Getting-and staying-organised is certainly easier said than done. Many struggle to stick to their deadlines and maintain a structure to daily life, be it at work and studies or in general tasks. As a student, it’s a real hassle to have to attend school, study, and find an organisation system that works for you. Most students have no idea where to start from when it comes to keeping everything in order. There are, however, a few general tips to help you get started:
You should pay particular attention to the second part of this point: prioritise. Making a to-do list is the easiest thing when trying to be organised. You will most likely include both trivial and important tasks on it. The most important ones may also be the most time-consuming. Make sure that you tackle the significant tasks first as it is when you start with your list that you have more energy to pursue what is on it. If you deal with the minor items on your list first, in the hope of crossing them out and feeling good about yourself, I would suggest that you think long-term; the most important tasks will be there haunting you.
Have a study schedule. As a student, this should be your priority. A study schedule can help you prioritise and keep up with your homework and assignments. Make sure to include an estimate of the time each subject will take as well as its deadline. If you are unsure or simply want a second opinions, you can always consult your teacher.
Speaking of a study schedule, there is nothing more counterproductive than missing out on deadlines. Doing so may result in you not being able to keep up with the old and new material. Additionally, this will probably affect your grade and the whole point of a deadline is to prevent that from happening. So, make sure that you have all the deadlines for your assignments and try to prepare beforehand. Try not to leave anything for last minute.
This will greatly help you when you are considering how you want to divide your time. Beginning when you get the assignment leaves you room for more meticulous research and, once again, you won’t have to deal with stress or struggle with the idea that you could have done a better job.
Here comes the fun part! Spend some time creating a playlist that gets you motivated. Music is a great influence, so try to find the one that gets you psyched. Beware though, you should not spend more time creating a playlist than you would on your actual assignments.
Telling someone about your plans, your assignments, and how you are thinking of staying organised can help keep you accountable. Try telling that to a person who you know will be checking on you and is interested in your process.
What screams ‘job well done’ for you? Do that! Once you are done with all the items on your list, reward yourself with something that relaxes you and makes you happy. It could be an hour of video games, going out with your friends, or simply listening to your favourite music. Whatever it is, do not abuse it. Try to reward yourself only when you feel that you are truly done with your list. If, for example, you cross out one insignificant item and reward yourself, you will probably not fully enjoy it as there will be something weighing heavily on you. Make sure that you deserve that reward and work really hard for it.
How do you stay organised? Do you have any tips? If so, please share them with us!
When my son chose his GCSEs neither of us mentioned his dyslexia; there was no need. The moment we began talking about academic subjects and exams, he knew we had entered a realm in which he is automatically disadvantaged. It’s a realm that makes him visibly nervous and noticeably reduces his confidence. And he’s only too aware that it’s a realm his siblings have thrived in, easily outstripping him at every turn.
My dyslexic son has always had an uncomfortable relationship with reading and he dreads writing. Spelling is a total mystery to him. He is easily distracted from his studies as printed words and numbers inevitably fail to hold his attention if anything else, from a snoring cat to a buzzing fly, is in the vicinity. We both know his memory is terrible.
Over the years I’ve encountered “experts” who’ve implied dyslexia is a beast best subjugated through hard work and willpower. Armed with the hefty, clumsy weapons of extra work, support and tests, every dyslexic should, according to them, fight the good fight until they emerge victorious. If at first the dyslexic doesn’t succeed they must try, try, try again… until they’re the same as everyone else!
These experts do not understand dyslexia. If my son attended school then I have little doubt we would be pressured to obey this well-intentioned, results-driven but ultimately unrealistic model. Because the majority of children, teachers and examiners do not have dyslexia, non-dyslexics have precedence in our nation’s education system. Sadly, this leaves dyslexics misunderstood and struggling to keep up with their peers. The expert approach swallows up their free time with supplementary work and usually only serves to dent their self-esteem.
Home-schooling has, without a doubt, increased and improved my son’s options. He has more freedom to choose GCSE subjects he feels confident about passing, he can defer exams until he’s ready to sit them, isn’t obliged to study ten unrelated subjects per-week, and isn’t being compared to two dozen non-dyslexic classmates in every lesson. Whilst his results are important to us, we as his family view him holistically, not through the narrow lens of academic performance. His GCSE studies take up part of each day but do not dominate his time as a six hour school day followed by homework would; six subjects are studied rather than ten. This has given him more time to pursue his hobbies and interests, which are the things he loves doing and excels in – the things his dyslexia doesn’t affect.
