11 Free Tips Improve Studying Results

Studying Tips11 free study tips from Sound Feelings enhance learning how to learn, memorization, and studying speed. Our free information reveals simple secrets, solutions and strategies to improve study ha its, study methods, study tips, study s!ills, and help with test preparation and learning s!ills. These educational psychology learning aids and techni"ues ecome tools or guides for self#improvement and etter grades for all levels of education. The study methods elow will help with homewor!, etter grades, dysle$ia, attention deficit disorder and end frustration.

1 Study in Short, Fre"uent Sessions.

It has een proven that short ursts of concentration repeated fre"uently are much more effective than one long session. So, even if you only have 1% minutes, &O IT. Ta!e a rea!. Then study another 1% minutes. This 'distri uted learning( approach is highly efficient ecause it honors the way the rain li!es to wor!. The rain needs recovery and recharging time for 'protein synthesis.( The rest periods are when your rain assimilates your effort. They are a powerful tool which many teachers do not ac!nowledge. To sit and study for hours and hours is not only oring, it creates fatigue, stress, and distraction. )ou cannot learn if you are fatigued, stressed, and distracted*

+ Ta!e ,uilt#Free &ays of Rest.

This follows the same principle as a ove, ut on a longer, daily time cycle. The reason for resting is to refresh oneself. -owever, if you feel guilty .'I really should e studying(/ then your precious rest period has een used to

create more stress. The rain will not a sor new data if it is stressed. On days off from studying, really en0oy yourself and do not feel ad a out not studying.

1 -onor )our 2motional State.

&o not study if you are tired, angry, distracted, or in a hurry. 3hen the rain is rela$ed, it is li!e a sponge and it naturally a sor s data without effort. If you are emotionally stressed, your rain literally repels data. Forcing yourself to sit and study when your mind is on other things is a complete waste of time*

4 Review the Same &ay.

3hen you learn something new, try to go over the points the same day. If you wait a few days and then ma!e efforts to review the material, it will seem much less familiar. -owever, a "uic! review later in the day will tend to cement the information into your rain so that the ne$t 'official( study session, you will recognize it and it will seem easy.

5 O serve the 6atural 7earning Se"uence.

Thin! of the activities you did when you were in nursery school. 8sing your whole arm, you pro a ly performed the song that goes9 ':ut your right hand in, :ut your right hand out.( Then, in !indergarten, using your hand, you might have een as!ed to draw lines or circles with crayons. 7ater, in first grade, now holding the pencil with your fingers, you drew smaller lines and circles to create letters. ;elieve it or not, this natural learning se"uence, moving from large to small, coarse to fine, still remains effective even though we are now older. 3hen you study, if you try first to grasp the ig picture and then fill in the details, you often have a more li!ely chance of success.

< 8se 2$aggeration.

3hy does a ase all atter warm up y swinging two or three ats= 3hy do runners sometimes strap lead weights to their legs= In oth cases, e$aggeration during practice ma!es the final result seem easy. This concept can e applied to studying anything. For e$ample, if you are studying spelling, e$aggerate the sound of the letters to help to remem er them. So for studying purposes, 'naive( would e pronounced '6>) #I?) .( ;y getting used to this e$aggerated pronunciation, the correct spelling seems o vious.

@ :repare )our Study 2nvironment.

If you re"uire certain elements in your environment to help you study, try to always ma!e these a priority. For e$ample, do you need special lighting, silence, music, privacy, availa le snac!s, etc.= :ay attention to what wor!s for you and repeat it each time you study for est success.

A Respect ';rain Fade.(

It is normal for the rain to have an attrition rate and to forget things. This does not mean that you are stupid* Instead of getting mad a out this fact, you should e$pect it and deal with it accordingly. See your rain as depositing layers of !nowledge. >s you place more information on top, the lower levels ecome older and less availa le to your immediate recall. The tric! here is simply to review. Since we can anticipate the eventual fading of our memory, creating a review aspect to our study session will solve the pro lem. Once every two or three study sessions, simply review older material that you will e still needing to remem er. Often, a "uic! overview is sufficient. Sometimes, a complete detailed study session of the older material is re"uired. ';rain fade( is completely normal. .8nless you are gifted with a photographic memory, which is e$tremely rare./

B Create a Study Routine.

,enerally, if you schedule certain times of the day to study, you will get into

a routine and accomplish more. If you 0ust 'fit it in( during your day, chances are that there will never e any time. >n effective way to do this is to literally mar! it down in your date oo! calendar as if you have an appointment, li!e going to the doctor. For e$ample9 'Tuesday 1#491% :.D. E Study.(

1% Set Reasona le ,oals.

One of the main reasons people do not reach their goals is ecause they set them too high. If you set goals that are managea le, even if they seem too simple, you get in the ha it of accomplishing them and gradually you can set higher goals. >lso, recognize the difference etween long#term and short# term goals. Set your vision on the long#term dream, ut your day#to#day activity should e focused e$clusively on the short#term, ena ling steps.

11 >void the Frustration 2nemy.

Ironically, the "uic!er the personFs nervous system, the faster they learn. )et, this fast nervous system also wor!s overtime in eing self#critical. So they are the ones who always thin! they arenFt going fast enough* In contrast, the 'Type ;,( less intense person who learns slower yet is more self#accepting, ends up ultimately learning the material in a shorter period of time. This is ecause heGshe doesnFt waste energy loc!ing, getting upset, and thin!ing that theyFre not good enough E they simply !eep moving forward at a slower . ut un# loc!ed/ pace.