TDC NET

Business and industry go on because of the power of work, thus, our interest in work and work attitudes. Work defined as a physical or an intellectual effort directed towards a desired end. Play is viewed as fun, an outlet from work, without serious purpose except to make us happier more efficient, more relaxed and longer working human machines.

A study to attitude is important as it affects the work life of a person. Attitude is a tendency to act with respect to a certain value. Attitudes may be positive or negative. Positive attitudes are objects or ideas that give favorable reactions while negative attitudes are those we shun or dislike.

The effectiveness of your learning also depends on the place where you study and your method of studying. Many students cannot study or review in noisy rooms or places where the television, siblings, animal and friends distract them. If this is your case, arrange with your family to allow you to study at a given room or space in the house for a certain hours. Choose those hours when the distractions are least likely to be active or around you.

Your objectives should be clear and simple. Study only the chapter or chapters assigned and do not overdo things. Make a general outline of the chapters and sections which you are supposed to read on and study.

Read, understand and store the major points of study. By associating and appreciating the bottom line of the lesson or lessons, you are making the information stick strongly to memory.

Never compromise or sacrifice your overall health, esecially in taking major exams. Remember that it is your brain and muscles that do the reviewing for ou. They need more support and rest at this time than at other times. This is why you must rest your mind after hours of rigid review, not necessarily by sleeping or napping. Just changing your activity or thoughts to light matters already rests your mind. One good way to break the fatigue or pressure is to do light exercise or walk down your garden or park. or simply jog in you room.

Exams are a mental endeavor which can be altered by being physical. Do something else that is physically useful besides exercising, walking around or jogging. Clean your room, take a shower or weed like the garden, instead.

Eat your snacks and regular meals on time as if you are not engaged in a major exercise. Eat the same amount of food that you usually do, but arrange with your mother to cook more protein-rich foods at this time. Milk and milk products, fish and meats are very good sources of protein which builds and renew brain cells. Vitamin B-rich foods are very good for the nerves. Wheat and whole grains are excellent sources. Drink and eat without hurrying and do not review while eating. Self-discipline is a most important part of effective studying. Periodic reviews require full concentration.

The school management announces he schedule of exams well in advance. As soon as you find out, list all your subjects and arrange their individual schedule chronologically.

• Seven days before the first day of exams, review the subjects scheduled for that first day. For example, subjects 1 to 3 for day 1. Then subjects 4 and 5 for the day 2 and subjects 6 for the day 3.
• Whether you still have classes on those review days, go ahead and review after classes. Otherwise, review at home in the morning, in the afternoon and in the evening, depending on the number of subjects you have to review on that particular day.
• Before the first day of review, gather all the materials or notes to be reviewed and group them according to subjects. Put all the subjects belonging to the same exam day and start with those in the first exam day.
• Give two or three days before the first review day for the preparation of review and group hem according to subjects. This is the core of the sure fire method. These review guides will cover the entire scope of the exams and will test you ahead of the actual periodicals, but in a much more comprehensive and difficult way. These guides will honestly test you for thoroughness and clarity of retention. They will imitate your teacher’s test style and even more.
• In each of the review guides, ask all the possible questions your teacher can think of. Go through every lesson from beginning to end of the term. Include even those which you think are not important and those which the teacher always mentions. Do not take chances.
• The review guides require overall retention and comprehension, not just memorization. They are your assurance that you get the highest grade.
• Make the review guides look like actual periodical exam papers themselves. Put blanks and spaces but do not fill them up yet. Answer the questions mentally and quietly. if you cannot give all the answer, jot down what you are unable to answer and return to them later. Finish answering your own questions till the end
• There shoul be only three review days at the most, so divide your subjects nto these three review days.

The school management announces he schedule of exams well in advance. As soon as you find out, list all your subjects and arrange their individual schedule chronologically.