All this can lead to the questions, am I raising a snowflake; is he a lad so protected from the realities of life that he’ll melt at the first sign of hard work?
My answer is no. I’m helping my dyslexic son to pick his battles wisely. Amongst the GCSEs he’s chosen are Maths and English Language. He will have to work harder than most to pass these difficult, core subjects even though he is studying less overall than he would do in school – the six subjects instead of ten. Because his progress will be much slower and more laborious than other children’s this is a more realistic and fairer goal.
Dyslexia is not a monster that can be fought and defeated. It cannot be slain by gritty determination and hard work alone. However, I believe it is possible to accommodate the limitations faced by dyslexic children. For my son, this has been helped by our decision to home-educate.
Many of you who are doing exams this year will be revising or starting to think about revising. As a tutor, I am often asked, “What should I revise?” The answer is, unfortunately, everything that you have covered in the course. No one except the exam writers know what is going to be in the exams in any single year, so always make sure that you cover everything.
Barnaby Lenon, an ex-headmaster at Harrow, has recently written in a blog that GCSE students should revise their course at least three times. The same applies for A level students, but officially there is no magic number given as to how many times you should do so. Usually, however, it will be more than once. Some lucky people, the exceptions, can read something once and it will “go in”, but more will have to go through the course over and over again for it to sink it. We are all different, and this is the main point with revising – what works for one person will not work for another.
With all this in mind, there are some tips below. Remember, some will work for you, some won’t.
• Find a good place to work. Some of you will like quiet, others will like some noise. We all work best in certain places. Some students may like to work in a library, others in their room, others in a coffee shop. Find a place that works well for you and stick to it.
• What time works best for you? Some people work better early in the morning, others in the afternoon, others late at night. Again, stick to what works for you. If you are a night owl, it’s pointless to try and force yourself to get up early and study – it just won’t work as well. Use your strengths and find the best time to suit you.
• Avoid distractions. There are so many distractions today: mobile phones, television, emails and so on. It can make it hard to study. If you are reading this now but also looking at your social media feed on your phone, for example, it’s doubtful all you are reading will go in. So avoid such distractions if you can. Turn off your phone. Turn off your emails. If you find it hard to do this, give yourself a time limit, “I will revise for one hour, then spend five minutes looking at my phone.”
• With the above point also in mind, some students find it hard to sit down and study for long periods. Others prefer it. Again, you should do what suits you best. If you do find it hard to sit for long periods, give yourself a reward. One student I worked with played volleyball at national level. He found it very hard to sit down for long periods and study. Consequently he was doing hardly any revision. We came up with a plan. He would revise for 50 minutes, then go outside and play with a ball or go for a jog for ten minutes. Then he would revise for 50 minutes again and so on. This worked well for him. You may find a similar reward works for you, looking at your phone, going for a walk, making a cup of tea, watching TV, phoning a friend and so on. Decide on your time limit and give yourself a reward.
• Aim to study for no more than two and a half hours without taking a break. You are probably not revising as well as you would if you carry on revising after that time.
• Making and reading notes and using flashcards can all work well for some students. Others can make recordings of their notes and listen back to them when they are going for a walk or even when they are sleeping at night – Mind maps and memory palaces can also be useful when revising. Again, find a method that works well for you and stick to it.
• If you are reading something and it isn’t sinking in or you don’t understand it. Try a few of the following techniques…
o Read it out loud. When you do this, sometimes it seems to make more sense.
o Try and explain it to someone else – You may find that you know far more than you think you do when you explain it to another person.
o Read it in another way. There are a lot of resources online today, so if you don’t understand your notes or textbook, look online and find another explanation.
• Making a revision timetable for when you intend to revise your subject is also useful. You may be revising for more than one subject, so work out when you are going to study and make a plan for each subject.
• Practice exam papers and old TMAs under “exam conditions.”
• Try to take off a day a week. You decide which day. Take some time off from all that studying.
• Try to start revising as soon as you can. The earlier you start to revise, the more revision you will do.
Remember, you have revised before. You know what has worked well for you and what didn’t. So if you have a good way of revising, stick to it. But if your way hasn’t worked so well, why not try another option from those listed above? There is also of course a lot of advice out there online and in books. The best way to revise is the way that works for YOU! So find your best method and stick to it.
Finally, though success in them is all about your hard work and revision, I am still going to wish you this – Good luck with your exams!
