Test Yourself

Earn top marks by planning ahead.

1 . Make effective notes

A great fact to remember is you are taking notes in class to help you, not please your teachers. Notes are to help you to remember, recall and learn information for a test or exam. You do not have to write everything the teacher says, just the key points and it is far more effective to write notes in your own words than the teachers. Even if the teacher does not tell you to make notes, you might find it useful to record what you are learning. Note taking can also help you concentrate in class.

Many students fi nd it useful to know what is going to be taught before the class. Preread your text book to get an overview of the topic you will be learning about, or ask your teacher for a summary of the topics you will be covering each term. Before class, quickly review the notes from your last class and record any questions. It is better to clear up any confusion before learning more.

Take your notepaper and coloured pens and pencils to class and record the main ideas with words, pictures and symbols. Listen to cues from your teacher such as “this is important” or “you need to know this” or “this is a key principle” and ensure you highlight, circle or draw a symbol to

alert you later that the information is important.

Remember to ask questions if you are not sure, or ask for another example if it is not clear. Interestingly when I ask students about asking questions in class, many say they do not feel comfortable doing it, however they are grateful of the person who does ask and often look up to this person.

Within 24 hours of each class, spend 5 to 10 minutes going back over your notes, adding anything you may have forgotten, or didn’t get time to complete and test yourself to see how much you will be able to recall.

“ Listen to cues from your teacher such as “this is important” or “you need to know this” or

“this is a key principle.”

2 . Learn to write effective assignments

Assignments are important. Your teachers give them so they can see how well you understand the material and how effectively you can discuss the pertinent issues. Your goal is to use your assignment to convince your teacher you deserve the mark you want.

Firstly, carefully read over the assignment and check you understand exactly what you are required to do. If you have been provided with a marking schedule, check over this to see what you will be marked on. If you have the choice, choose a topic that interests you and if you do not have a choice, choose an angle that appeals to you. Start your research early and ensure you record the websites, books, and sources you have used to gather information.

Plan your assignment by choosing a theme and then selecting the main ideas and

supporting ideas. Write a draft, focusing on the main ideas and not worrying about grammar and spelling. Leave your assignment for a day or so and come back to it with fresh eyes to revise, edit and proof. Ensure you get someone to read over it as it is sometimes challenging to fi nd your own mistakes. Also go back and check that you have answered the question and met all the criteria given.

3. Use smart test-taking strategies

Exams can be stressful situations where you’re being evaluated and have to perform under a time limit. The key to managing the stress and performing well is to be a smart test-taker.

Revise throughout the term and year and do not leave your studying until the night before the test. Spend time each week reviewing your notes. Try to connect the important ideas into themes or “a big picture.” Test yourself by trying to answer questions or do the problems the teacher might ask on this material or download past exam papers and practise these. Use your time well on the exam. Before starting, read over all the questions quickly. Do a “memory dump” by jotting down by each question key words, ideas, formulas, etc that you’ll need for the answer. As well, mark the questions that seem easiest for you. Make a time plan by allocating the same percentage of time to each question as its worth in marks. Then, start with the easiest questions to build your confi dence, and respect your time plan throughout to make sure that you have time to attempt every question.

Henry David Thoreau said, “It is not enough to be busy. The question is what are we busy about.” Passing exams and completing great assignments are about doing the little things that make the big difference. So study smart and pass.

Refl ection from the Teachers Matter conference

Personality types and “fl ow”

Being part of the Teachers Matters conference in Perth in August is a highlight in my speaking career. If you were to ask conference attendees about their highlight, some would say the speakers and their topics; others the workshops; and still others the networking and conversations in the hallway at lunchtime. I fi nd the latter my favourite time. I had a moment with a delegate well worth mentioning. A teacher for many years, she pulled me aside and wanted to talk about my keynote presentation. It resonated with her, and threw some light on why she was so despondent over the continual

frustration she felt with some of her students and her colleagues.

“If only we were taught this subject at teacher’s college years ago it would have spared me such grief in so many areas of my work,” she said.

“Each year when we have a new intake of students, it is easier than other years. [I now realize] some children are easier to get along with than others. I can see now how those challenging children I’ve had were children quite different from the way I saw things. In fact in the staffroom it’s the same. [With] teachers in my team who respond differently, I would feel most intolerant toward. Some ‘wing it’ in their planning. They seem to get away with it, and it eats into my very being!”

