tHOW TO GET GOOD GRADES  Always do your homework; think of homework as In Ten Easy Steps something you must do. By Linda O’Brien (Woodburn Press)  Participate in class; participation in class helps you to stay focused and keeps your mind from wondering Step One: BELIEVE IN YOURSELF  Be a good group member; the number one reason why “To succeed, we must first believe that we can.” people get fired from their jobs is because they can’t get Michael Korda along with the people they work with; Remember a few In order for you to succeed in school, you have to believe in things when you have to o a group project- 1) Do your yourself and in your abilities. Whether you’re an athlete preparing share of the work and do it well, 2) Accept that everyone for competition or a student tackling a difficult subject, it is if different and try to be open to all ideas, 3) Be positive, important that you believe in yourself. You must recognize the & encourage and support the other members of the group talents and the abilities that you possess and you must know, and  Treat others with courtesy and respect; treat your believe, that you can succeed. teachers and classmates the same way you would want to be treated; also, be aware of your tone of voice Step Two: BE ORGANIZED  Involve your parents. If you are organized; you have what you need, when you need it. Step Five: TAKE GOOD NOTES Here are several ideas on how to get organized. Tests usually cover material that has been presented and  Keep your backpack neat; Never put loose papers in discussed in class. backpack; Always put them in the appropriate  Be an active listener. When you are actively listening in folder/notebook class, you don’t just hear the words the teacher is saying,  Get organized before you go to bed; put you school items you are also thinking about and trying to9 understand the in the same place each night; leave yourself notes of information that is being presented. things that you need to do the next day.  Take notes to help you pay attention.  Recognize important information. Anything the teacher Step Three: MANAGE YOUR TIME WELL takes time to write on the board or overhead should be With good time management, you have time to do the things considered important. Some students use a yellow you have to do, and you will still have time for the things you marker to highlight things that are important in their want to do. notes.  Use class time; Always use the time your teachers give  Take notes that are easy to read. you in class to start homework, to ask questions, or to . Put your name, the name of the class, the date & get help the page # of the notes.  Create your own study plan; before you get home from . Write on every other line and use only one side of school each day, you should already have a study plan in the paper (notes will be neater & easier to read); mind; (for every hour in class you should spend an equal additional space can be use to add additional amount of time after school preparing for the next day, learning doing homework, organize papers returned by teachers) . Use symbols and abbreviations whenever possible  Prepare for sabotage: identify anything that could . Use pencil or erasable pen to keep your notes interrupt or ruin your study plan, & figure out how to neat. eliminate or avoid it.(i.e.: TV, phone calls, video games, . Leave a wide margin on the left side of the page, computer games) identify key words and write  Go over your notes as soon as possible. While the Step Four: information is still fresh in your mind, review and clarify BE SUCCESSFUL IN THE CLASSROOM your notes before the day has ended. Follow these steps and you will enjoy school more and you’ll  Get lecture notes if you’re absent. When you are absent get higher grades. it is your responsibility to find out what you missed in  Learn how to adapt to different teachers class and to ask your teacher(s) for handouts and  Be in school, on time, everyday assignments.  Be prepared for each class  Sit in the front of the class if possible; it is easier to pay Step Six: KNOW HOW TO READ A TEXTBOOK attention When you know how to read a textbook, you comprehend  Be aware of your body language and nonverbal behaviors; and remember what you read. teachers see everything; they see know who paying Textbook Authors have already done a lot of work for attention, who is taking notes, who is listening to class you. discussion; they know who is doing homework for another They have inserted boldface subtitles that tell you class, writing personal notes, daydreaming and “napping”; exactly what you are going to be reading about. They have put if you choose to any of these behaviors, don’t kid all the important words in bold or italic print, and they have yourself into thinking that your teachers don’t notice, added pictures, charts, graphs, lists of vocabulary words, even if they do not say anything; Teachers notice and summaries, and review questions. The textbook authors have they conclude that you don’t care about what is going on done all of this to make it easier for you to learn and retain in their class; it is not enough for you to say you want the information they are presenting. Some” learning tools” good grades; your body language and nonverbal behaviors that are helpful in reading textbooks will help you to be able have to communicate this also. to comprehend and remember what you read the first time. These tools are:  Scan: scanning gives you a quick overview of the material minutes & then taking a short break (get a drink, get you are going to read. To scan, read the title, the up & stretch, etc) subtitles, and everything in the bold and italic print.  