Study Skills for Weak Pupils

Mentally prepare for study by getting adequate rest, setting long-term and short-term goals, keeping a running list of achievements, and using positive self-talk. Don’t be your own worst critic; use “I can” statements, such as, “I passed the last three tests, and I can pass this one, too. I can complete this assignment. I am able to accomplish my goals.” Keeping a written list of your accomplishments not only acts as encouragement for those days when you really need it, but it also is useful down the road when it is time to fill out job applications, write a resume or apply to college. To be more mentally focused and organized, you can use a day planner, a tabbed binder and checklists. Use smartphones and other technology to set up reminders and track progress -- but resist the temptation to get off task. Time-management strategies include establishing routines, setting a timer and breaking tasks into parts that you can complete in chronological order. Find a study area that is well lit, free from excessive noise, a pleasant temperature and furnished with a comfortable chair and desk. Keep pens, pencils, paper and other needed supplies in your study area.

During class or when studying independently, use active-learning techniques such as highlighting key terms, jotting down notes, outlining learning objectives and summarizing content. You also need to become an active listener during lectures, rather than just hearing the teacher talk. Make eye contact with the teacher and pay attention to her body language, gestures and tone of voice -- these give you clues as to what the most important points are. You can use recording devices so that you can review what the teacher said if you have auditory-processing difficulties. Use graphic organizers, teacher handouts and study guides to help you focus on the most important details of the lesson. If you need help learning these skills, you can find it in study-skills classes and through one-on-one tutoring.

When using textbooks and other written materials, you can use the SQ3R method to help you digest information. First, scan the material, paying attention to headings and subheadings, picture captions and review questions or summaries at the end of each section. Next, write one or two questions about each section. You can use subheadings to help you phrase the questions. Then, thoroughly read the material and write answers to your questions as you are reading. After reading, cover your answers, read each question and try to answer it without looking. Check to be sure your answer matches the one you wrote before you move to the next question. After you have done this for each section, you can go back and review the entire lesson using the questions you've written to help you try to remember the answers without looking; then check to see that you answered correctly. If you have reading difficulties, you can use recordings of the material, text-to-speech software, or the help of a peer tutor, teacher or parent to read the material to you.

Test-taking skills are another strategy you can use to improve your achievement, since the most common way to demonstrate understanding is by successfully passing tests. Sometimes you may master the content but fail the test because you lack test-taking skills, such as eliminating obvious wrong answers on multiple-choice tests, reading directions carefully before beginning the test, understanding graphs and charts, skipping over the hardest questions until last and recording answers correctly on the answer document. Aside from tests, another method you can use to self-assess your learning is KWL charts. When you're beginning a new topic, make a chart with columns labeled K, W and L. Jot down everything you know (or think you know) about the subject under the column K, which stands for “know.” In the W column, write down what you want to know about the subject. At the conclusion of your study, list details of things you've learned about the topic in the L column. This is also a way to develop your problem-solving strategies to help you transfer previously mastered skills to new learning tasks. When you are faced with an unfamiliar learning task, don’t panic. Think about everything you already know that is related to the task, make a mental note of questions you have and then use your study skills to answer those questions. For example, perhaps you walk into a class and find that everyone has been issued a new handheld electronic device. The first thing you will do in your mind is compare this device to the ones you’ve already used. Then you'll ask yourself questions such as, “What does it do? How is it different? Is it better? What can it do that other devices can’t?” Your next step will likely be to start playing around with it and talking about it with your classmates. If a manual is available, you may even read about the device. It probably won't take long for you to discover the answers to some of your questions and raise some new questions that you want to explore, which is what learning is all about.