mean? Do you understand it? If not, what are you going todo about that? How does it connect with what you already know, includingthings that you have heard in class or read in other places? How will youuse it in your assignment? Connecting up information in this way is areally important part of active learning. Make active notes – typically, keyword notes – in patterns (more on this in Chapter 11). Revise those notesactively.

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Review actively: At the end of each study session – independent study ora lecture or class – take some time to reflect on what you have read or heard.Check what you have done. Recall what you have learned. Make brief notesto make the learning conscious (see Chapter 11).

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Study partners and groups: Study is best when undertaken actively andinteractively; this is where a friend, study partner or a study group can beinvaluable. Talking over new information with other people is the easiestway to understand and learn it – to make it your own. Further, if you encoun-ter a problem you can talk to your partner. Probably they will not know thesolution either. Oh the relief! You are not alone and you are not stupid. Thenthe situation changes as you work on the problem and sort it out together.

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»¬»¼ ·² §±«® ½±«®» ¿²¼ ¬¿´µ ¬± ¬¸»³ò ׺ §±«® ½±«®» ¸¿ ¿² ±²´·²» ½¸¿¬ °¿½» ±® ¼·½«ó

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Don’t end on a sour note: Try not to end a study session on a problem – it isde-motivating and it can make it that little bit harder to start studying again. Assuggested, use a study partner, friend or online discussion space to talk it over.

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Relaxation and dealing with stress: Remember to make time to rest,relax and let go of stress. This is important. You need rest to carry on. Stressrelief allows you to let go of tension and this helps you to perform better.When we are stressed our body releases cortisol – a hormone that has a directimpact on the brain causing the cortex to shrink – and adrenalin – the flightor fight hormone. The combination of these hormones eliminates short-termmemory and produces the narrow, tunnel vision necessary for fight or flight.This might save our lives when escaping from a burning building, but worksagainst us when studying where we need breadth and depth of vision.

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As always, the advice given above will only work if put into practice. Butmuch of it is there to be played with and adapted to suit you. So note the use-ful points and try them out. After a while, review how they are working foryou and adapt them so that they become more tailored to the sort of studentthat you are: become a more effective student.

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When you reflect on this chapter you might notice that you have:

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