Know how to study for tests. Look at all pictures, graphs, and charts and read review  Know what the test is going to cover so you’ll know questions and summaries. what to study. Fore essay test, it is more important  Read: When your reading has a purpose, your to understand the big picture and to know main comprehension improves and it’s easier for you to stay points and key facts. For fill in the blank and focused. To give your reading purpose and focus, turn multiple-choice tests, you need to know more each boldfaced subtitle into a question. Keep your detailed information. question in mind as you read. At the end of the section,  Pay particular close attention in class the day before see if you can answer the question. Your question gives the test. This is usually when teachers review you something specific to look for, but more importantly, information that you need to know. it helps keep your mind from wandering, and so you  If a teacher gives you a review sheet, study it until remember more of what you have read. Before you start you know all of the material on it, and then use it to to read a section, look to see if there are any vocabulary come up with questions that you think will be on the words, names, places or events in bold or italic print and test. ask yourself, “Why is this word, person, place or event  Have all the reading done ahead of time. important?”  You really know something if you can explain it in  Review: Taking a few extra minutes for review, however, your own words. Try teaching the material to will make a huge difference in what you are able to someone else. remember later. When you review, you lock the  Review often. When you review, you move information in your brain before it has a chance to information from your short-term memory into your evaporate. To review, go back to the beginning and go long-term memory. Review is the key to learning through the same process you did when you scanned the anything. material. This time, as you read the boldfaced subtitles  Study with a friend or group after you first studied Step Seven STUDY SMART by yourself. Students who “study smart” find that they spend less time  Use tricks to help you memorize information. studying, and yet they get better grades.  Use study cards or flashcards to memorize  Find a good place to study. It doesn’t matter where vocabulary words, facts and list. you study as long as it’s well lit, comfortable, and it has a  Write down what you want to memorize and stare at surface for writing. It’s good to have one place where it. Close your eyes and try to see it in your mind. you study regularly, a place that’s equipped with paper, Say it, and then look at it again. Repeat if pencils, a calculator, dictionary, thesaurus and a one necessary. volume encyclopedia.  If you are an auditory learner, use rhyming or  Get started. Getting started on your studying is rhythm to help you memorize things. Make up a rap usually the hardest part. Don’t put your studying off or memorize to a beat. until later, don’t make excuses, and don’t wait until you’re  Right before you go to sleep at night, go over any “in the mood.” information that you want to remember. Your brain  Know your learning style. We all learn differently. will commit it to memory while you sleep. Some students learn nest by seeing the material (visual  Use acronyms to help you memorize. learners), some learn best from hearing the information  Use the first letter of words you want to remember (auditory learners), and some learn best by doing to make up a stupid, silly sentence. As soon as you (kinesthetic learners). Think about how you learn and get your test, say this sentence to yourself and at adjust how you study. the top of the test write the letters. Then when  Organize your study time. you need to write in the names of the sentence, you  Before you start to study, make a plan. Decide will already have your memory cue written out. This exactly what you want to get done and the order in technique can be used in many ways. which you’ll do it. Make sure the plan is realistic.  Look for an easy or logical connection.  If you have a lot to do, prioritize your work to make  Use ridiculous, unforgettable images to help you sure you have enough time for the things that are trigger your memory. the most important.  Know how to write a paper.  If you have something that seems overwhelming,  The key to writing a good paper is to spread it out break it down into smaller parts over as much time as possible. Writing a paper  If you have something to memorize, work on that should become a process, not a one-time event. first, and then review it again at the end of your Start off by brainstorming and taking notes, and study session. then a (web or) outline. From web or outline write a  Always allow more time than you think you’ll need. rough draft. (Multiple rewrites of) the paper (will be  Study your least favorite subject first to get it out necessary) until you have it just the way you want it, of the way. and then write the final draft. It is important to  Alternate types of assignments (ie: read English, do put your paper away at least once or twice during math, read history) this process. When you take it out and read it again,  Know when to take breaks. Research shows that you’ll see and hear things that you didn’t notice students learn the most during the first and last 10 before. minutes of any study session, try studying for 20  To get a good grade on a paper, you must: 1. follow the directions exactly, Read True/False questions very carefully; one word will 2. make sure there are no spelling or grammatical often determine whether a statement is True or False. errors  Know how to approach essay questions. 