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Final exams- a different way to study

Yesterday, I was working with one of my students and we spent some time on a different way for him to study. He loved it. I have taught many of my kids this method and it’s really powerful. There are a few things that we traditionally associate with studying: note cards, reading your notes over, memorization, etc.. But there are so many more ways to integrate learning. This one involves a digital recorder. (I use the Olympus 801 . Digital voice recorders cost between $30-$100. Try to get the ones with multiple “folders.”) Here’s the gist of how I teach students to use these: 1. Usually there are 5 “folders” on these recorders, often labeled A, B, C, D. Each “folder” stores multiple recordings or “files.” I like students to dedicate folders to different classes and to keep one folder for miscellaneous thoughts, notes, reminders, or ideas. An example:

Folder A: Miscellaneous ideas, random thoughts, reminders, school or non-school related.
Folder B: Language Arts class
Folder C: History class
Folder D: Science class
Folder E: Foreign Language class

2. Think of good ways to use record information so you can use it to your benefit:

In the case of the student yesterday, he was studying for a Biology final. We took his written notes and he recorded himself asking questions like this, “name and describe the 4 types of gymnosperm plants? (he pauses) Cycads, ginkos and conifers and gnetophytes. Cycads are…” Now he can listen to the recordings while he is cleaning his room, going to school, even while he’s gaming :).
For novels, I often teach students to make recordings of important information as they are reading. As they record, they can cite page numbers, quote characters, etc.. For many students this is much less disruptive than stopping to take written notes. Then, when they begin their book reports/reviews or other projects, they can go through the recordings and type pertinent notes into their outline.
Recorders can be awesome for getting story ideas out verbally before typing them up.
For foreign language, they are great for practice with vocabulary, etc..
For math, the recorder is often only useful when memorization is required, for example with new formulas.
You get the point-come up with your own creative ideas for any class.

3. Listen to the recordings anywhere and everywhere. This is great for kids who need to move around. They can put on headphones and listen while they walk, do chores, etc.. They can listen in the car, as they fall asleep, at the bus stop, etc.. Recordings can be deleted as the learning becomes integrated. I also teach students other powerful methods, such as drawing their notes or visualizations, but these are outside the scope of this quick article. Just remember that there are many creative ways to learn, and don’t be afraid to experiment. The point is to develop a style that works rather than just relying on traditional mindsets. If you like what you read, please share it with someone! Best, Seth Side note: I do NOT recommend recording classes, at least not for the students I work with. I tend to work with right brained struggling students, and they are not going to take the energy to re-listen to a recorded class. Just sayin’. Disclaimer: This article is meant to show one of many ways to “study.” This does not mean that the task or test is necessarily valid. You have to seriously consider this for yourself (some is truly valuable, some is meaningless, counterproductive busywork). Just because school assigns something doesn’t mean that it is more valuable than family time, play, self-care, etc.. If something feels off, listen to your gut because it knows best. Remember, education should ultimately help kids find their authentic callings, should help them craft purposeful and happy lives.

“I never let my schooling get in the way of my education.” — Mark Twain

You're not crazy

Seriously, you’re not. I don’t know if there’s something in the air or what, but I’ve had so many students, parents and teachers tell me stories lately about broken schools, I have to share it. Know this: if something feels wrong, it probably is. There are a lot of people going through the same thing. So often we feel alone, wondering if we’re off base, if we worry too much. Too many students struggle and suffer needlessly, and you’re not crazy, even though systemic dysfunction would have you believe so.

Consider this…

Teachers often share with me that they don’t have a voice

They’re afraid of backlash for speaking their truth in the best interest of students. They tell me about getting glares, being shunned, “causing trouble” when trying to do the right thing. They may risk non-renewal or firing.

Parents often share with me that they don’t have a voice

They fear that if they speak up, their child will suffer somehow.

Many parents have gotten the run-around so many times they’re ready to explode.

A parent recently told me that the school was requiring their high schooler to take the ACT test– that the entire school “had” to take it. She wrote to the admin, “Since my son can barely complete 50% of the ACT exam, and with low accuracy, and is not getting needed accommodations, we would prefer for him to opt out of the 4/23 exam. Please confirm: We want to ensure there is No Penalty against our son for opting out of the April 23rd exam. The practice test had 75 questions. In the time provided, he got 34 correct responses.” After a few cryptic replies, she finally had to go in person to get a clear “no, he will not be penalized.” Schools can’t force kids to take tests, but they certainly don’t tell you about your rights to opt-out either. In fact, a lot of people get angry at the thought of kids opting out, driven by a scarcity mindset and fear that funding will get cut. Either way, listen to your gut, keep advocating until your child’s needs are properly met.