She said, “Today I identifi ed myself in your model as a Precise/ Powerful blend. Yes I like things done properly, and I also like to be able to have the opportunity to lead. I fi nd it frustrating working with team members who are quite different from me, those who are always having to be in the spotlight, and from where I sit, don’t seem to get their act together. Those ‘show ponies’ that make light of most things, and seem to have no order in their life! You made sense of the things that really took such energy from me on a daily basis.”

“I have failed to see what the other personalities bring to the big picture, and through this simple model I can now see how I can work with them better.”

I could see she was upset. It’s very hard for a Precise/Powerful blend to be relaxed like the Playful personality she talked about. Playfuls like to work in a high-energy, fun environment. Others can’t believe they are engaged and working with all that noise they engineer. The Precise/Powerful handle it differently: They like to have fun when all the tasks are completed.

“If only we were taught this subject at teacher’s college years ago it would have spared me such grief in so many areas of my work,” she said. ”

She felt remorseful at the way she had Shefeltremorsefulatthewayshehad often dealt with these ones, desperate for attention and approval. The very thing that they longed for she withheld. I reassured her of her great ability to teach well, (it reminded me how much teachers need encouragement – so often they are under the critical eye of both parents, principals and pupils.)

As a Precise/Powerful, she would spend longer berating herself at what she has failed to do than what she has done. I helped her see how important it is to be kind to herself, a trait diffi cult for these types. They have a tendency to visit and revisit those moments when it didn’t go well.

I have no doubts that the personalities have a huge impact on effective teaching. Let’s remind ourselves of the qualities and strengths that the different personalities possess. Playfuls Optimism

Expressive

Powerfuls Loves to work hard

Natural born leader

Peacefuls Easy going and adaptable

Cooperative and pleasant

Precise Organises well

Structured

“Different, but not wrong… just different.”

We spend endless hours and energy trying to be what we’re not naturally good at. If only we could focus on what we do well and operate out of that. If we championed each other, looking at the things we do well, at the end of the day we would fi nd signifi cance in who we are and what we do.

This teacher left this conference inspired and motivated to “fl ow” with all those she encountered.

How to be happy

Three steps go a long way towards bringing a smile to your face.

Albert Einstein is right. Tying happiness to a goal rather than a person or object is a great idea. However, what is it that makes us truly happy? Buddha said, “Don’t dwell in the past, or dream about the future but concentrate the mind on the present moment.” So, what’s it to be, fellas? Are we supposed to concentrate on the now or the future? I’m about to give you, for the fi rst time ever, that blind woman, Julie Woods’, secret to true happiness. There’s just three simple components in seeking happiness, including a sprinkling of blind woman-ness. Here’s what I believe them to be:

1. Focus on what you have.

Focusing on what you have rather than what you don’t have is defi nitely one of the keys to happiness. How do you do this? In many ways. If it’s cooking without looking, you focus on the fact that you can still smell, hear, taste and touch. If it’s a meeting or performance, you focus on those who turn up and not those who don’t bother to. If it’s an exam, you focus on the marks you got, not the ones you didn’t. If it’s fi shing, focus on the one you caught, not the 10 that got away. If you find this really difficult, start and end your day with 10 things to be grateful for. Write a list at bedtime or when you get to your computer in the morning. All the personal development gurus and selfempowerment experts, including the law of attraction believers in The Secret book, say what you focus on is what you get, so start focusing on what you have and celebrate the moment. Happiness is made up of small moments of joy. Start by celebrating the joy in your life.

2. Focus on what you want to have: It’s that “g” word again – yes – goals. “If it’s fishing, focus on the one you caught, not the 10 that got away. ”

The first step to getting what you want out of life is deciding what you want. If you want to manifest things in your life that make you happy, then decide what they will be and start moving toward them. If it’s a new job, new car, new girlfriend, awesome business, amazing radio show – start with a goal and declare your intention. Start by imagining what it looks like. If you need a hand, go and look in a magazine, look up Google images, write a page on what it looks like. Only then will you become clear on what you want in your life. Write your goal down every day, and start making it your reality. Remember your thoughts create your reality, so start thinking about your goal today.

yourthoughtscreateyourrealitysostart

3. Say why not.

Remember to back up everything you do with the magic of “Why not!” Those two small words that help you turn your life into a daring adventure. Stop saying “no” and replace it with “why not!” Let me share with you a remark made by one of my workshop participants: “It’s those things you stop saying no to that are the things that make life worth living.”

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