Team building skills are extremely important both inside and outside of the classroom. They are also of key value later in life when you find yourself in a work environment. Focusing more on the present, however, there are a number of reasons why you should start building and investing in teamwork. Here, then, are a couple that will probably resonate.
1) Inner satisfaction: there’s no better reward than feeling satisfied with something you have achieved or, even better, in helping someone else achieve their own goals. That may sound a bit egotistic, but working as part of a team can be a win-win situation. Helping someone and making them feel better about themselves can be rewarding.
2) Work smarter, not harder: working in a team can go both ways; you give and receive. Your team members can help you see a problem from a different angle and reach a solution. For example, each member in the team may contribute a particular set of skills needed for a project at hand that other members may not have fully developed or refined.
3) Become a valued member of your community: team building may very well start in the classroom, but you will never forget what it offers once you are beyond it. It enables you to contribute to your community when you are still at school and can foster a team spirit throughout your life.
4) Discover your talents: joining a team can help you discover any hidden talents you may have as others around you may bring out the best in you. In school life, for instance, joining a sports team can be a good idea as you will learn fair play, cooperation, and sportsmanship.
5) Learn to respect another’s boundaries: members in a team, more often than not, have clear responsibilities. Collaborating on a team level does not necessarily mean that everyone will focus on one aspect of the project at hand; rather, it means that everyone will have designated aspects to work on and do so to the best of their unique abilities without overstepping another member’s boundaries. There is a valuable lesson here: be respectful of someone else’s abilities and allow them space to develop their talents, which, within a team, complement yours.
The bottom line is, in a team you should always offer your help when needed. Friendships and partnerships are built this way, and you will never be on your own – as someone in your team will always have your back.
Is the current education system eliminating imagination and artistic potential from our future society?
In recent years the British government has been accused of trying to marginalise the Arts subjects, in favour of Core subjects such as Science, Languages and Maths. The value placed on Art, Music and Drama appears to have decreased, with even the English Baccalaureate (EBacc) having dropped all Arts subjects, bar English, from its list of requirements.
Commenting on his post The Seven Deadly Sins that Prevent Creative Thinking, Psychology Today blogger Michael Michalko said, “Unfortunately, I’ve come to believe that education is a great inhibitor of our natural creativity… To me it seems that in the real world those who know more, create less; and those who know less create more.”
Michalko echoes the opinion that Sir Ken Robinson made in his 2006 TED talk, when he spoke passionately on why we need to create an educational system that nurtures, rather than undermines, creativity ( https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity ).
It could be said that in a modern world, full of technology and instant request filling opportunities, children don’t need to be as imaginative or creative as they have been in the past. In truth, many would argue that the opposite is the case. While the demands of the technology that runs our world means an understanding of science and maths is more vital than ever, the stresses that accompany such ambitions mean that the ability to escape into our imaginations has become just as important.
Creativity, be it through drama, song, playing of a musical instrument, drawing a picture or telling a story, provides a much needed dimension to our personalities, culture, and well-being; In its most extreme case scenario, the sidelining of the Arts would ultimately mean less books to read, less films to see, less songs to sing, and less artwork to enjoy.
In a recent article in the Times Educational Supplement, ‘Too many schools have forgotten that fun is crucially important’, Colin Harris asks if primary schools have become so concerned with meeting the standards of Ofsted and ensuring all government guidelines are met, that there is little time left for children to have fun or learn through creativity.
Mr Harris warns that, “Many of the problems that manifest themselves later at late junior and early secondary phases are due to the insufficient opportunities we have given our children to develop their emotional intelligence through play and creative opportunities when younger… Play and creativity need to permeate all levels of our system. Surely if learning is memorable and inventive then our children will certainly think and behave differently.”
Most teachers would rightly deny that they work hard merely to instil a feeling of dull mediocrity among their pupils. Yet with English teachers having little choice but to teach us what we are supposed to think about the books we read rather than allowing us the freedom to make up our own minds, and decreasing educational budgets meaning that even if a school wanted to stage a play or buy instruments to form an orchestra they can’t afford to, it is easy to see why the lack of creativity argument continues to rage. After all, any school that was seen to put the desire to buy dancing shoes ahead of purchasing new science equipment would lose its reputation fast.
It is fair to say that, on an individual level, the majority of teachers do their best to introduce as much creativity as they can to their daily lessons; but they are up against a system that is, at this current time, discouraging rather than encouraging that angle of education.
August in the UK doesn’t just mean a month of school holidays for many school and college pupils; for those who have sat their GCSE, A level, Standards, Highers, BTEC and equivalent exams, it brings to an end a long wait to see if those exams have been passed, and if so, how well.