You’re not alone

One parent wrote me about her situation, “He is quite behind and very disorganized and discouraged. He has a list of missing assignments. Some are missing, some not finished or finished and just not turned in. He is very discouraged with school, doesn’t seem to care. Feels he can’t improve his grade. Doesn’t want to make up missed assignments because he feels he is still going to flunk. I don’t know what to do. We all know he is smart, except him.” I hear a similar story with different words all the time. You’re not alone. Keep pushing forward.

Nonsense policies or rules

A parent recently wrote me about a situation they were dealing with, “This is RIDICULOUS! Why are they concerned about things that are so trivial???? I am thinking about finding a different school. I feel very guilty for putting my son in a situation where he feels sad, stressed, angry and “stupid.”” Too many people are wasting time with trite issues.

Rigidity

A lot of the families I work with deal with teachers who are so rigid that you wonder why they became teachers. Some simply don’t have the inner tools needed to properly serve students. Unfortunately, school leadership doesn’t always support teachers to develop their craft much beyond mandatory “staff development” and ineffective accountability procedures. If you feel like someone doesn’t get your kid, you’re probably right.

IEP, 504

Ever sit through an IEP or 504 meeting baffled by lip service and how challenging it is to help a student in need? 10 people crammed in a small room for 30 minutes to discuss the complex needs of an outside-the-box learner doesn’t cut it. Not to mention, parents often tell me they don’t feel like anyone even reads/honors these documents.

Just waiting for this school year to be over

I am deeply disturbed every time I hear a parent discuss this. We live in a country that provides free education to its citizens. We are really screwing it up when kids are suffering so much that families are just waiting for it to be over! And the upcoming year is a crapshoot. What an unnecessary disservice! School can and should be fun, engaging, and rewarding for all learners.

Shit show

When I asked one of my teacher friends how her year was going, she said, “this year’s been a shit show.” Bigger classes, less planning time, more paperwork, less autonomy, more time working from home, cut arts, less support, another new curriculum, no raise again, etc.. Teachers tell me similar stories all the time. Our kids deserve teachers who are taken care of. Period.

Hero

It’s hard for a system to question patterns or long held beliefs. If you’re trying to change things to ensure that students are getting what they need to write their own scripts in life, and you run up against barriers that baffle you, you’re not crazy. Standing up for the rights of kids to experience great education is the work of the humble hero. You are sane and students need you (I’m speaking to parents, educators, therapists, and anyone else interested in kids). Your voice matters, your willingness to stand up for effective education matters. It’s literally heroic. We are the stewards of a wild new world and taming it can be exhausting and discouraging. Don’t give in. We are leaving this world to the children we love, the stakes are high. It’s a time of unprecedented change, which is terrifying and thrilling at the same time. There are tremendous problems we are leaving our children to deal with and massive hope, but education is key. People everywhere are stepping up and making a huge difference. It is imperative, vital, critical that we give our kids the type of education they need to solve the problems they are growing up with. You matter. You absolutely, definitely, positively, matter. You are Joseph Campbell’s hero, on a transformative journey, digging deep, slaying dragons. Everything you do to make things better, matters, so keep it up. Keep raising the vibration and empowering our kids. Thank YOU for being a part of the solution. Shine on.

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The problem with writing papers

One of the college students I work with recently emailed me this: “I need to produce an outline for a term paper this semester (completing the outline is an actual assignment, due Monday, April 7) and I would like to meet for your assistance on that. We do not have to worry about quickly moving past the outline, like we did on that last paper. I also plan to meet with the professor Monday and Wednesday mornings to discuss overall concerns with the paper beforehand and get a better idea on how to proceed.”

I need to produce an outline for a term paper

Let me set the stage

The kid is smart. Ten times as smart as I am. In fact, I never understand the content he’s studying- it’s beyond me. This paper was about industrial mobilization in America during WWI and the developing relationship between government and business. I don’t even know what that means, but I do know how to help struggling students organize ideas and write papers.