• Seven days before the first day of exams, review the subjects scheduled for that first day. For example, subjects 1 to 3 for day 1. Then subjects 4 and 5 for the day 2 and subjects 6 for the day 3.
• Whether you still have classes on those review days, go ahead and review after classes. Otherwise, review at home in the morning, in the afternoon and in the evening, depending on the number of subjects you have to review on that particular day.
• Before the first day of review, gather all the materials or notes to be reviewed and group them according to subjects. Put all the subjects belonging to the same exam day and start with those in the first exam day.
• Give two or three days before the first review day for the preparation of review and group hem according to subjects. This is the core of the sure fire method. These review guides will cover the entire scope of the exams and will test you ahead of the actual periodicals, but in a much more comprehensive and difficult way. These guides will honestly test you for thoroughness and clarity of retention. They will imitate your teacher’s test style and even more.
• In each of the review guides, ask all the possible questions your teacher can think of. Go through every lesson from beginning to end of the term. Include even those which you think are not important and those which the teacher always mentions. Do not take chances.
• The review guides require overall retention and comprehension, not just memorization. They are your assurance that you get the highest grade.
• Make the review guides look like actual periodical exam papers themselves. Put blanks and spaces but do not fill them up yet. Answer the questions mentally and quietly. if you cannot give all the answer, jot down what you are unable to answer and return to them later. Finish answering your own questions till the end
• There shoul be only three review days at the most, so divide your subjects nto these three review days.

As you read, jot down the words you do not understand. If you have a good sized dictionary, look them up or check if your textbook carries a glossary or a list of specific terms used in the book or material being read. Knowing the meaning, you can understand what you read and read on faster.

Another way of increasing your reading speed is to form mental association when you read or skim. Associate or link the topic to a familiar image, letters or tune. Combine reading with note taking. Jot down important words in your notebook and highlight them. In addition, notice special marks and symbols such as bold, underlined or italized words. a different font; bigger types: indented quotations; footnotes; and inserts. Words and phrases with these marks are set apart because of their special meanings. Learn their uses and apply them yourself.

You or your classmates with musical talents may treat the class to a dance or song number when there is an occasion. Your lesson may be on native songs and dances or music. Suggest to your teacher to make a dance and song presentation part of the lesson or your team assignment. This, however, requires time to prepare. The singer and dancers need to practice. Musical instruments have to be secured and played during the presentation. Karaokes can come in handy. But if you and your group can do it well without these instruments, your teacher will grade you highly for it.

It appears that the simple awareness of why test are necessary does not remove the anxiety produced by the awareness of undergoing them. What alone explains the anxiety is the fact that human nature is imperfect and ca, as well as does, fail tests. Students fear quizzes, test and exams not only because they may not be ready with the answer, but also because the unknown is uncomfortable. It carries the possiblity of failure. And the possibility of failure creates an unpleasantness associated with fear. Nobody likes to fail; nobody likes his or her parents scolding and grounding or with drawing certain privileges for failing a test.

You know now that the tendency to dislike quizzes, test and exams is natural, yet quizzes, test and exams are necessary to your studies. And much more so because it is your intention to rise to the very top of your class. Deep within, you also feel apprehension towards tests because you are human. But your motivation to excel is clearly stronger than this natural apprehensiveness. You want to be effective, you want to overcome. What then should you do to overcome this natural fear and make test taking easy to that you come out as a victorious and effective student in the end?

It is human nature to fear the unknown. For this reason, many students at times, even good students fear quizzes and exams. They do not know what will be asked and how they will perform. It is the aspect of the unknown, therefore, which makes quizzes and exams frightening.

After imparting the required amount odf instruction or knowledge to students, a teacher needs a way of measuring or determining how far students have absorbed the instruction. This is mainly through quizzes, test and periodic exam.

Most students primary concern is getting passing grades, so they aim at acquiring only the minimum information just to pass. But since nothing less than enough absorption of the subject can merit passing marks, almost all, if not all, students are scared of quizzes, test, exams because they feel they have not absorbed what is enough.

Teachers explain to students why they need to conduct quizzes, test and exams and students understand the reason. But understanding the reason does not necessarily improve their attitudes towards studying and so does not take the fright away. Students still shiver at the thought of an exam. And despote the threat they already feel inside, students procrastinate and wait till the very last day to cram.

The teacher assigns you to prepare a short report on the history and growth of information technology in the world. Or the threat of global warming. Or preserving ethnic cultures today. Welcome the opportunity. It means that the teacher trusts you to be able to perform the task and deliver the report. If you are given a few days, you have sufficient time to research and write it. If the report is expected the following day, it means the teacher thinks you are a super-student! Try to live within her expectations but do not overtax yourself by doing the impossible.