After the A level results were released in England and Wales this year it was widely reported that, for the first time in many years, boys had fractionally higher grade marks than girls. A number of reasons have been put forward for what seems to be perceived as a sea-change, including the structure of this year’s exams. However, this may not necessarily be true. For instance, The Guardian also quotes a research group called Education Datalab which comments: “Their [boys] performance has improved relative to girls’ this year, but this might have been as much to do with the academic ability of the boys and girls who chose these subjects this year as it is to the changes to A level structure.”
In other words, the differences between boys and girls grades can depend on so many different factors that stating that boys are cleverer than girls this year, or vice versa, is a bold statement. There are so many variables to take into consideration; geographical differences, the subjects chosen (if more boys than girls do chemistry, then they are bound to have the higher percentage of good grades).
It is understandable that newspapers and the media in general feel duty-bound to report on the annual exam results. After all, those pupils are the very people who will steer our country through the next eighty or ninety years. There is a tendency however, when there is no real news to report about the annual results, to focus in on tiny differences in gender achievements or a tiny rise or fall in the overall grades received overall. More or less A grades than average can make a good newspaper headline- and good headlines sell papers.
In reality, despite what reporters say on the television, radio, in the newspapers or on social media platforms, the students that achieve the best exam results are the ones who have worked the hardest. It is those pupils who will go on to get the university places, apprenticeships, and the careers they hoped for- whether they are boys or girls.
A good teacher is someone you’ll remember forever. But what is it that makes a teacher special? What is it about some teachers that make them people you’ll tell your own children about in thirty years’ time? The best teachers tend to have some of the following very particular qualities in common.
No matter how many pupils they have in their class, they manage to make you feel as if you are important. They want to listen to you. Your opinion and ideas clearly matter to them, whether it is academic or personal. They ask you how you are when they see you.
They get to know you
A teacher who takes the time to get to know about their pupils hobbies, out-of-class interests, and personal strengths and weaknesses within and outside the classroom, will always be a better teacher than one who simply turns up to teach.
They have passion for their work
A teacher that oozes enthusiasm and is excited by their subject is going to pass that enthusiasm onto their classes.
They are intelligent
Being passionate about a subject is only worthwhile if a teacher knows their subject well. The more intelligent and well versed a teacher is, then the better they’ll teach.
They make you laugh
Everyone remembers a teacher who made them smile. They don’t have to tell a joke a minute; just someone that makes their lessons happy places to be.
They are fair
They listen to every side of an argument, be it one designed to be discussed in the class, or an argument that has erupted between pupils. Democracy in the classroom will help pupils cope with future confrontation fairly and democratically. Discussing problems as a group in a calm and fair way will help students be more independent and capable of decision makers later on in life.
They are thoughtful
Favourite teachers are always thoughtful in the way they teach. For example, rather than simply printing out a worksheet for you to do, they take time to make everything visible. They draw pictures, use charts, and explain things carefully. By bringing the subject to life they make it memorable. A history teacher may dress as a Roman soldier to help you learn the parts of the legionary’s uniform; a maths teacher might turn a difficult problem into a quiz.
They challenge you
Teachers who challenge your abilities and limits without making you feel inferior or stupid, are often favourites with pupils. Teachers that want to challenge you kindly want you to succeed.
They are good listeners
Teachers who don’t interrupt their pupils from speaking, and who encourage the shy to take a turn in class discussions without pressuring them, will always be admired and valued by their class.
The memorable moment
A teacher that naturally creates one special moment, one single random thing that makes you remember them forever, is the most special of all. That special something will only ever be personal to you. For example, a teacher who takes the time to read and comment on a story you’ve written in your own time. Or a special moment on a school trip, a conversation about your future that helped you see your way, a kind smile when you needed one the most. That moment can be anything, and when it happens, you’ll never forget it.
During their time at High School, every student in the UK will be given an opportunity to take part in some form of work experience. Such an opportunity is also available via many colleges, and beyond into university life. But why is it so important?
2. Learn from others
By observing those already employed in your work experience venue, you can see how career paths develop, and what the everyday challenges of a job are. Working alongside professionals provides the chance to speak to them, and ask direct questions about their work.
3. It will help you find a job in the future. Most employers are looking for people who have skills and experience in the world of work, as well as people with good qualifications. A previous record of work experience shows you are serious about making your way in the world. A survey by UCAS showed that graduates who had no previous work experience were unlikely to be successful during an interview selection process. It also found that one third of employers felt that applicants who did not take unpaid work experience were without the level of knowledge required to cope in the world of work.