So here’s the problem with writing papers

Kids get great ideas and want to vomit them onto paper immediately. The paper goes in too may directions and becomes muddy/unfocused. Recovering from this mess requires a lot of backpedaling which is tedious, frustrating, discouraging, lowers motivation and diminishes interest in writing. There are a lot of details to manage when writing papers, and struggling students notoriously aren’t great with details. In the case of this student, I had him get out all his ideas verbally. I asked questions, listened and typed a mess of notes as he spoke. Then I helped him reel it in. This was no easy task because the notes were all over the place. But since I listened from an outside perspective, I could hear his key points pretty clearly. These eventually became the thesis and section headings. We were able to make an extensive outline that flowed well. Now he can copy the outline, fill in the sections, revise and edit from there. Much better!

Things to consider

In order to better help students who struggle with writing papers, here are 4 things to consider:

1. Processing

Right brained kids process differently. They’re not concrete, linear, sequential, step by step, detail oriented, black & white thinkers, and they don’t follow rules/structures the same way. They’re abstract, big picture, global thinkers, creative, inventive, imaginative, intuitive, random, and their thoughts weave all over the place, jumping from from topic to topic.

Modern brain scans are mind blowing and are reshaping our understanding of learning

When writing papers they need clear structure and they need it chunked down into manageable steps. Writing a paper isn’t just writing a paper. It’s many details; thinking of ideas, discussing, daydreaming, planning, outlining, narrowing the topic, drafting, making a cover page, editing, revising, remembering to write and not wait until the last minute. Even turning it in is a step that can be hard. Contemplate the individual’s needs. I ask students what they need to in order to write the paper they want to write and really listen to the response. I’m always impressed by how well they can articulate it when the question is posed.

2. Planning

Planning (aka prewriting) is the most important part of the writing process and ironically it’s the most neglected part. Plan, plan, plan. Teach kids to outline, brainstorm, daydream, talk out ideas, make story boards, lists, webs. Get them planning how they want their papers to go. The 3 most important questions:

Who specifically is your audience? (a great exercise is to write “to” one specific person)
What specifically is your purpose? (What do you want the reader to feel, think or do?)
How do you plan to meet that purpose?

Then plan. A lot.

3. Time

However long you think writing should take, double or triple your estimate. It’s a craft. Having said that, if a student is getting burnt out, you MUST reevaluate or they will learn to loathe writing, which is terrible. We want to empower students to LOVE the art of writing. I recommend kids take large writing blocks to savor the process, sometimes 2-4 hours. Plan in breaks and snacks and such, but eliminate electronics, open tabs, games. Basically, create the ultimate writing environment, and honor it. Dive into the process, it takes time. This is where the magic happens.

4. Fun

Meaningless writing assignments, standardized tests and busywork put out the fire. Ignite and inspire. Have fun. Be light, don’t take it too seriously. Writing is a gift, a magical tool of communication, an art, an expression. Kids love to write when they feel like authors, when they feel like their ideas matter. That’s where we can support them best.

Back to the student

I emailed to see how it was going. Here is his response: “All is well! Got a 10/10 on my outline and apparently only 3 others out of 15 or so students did, so I’m very grateful to you for helping. Presentation also went well, and I got a stupid Roman art project done that was worth a quarter of my grade. So now I’m starting to expand my outline and I’ll probably get to writing draft on Wednesday.” So it works. Understand that right brained learners have different needs, get them to plan thoroughly, plan large blocks of time to honor the craft, and have fun!