3. have someone else read your paper to give you  Read each essay question and then start with the suggestions easiest one. Be sure to note how many points each 4. make sure your paper is neat essay is worth & adjust the time you allot to each 5. always turn your paper in on time question accordingly.  Use tricks when making a presentation or speech.  Before you do any writing, brainstorm. Jot down key  Use props whenever possible. Props, such as words, ideas & points that you want to cover in your posters, pictures, books or sporting equipment, give answer. If you have time, organize these ideas and you something to look at and something to do with points into simple outline (or web) if not, just your hands. You can also put notes on the back of number them in the order you want to present them. them.  Begin writing. Write legibly and in complete  When you give a presentation or speech, pretend sentences; make sure your sentences are clear & that you are telling your best friend something concise. really important. I. In your opening paragraph, state the question  Effective speakers make eye contact with those in and tell the reader what he/she can expect to their audience. If this is difficult for you to do, learn from your essay. looks at their foreheads instead. II. In the middle paragraphs, present examples,  Learn word processing. If you don’t know how to type details, evidence and facts to support the or use a computer for word processing. Sign up for a points your are making. class. III. In the final paragraph, restate your position along with a quick summary. Step Eight USE TEST – TAKING STRATEGIES IV. Finally, reread your answer and make In order to do well on any test, you must study hard and be corrections. prepared. Having done that, you can further improve your test  If you don’t know the answer to an essay question, performance by using these test strategies. take a couple of minutes to write what you do know  Get off to a good start. Have everything you need for about the subject. You might hit on something and the test. If you have a few minutes before the test, try get partial credit. to relax. As soon as you get your test, write anything  If you don’t have time to complete an essay, write down that you want to remember (facts, dates, equations, your teacher a note explaining that you ran out of formulas, memory aids, etc) in light pencil at the top of time & then briefly list the points you would have your test paper. Put your name on the test and be sure covered. Again, you might get partial credit. to read the directions carefully.  Improve your math test scores.  Develop a plan. Before you begin answering questions, 1. Before you start to solve a problem, try to quickly look over the entire test and develop a plan. estimate what the answer will be. (Time out the questions in your mind; how much time is 2. If you’re having difficulty with a problem, try needed for essay, multiple choice, etc) drawing a picture or diagram.  Mark questions that you want to return to. As you go 3. Don’t spend too much time on any one problem. through the test, put a dot or check mark by any answer If you get stumped, go on and come back to it you’re not sure of. After you7 have gone through all of later. the questions, go back to the ones you’ve marked and try 4. Show all of your work. Even if you get the them again. Don’t panic if you don’t know the answers to wrong answer, if you were on the right track, the first few questions. Sometimes it takes a few you may get partial credit. minutes for your brain to get in gear. Chances are you’ll  Be prepared for open book tests. During an open book know the answers when you come back to them later. test, you must be prepared to locate information quickly.  Increase your odds on multiple-choice questions. To help you do this, highlight you notes and out self-stick  As you’re reading the question, try to come up with notes or bookmarks in your textbook. the answer in your head before you look at the  Check answers. If you have time, check all of your choices. answers, even the ones you know are correct. You may  If you’re not sure of an answer, eliminate the have read the question wrong or had a careless mistake. choices you know are incorrect by crossing them out,  Go over all returned tests. When your test is returned and then make an educated guess. to you go over each question you missed and write in the  If two of the choices are similar or opposite, correct answer. You may see one or more of these probably one of them is the correct answer. questions again. Also check to make sure your test was  Read all of the answer choices. There will probably graded correctly. Keep a record of your test scores and be at least a couple of choices that sound like they file all returned tests in your notebook. could be correct; don’t be tempted to mark the first one that sounds good.  