4. It can provide you with contacts for the future
If you are lucky enough to find work experience in a field which you wish to continue into in adult life, then it will give you the opportunity to build relationships with professionals in a potential place of work.
5. CV building
Even if you don’t find work in a field you wish to continue in later, the more work experience you have on your CV the better. It will show future employers and university selectors that you are the sort of person that is willing to get out there and work.
At whatever stage of your working life, if you are prepared to work for a short time without pay, just to learn new skills, and test out new career paths, then you will not only improve your own confidence, but you will impress future employers, giving you a better footing on your career ladder.
This week the government hailed as a victory the Supreme Court’s decision to uphold the Term Time Holiday Ban.
The judges ruled that “regular” attendance had to be in keeping with the rules of the school. At present, that means that state-funded schools can only offer time away under exceptional circumstances. Anything else risks slipping an Ofsted ranking.
A Department for Education spokeswoman said: “We are pleased the Supreme Court unanimously agreed with our position – that no child should be taken out of school without good reason. As before, headteachers have the ability to decide when exceptional circumstances allow for a child to be absent, but today’s ruling removes the uncertainty for schools and the local authorities that were created by the previous judgement,”
“The evidence shows every extra day of school missed can affect a pupil’s chances of achieving good GCSEs, which has a lasting effect on their life chances.”
So, is the government right? Is the banning of time away from school in term-time the best thing for our children in schools?
There are so many opinions and arguments surrounding this subject, and apparently no clear right or wrong, even after this ruling. I am no different. As a parent, there are certainly any number of questions that I ask myself when considering the issue. But when I do so and I look at my own situation, just to take one example, things only ever become very unclear.
The government have been promoting the benefits of family life for years. They have encouraged parents to eat and play together with their children, for example, actions which will both help increase confidence and interaction with others. But these promotions and edicts, whilst worthwhile, also bring with them similarly valid and concerning questions. What happens if a parent’s employer dictates their annual leave? Is family time no longer important?
For a large number of parents across the country, holiday time is the only time when memories are made. Most parents work in full-time employment, passing each other from childcare to work, work to childcare. Holidays for these families are not a luxury, they are an essential part of family life. I have decided to send my children to school and not be home-schooled, but that does not and should not mean that I am any less able to educate my children. Surely taking a child to Lanzarote to investigate volcanoes would benefit them more than sitting in a classroom looking over a book? Is it no longer my right as a parent to make the right decisions for my child? Do I not know them better than anyone else?
Quite often, children can also become lost in schools, which are often large institutions, and this raises for me again the question of how a parent can agree with this judgement.
The Guardian’s “10 Reasons to Home School your Child” promotes some of the greater flexibility provided through this method of education. Child-led learning, the benefits of one-to-one, the ability to write your own timetable, to form a great social network, all these things are only beneficial. Not to mention avoiding the school run (my favourite feature). And if you decide you want to return your child into the mainstream system at any point later down the line, you can.
So now I am left wondering to myself: Why, actually, have I sent my child to school?
Beginning in 2011, the National Citizenship Scheme is a weeklong challenge for 15 to 17 years-old, which provide a chance to take part to embark on exhilarating adventures, while building on social, work, and life skills. UCAS strongly backs the scheme, and recommends students include NCS in their personal statement.
Split into three main phrases, the 7 day course begins with a four day, three-night residential based activity period. The pursuits available are weather dependent, but involve such activities as canoeing, rock climbing and abseiling. Living in teams of 12 -15 people at an outdoor activity centre, those taking part get to know new people and enjoy their independence away from home.
Phase two of the week sees a further three days in a university-style environment where students get the chance to develop life skills like confidence, leadership and communication.
The final phase of the NCS is to deliver a community project over a period of 30 additional weeks. Working in teams, the participants put the skills they have learnt over the week into practice by delivering a community project of their choice.
Later, they’ll have the chance to attend a graduation party to celebrate completing the course, with family and friends.
So, why should you consider enrolling for a National Citizenship Scheme place?
– NCS gives you exclusive access to work placements, volunteering and events.
– UCAS recommends students include NCS in their personal statement
– You learn the skills employers value
– Learn to budget and live for yourself
– Meet incredible people
– Improves leadership, teamwork and communication skills.
So far, more than 275,000 young people have signed up for the National Citizenship Scheme. If you’d like more information, you can find it here-http://www.ncsyes.co.uk/