Hate to beat a dead horse…

I recently received an email from a teacher of one of my middle school clients. It opened, “The binder I ask students to maintain has sections for: (1) Literature Notes, (2) Writing & Grammar Notes, (3) Vocabulary, (4) SSR entries, and (5) Texts – the short stories and myths I’ve passed out.” I see this often- highly organized teachers who require students to maintain highly organized binder systems like this. While I appreciate the intention behind this, it is overkill and counterproductive for many kids. Let me break this down: Kids who are naturally organized often love these systems. They’re concrete systems, there is no confusion about what goes where. Everything has an orderly place. It feels good to these students to manage everything so precisely. But to the kids who are not naturally organized, this can be a very different experience. To illustrate how difficult this can be for right brained students, I’ve copied this email from my student’s mom. Note the word choice as it illustrates the magnitude of the needless suffering of this student.”Hi Seth, My son has been incurring the ire of his English teacher for not having his binder, so I wrote a brief note of explanation. I understand her concerns regarding the things he needs for class , including ongoing projects. I don’t think her needs will conflict with what you are doing but if you could touch base with her that would be greatly appreciated by both me and my son ( who is the brunt of her displeasure). I haven’t heard from any of his other teachers re this.” (note: we revamped his entire system of managing schoolwork and personalized it for his needs) This sort of stuff drives me crazy since it’s so unnecessary for a kid to suffer like this. If I had a magic wand, teachers like this would take a step back, really notice the incredible human being in front of them, see the opportunity to inspire, deeply contemplate what the student needs in order to fall in LOVE with the content, change their strategy with this aim in mind and start over with the student. By start over, I mean heal the relationship, take stock of the students strengths and build upon them rather than push and push and push for conformity. Look, don’t get me wrong, I’m all about pushing students beyond their comfort zones when it would benefit them, but it’s a very delicate balance. My strategy is to babystep students forward from where they are, not where they “should” be according to “developmental norms” or arbitrary expectations. Push too far and they become discouraged. Push the right amount and they are encouraged. And that my friend, is a difference that matters.

The homestretch

There’s a lot going on at end of the school year: Spring fever diverts energy, everyone’s getting excited for summer. Although standardized testing is pretty much over, teachers are now stressed about “covering” the remaining content for the year. There is often a lot of top-down pressure making it worse. Students who are in the swimming-up-stream cycle are burnt out, resistant, fading. Parents are scrambling to help their kids pull it together as the red flags pop up, often too late. A few things or parents and educators to keep in mind during the homestretch:

Notice every single good thing your students do and tell them about it (this definitely goes for college students too). Try the 3:1 rule: at least 3 compliments to every 1 “negative”.
Empathy, compassion and understanding are key. The overwhelm is intense for kids.
Summer will be here soon. Take it a day at a time.
Don’t get too caught up on higher scores before the end. Chances are students have had enough pressure already. It’s not about grades, it’s about engaged learning. Focus curiosity around that. Ask: How important is it in the grand scheme of things?
Teachers have typically been overworked, underpaid, under-appreciated, as they devoted the last 9 months serving kids. Show gratitude when you can.
Have FUN with your kids. These relationships are sacred and precious. Foster lots of joy.
Finally don’t take things too seriously. Life is short so keep focus on the most important things, quality time connecting with the people in your life. Be 100% present whenever you can, build it into your routine.

Be well, Seth

Two Types of Kids

Detail oriented and structured. Linear, sequential, step by step, left brained, focused, organized, good listeners, strong students, on top of things, responsible, concrete, practical, regulated, likes rules, facts, safe, on time, follows directions, knows the right answer, good with systems, uses planners, puts things back, good with folders and binders, turns in homework, studies.
Not good with details. Global, big picture, holistic thinkers. Right brained, random, distracted, disorganized, abstract, creative, daydreamy, emotional, intuitive, sensitive, artistic, questions rules, struggles with structure, not good with deadlines, vivid imagination, visual, risk takers, good with figurative language and metaphor, free, idea people, forgets homework, colors outside the lines, can’t fit inside the box.

Of course these are generalizations exemplifying the extremes. Of course there is a lot of grey area and overlapping. Of course we all use both sides of our brains. There are kids on both ends of the spectrum and everywhere in between. Neither is better or worse, just different. But there is immense value in understanding that the vast majority of struggling students fit into category 2, and that there is a legitimate difference in how these students think, precess and learn. The strengths, talents and gifts of these students often go unnoticed and neglected, their strengths are difficult to “grade”. And it’s unfortunate because they are often deeply misunderstood, shamed and judged as lazy or uncaring. Sadly, our educational system is geared towards left brained learners, who tend to be perceived as “successful” while right brained learners can often appear “unsuccessful”. We need to take tremendous care in how we work with all learners so they can all shine bright. The time is now.