Look for key words in True / False questions. Statements with always, never, every, all and none in them are usually FALSE. Statements with usually, often, sometimes, most, and many in them are usually TRUE. Step Nine REDUCE TEST ANXIETY Assistant Principal. If you ever have a problem and you are not A little anxiety before a test improves your concentration sure where to go for help, talk to your counselor. and alertness. Excessive worry, or test anxiety, will lower Every student has his/her share of normal teenage problems. your test scores. Some students, however, have problems that are so overwhelming It is possible for students with test anxiety to get that they cannot pay attention in class or concentrate on their themselves so worked up that they can’t think clearly. The brain is schoolwork. Even though they may put up a good front, these like a computer in that it contains a great deal of information. students need to get help. This information is useless, however, if you are not able to “access” Students who are dealing with any of the following need to talk to it when you need it. Having test anxiety is like not having the their parents or their counselor immediately: alcohol, drugs, password to your computer. The information is there, but you can’t pregnancy, an abusive relationship, an eating disorder, a health get to it. concern, problems at home, depression. Thousands of students To reduce test anxiety, study enough to feel confident that across the country are struggling with these same problems. The you know the material. Then try to replace the worry and negative smart ones get help. thinking with thoughts that are positive and relaxing. Some of the following suggestions may help you. DEFENSE FOR STUDENTS  Start studying early. The night before the test, review  The student’s 1st line of defense if your grades are the material and get a good nights sleep. Cramming poor is your TEACHERS! increases test anxiety.  Take advantage of your teachers tutoring times.  Mentally practice going through the testing experience.  Ask when you can come in to get extra help. Close your eyes and see yourself calmly and confidently  Check in the Career Center for additional tutor times. walking into the test. See yourself answering questions  Find outside help from friends or family members. correctly, and then see yourself receiving the grade you  See your counselor. want. Go through this mental imagery exercise several  times before the day of the test. TIPS FOR PARENTS  How you act can affect how you feel. Walk in the test Your children need you to be interested and involved in their with your head up and your shoulders back. If you act academic progress. Your children must, however, be responsible confident, you just may find that you feel more for their own grades, attendance and behavior. confident. Be interested  Here are 5 common relaxation techniques that you might Make certain that your children know that their academic want to try: progress is important to you. Attend all Back to School Nights 1. Take a deep breath, hold it, and then slowly release and parent conferences. Know when each grading period ends, and the breath and the tension. Do this until you feel your make sure that you see all progress reports and report cards as body relax. soon as they come out. Do not assume that someone will call 2. Start at the top of your head, flexing and then you if there’s a problem. If you do not see a progress report or relaxing each part of your body. report card, call the school and request a copy immediately. 3. Close your eyes and visualize warm sunshine washing Discuss classes and set goals over you, melting away the tension and relaxing all of Sit down with your children a t the beginning of each grading your muscles. period and help them set realistic academic goals for that term. 4. Close your eyes and let your arms hang down at your Setting goals gives your children something to work for, and it also sides. As you relax, visualize the tension from your makes them aware of exactly what your expectations are. head, neck, and shoulders flowing down your arms and Throughout the term, recognize effort and improvement and out through your fingertips. acknowledge each academic success, even if it is only a good grade 5. Think of a place where you feel very relaxed and calm. on a quiz or homework assignment. At the end of the term, you Close your eyes and visualize being in that place. can offer “reward” if the goals are met and / or “consequences” if  Positive thinking and relaxation techniques are like they are not. Rewards are particularly good when you want to anything else. The more you practice them, the better encourage a change in attendance, effort, or behavior. you get. If you continue to have problems with test Offer to help anxiety, perhaps checking into libraries and bookstores Offer to help with homework, but don’t give more than is wanted. may have books & tapes designed to help those individuals Your child may not ask again. Keep in mind that it is your child’s who struggle with test anxiety. responsibility to be organized, to get homework done and to prepare for tests. Listen Step Ten Talk to your child about what’s happening in school and be a good When you have a problem do something to resolve it. listener.