Clean Slate

New semester = clean slate. I work with a lot of students right before a semester begins so they can get a strong start. From grade school to grad school, here’s what I do with many students:

Backpack

Empty it, clean it out. Ask what they use each pocket for. This raises awareness that they are choosing “homes” for things such as books, supplies, folders, money, etc. I don’t necessarily care where they put things, I care that they have intentionally chosen the place, because it’s all about intentionality, conscious choices, awareness. I’m not a fan of backpacks with a ton of pockets- the simpler the better (invest in good material though). A place for books/folders and a pocket for supplies is my preference, especially if they’re always losing stuff. This backpack, not this one. If a backpack isn’t big enough, they’re probably using unnecessary 3 ring binders, pushing way too much paper, are probably doing too much busywork and not enough engaged learning. But that’s another story.

Folders

We go through every single paper and recycle everything possible-I don’t like the idea of making kids push paper for the sake of pushing paper. We sort remaining papers. I ask why they are keeping them and support or challenge their reasons depending on what would be helpful. Either way, I want them to be intentional regarding their choices. We often set up an “archive” box for sentimental papers or stuff they “might” need. I make sure folders are labeled with huge letters on front AND back, with name and subject. Finally, color code folders to match composition notebooks for each class, which are also clearly labeled.

3 Ring Binders

If you’re familiar with my writing, you know I’m not a fan of 3 ring binders for most kids who aren’t naturally organized. They require too many steps to manage papers that are often meaningless to the student, which is counter productive and unnecessary. We generally replace them with simple accordion files or cheap pocket folders.

Planner

Thin it out: get rid of all pages from earlier in the year and all useless pages.
Use a highlighter to box out every single day they have off for the rest of the year. This helps students get a better perception of time, helps get a big picture of the upcoming semester and makes everything feel more manageable.
Print and post all new syllabi.
Transfer ALL info possible from syllabi to the planner, at the beginning of the semester. (By the way, weekly planners are usually ineffective for struggling students. These students are typically global/big picture tinkers who do much better with monthly planners where they can see the big picture. They just need to learn shorthand to fit assignments in the smaller space.)

Computer

We set up Google Chrome to automatically open relevant tabs: calendar, school website, online gradebook, email, google drive, etc.. It’s worth taking the time to customize the browser.

SSS

Take time to intentionally set up a Sacred Study Space (SSS). Seriously think out how to design the ultimate work space with the student. Music or no music? Bright or dim? What are the preferences? White boards? Cork boards? Minimize clutter, have supplies within reach. Get a timer, digital recorder, extra note cards or any other items that help study smarter not harder.

Schedule

Help students structure study times, meal times, and other activities at the beginning of the semester when possible. The schedule can be changed, but having a plan makes things a lot easier. It’s also good to post a weekly sketch/schedule for students to reference. It helps them develop a better perception of time.

Logistical

If there is a class that needs to be switched or dropped, do it sooner rather than later! Same with tutors or other logistics.

Social

Review social goals they have, give guidance when necessary, ask them about their plan regarding social challenges. Again, it’s about intentionality. I don’t need to solve every problem or give “advice” on every issue. In fact that’s often counter productive. I just want my students to have to articulate what’s going on socially because it forces them to raise their awareness. It allows them to make choices rather than blindly jump back into the social environment in school.

Emotional

I do a temperature check with students about each class, about teachers, friends, organization, etc. to see how they feel about things. I help them regulate emotion in 2 primary ways: 1. Helping students choose an authentic attitude that serves them positively (reframing). 2. Showing them how to regulate stress/their nervous system (you can google grounding exercises, diaphragmatic breathing, meditation, etc.).

Physical

We discuss sleep, food and exercise. We look at their wellness goals and see if anything might help learning, focus, overall sense of well-being, etc..

Finally

For the next few weeks we make times to maintain everything so students aren’t swimming upstream. We flag important papers with bright post its, eliminate waste, update planners, etc.. We raise awareness in every area so they are learn to make intentional choices, so students are having actual experience writing their own script in life rather than mindlessly doing what they’re told. Good luck and contact me with questions or better yet, post your thoughts below.

Overkill

Yesterday I met with a new student who wants help with organization. I asked her to tell me how she tries to organize and she showed me her 3 ring binder. Any of you who know me know I’m not a fan of the binder for most of the kids I work with. It’s a simple matter of ROI (Return on Investment). For kids who aren’t naturally organized, it’s a lot of paper pushing investment for what’s often little, if any, return. And they know it.

Same Old Story

This case is the same story I’ve seen so many times before – total binder overkill. Here’s how it goes: It’s the beginning of the year. Very well-intentioned and naturally organized teachers across the country set their expectations: -Get a 3-ring binder. -Get dividers and label them, “homework, notes, tests, quizzes, worksheets,” etc.. -Use the binder to manage papers: On your small desk, carefully open this large binder to the right place, unclick the rings, put the new paper on the holes, click the rings closed, close the binder properly so it doesn’t mash up everything, somehow move the giant binder out of the way so you can use the desktop. -Repeat when needed. -There will be “binder checks” and you will literally be graded on how well you comply with organizational expectations, regardless of how it’s related to learning the actual content. It’s overkill. These kids don’t need to be spending their time managing minutia, there’s just no reason for it. Every minute in school is a valuable minute of life, and what we choose matters. Students just need one simple, plain folder or pocket per class. Sure there are some specific ways I set up the folder system to support their learning style, but basically it just needs to be simple and clear.

Serious Consequences

This issue frustrates me so much because of how defeating it is for kids. Binders seem like such a small thing but the consequences add up and it’s hard to connect the dots to see how the binder has anything to do with it. Kids struggle to try and do what they are asked, but it’s really hard for them to habituate the 3 ring binder details, so they end up giving up on it, feeling shamed, and cramming their stuff in their locker or backpack. Then they lose track of things, ask for multiple copies, forget to turn things in, are punished with zeros or partial credit, and they start the familiar, futile & overwhelming cycle of swimming upstream every semester. Sadly, the pattern grooves. I think that naturally organized people innocently believe that, “if disorganized kids would just do what organized people do, they would become organized people.” But it’s not about that. Yes, the brain is plastic and yes, the brain will literally become better at organizing when the right modifications are made. The real problem is in how the modifications are made. Of course some kids respond well to uber-organized binder systems. But the point is to help each kid develop a style that works for them, one that they can articulate and manage independently. If they can’t explain their system or can’t manage their stuff, they need common sense help, not cookie cutter demands.

Anyhow…

So I helped this middle schooler get rid of about 50 useless papers, organized the remaining ones sanely, got her set up with simple color coded and clearly labeled folders, one “catchall/homework/important stuff” folder, and we went over simple guidelines for how she might use them. You could see her demeanor change as we broke everything down into bite sized pieces. It clicked better in her brain. She became more relaxed and confident. No more overkill, just sane simplicity.

Quick Organizational Overhaul

Some students seem to get organization through osmosis, but many need a great deal of direct and specific guidance in order to develop their style. Simply speaking, some kids systematize more naturally than others and regular overhauls make a big difference for the “organizationally challenged”. Here’s a rundown of how I often begin sessions with students who are still developing their systems. This quick overhaul can be done with any age, elementary through grad school. It’s good to do this at least once a week until it becomes habit. Note that I do this with a student, not for them, intentionally supporting them less and less as they become more and more independent over the weeks. The Quick Overhaul:

Bring everything home: Backpack, books, folders, papers, gum wrappers, pencils, etc.. You can just dump the locker or desk into a big bag.
Turn off distractions (phones, tv, etc.) and honor this time.
Pull every single thing out onto a table or the floor.
Have trash and recycling containers within reach.
Start with sorting everything into piles: Papers, books, folders, supplies, etc. Discard trash in the meantime.
Now go through piles, item by item. Get every paper into the proper place, making sure their name is on it. Don’t keep useless papers. Develop the habit of asking “why is this important?” If it’s not, get rid of it. If it might be, throw it in an “Archive” box, just in case. If it needs to be done or turned in, flag it with a post-it note, label what it is and when it needs to be turned in.
Repack the backpack with everything but the materials that still need to be done. Leave those on their desk/work area, typically in a pile organized by the order they want to do the work (their “queue”).

Note: Out of sight out of mind- I teach students to flag everything important with a bright post-it so it’s more likely to be “in mind”. If they use a large planner, I often have them put these papers right into the planner since they bring it everywhere (hopefully). The planner serves as a “queue” of sorts too. Feel free to copy/paste, modify, print, post or otherwise use this list in any way you see fit. And I’d love to hear your feedback in the comments below. Do you do overhauls? What works for your students? Challenge: Do this consistently for 8 weeks and let me know how it goes.