There will be times when you’ll have a question or problem Encourage involvement concerning your class, school policy, teacher or fellow student. Students who are involved in school related activities seem to Most questions can be answered and resolve, if you go to the enjoy school more, and they generally have greater academic appropriate person. success. Encourage your child to be involved in one or more

Generally, your teacher is your first line of defense when there activities at school. are problems within the class or with the teacher. See him or her Monitor activities and jobs first. If the problem continues, or you feel you cannot talk to the Make sure that your child is not spending too much time watching teacher, see your parent &/or counselor. If you feel intimidated TV, playing computer games, “surfing the Net,” or talking on the or harassed by another student, tell the teacher, counselor or phone. Also, make sure that he/she is not working too many hours or working too late at a job. Avoid these “don’ts”  If you think there are other causes for your child  Don’t nag about school or grades, your child will tune you not doing well in school, make an appointment to see out. your son or daughter’s counselor. Recognizing that  Don’t allow your child to miss school unless he/she is really there is a problem is the first, and most important, ill. You’re sending the message that school isn’t important. step in finding a solution. Use an assignment log or  Don’t criticize a teacher in front of your child. He / She notebook will only lose respect for that teacher.  Use three-ring binders for class notes  Don’t make your child’s failures (or successes) your own.  Get phone number of at least one or two classmates if Your child may see getting poor grade as a way to rebel. you have questions regarding homework, tests, etc.  Don’t have expectations that are unrealistic. Knowing he/she will never be able to meet them, your child may decide to not even try. Work with the school Know that teachers, counselors and principals are there to help your child get the best education possible. A health problem, a death in the family, or a divorce can affect your child’s attitude and / or performance in school. If such a circumstance should arise, call the school and tell them what is going on. If you have a question or concern that relates to a specific teacher or class, call the teacher. For other questions or concerns, call your child’s counselor.

IF YOUR CHILD IS NOT DOING WELL IN SCHOOL Most students who don’t do well in school feel like failures. They are frustrated, discouraged, and sometimes angry. The “I don’t care” attitude they display is often a defense mechanism. It is important for these students know that their parents have not given up on them. They also need to know that their parents are interested, supportive and willing to take the time and effort to help them figure out how to be more successful in school. Students who are not doing well in school usually have problems in one or more of the following areas: Attendance It is extremely important for students to be in school, on time, every day. Unless a child is truly ill, he/she needs to be in school. Appropriateness of Courses We cannot expect students to get good grades if they are in the wrong classes. If any of your son / daughter’s courses is too difficult, too easy, or inappropriate, call the school counselor. You may also want to look into vocational opportunities. Many students are happier and more successful in vocational programs where courses are more “hands-on.” Accountability It is human nature to be tempted to “slack off” when we are not held accountable. How seriously would most workers take their jobs if they knew their boss would never know how many days they missed or how hard they worked? What if no one cared whether or not they did a good job? Your child needs to know that someone cares and that someone is check on how he/she is doing. He/ she needs to know that successes will be recognized and that poor performances will be noticed. See every progress report and report card, and if your child has a low grade in a class, contact the teacher. Be consistent in your interest. Alcohol / Drug Abuse Students who abuse alcohol or drugs are often distracted to the point where their school performance is affected. If you know or suspect that your child is drinking or using drugs, talk to him / her. If you need information or advice, talk to your doctor or school counselor. They can help you.