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procrastinationpen

Dealing with Procrastination

Steve Olson has a great collection of resources for beating procrastination on his site.  (Bookmark it, and then write it lower down on your to-do list. You’ll see why in a moment!) More »

students

Is March Break the best time to visit prospective universities?

It’s March Break for high schools in Ontario and all the Ontario universities know it! There are several tours and activities planned for secondary students taking advantage of the time off to More »

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University without high school

Maclean’s article University Without High School gives a highly positive and interesting review of the ideas in the book College Without High School by Blake Boles. If you are high school age and want More »

value

Is it worth going to university?

This post was written on my personal blog a few years ago, inspired by the fact that I had just paid off my student loans. ($463/month for 10 years — you can More »

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Students can improve by being more like salespeople

There’s a lot of information on this site about how to get into university. But it’s only responsible to also include tips, tricks and tidbits that will help you prepare for the academic More »

Category Archives: Student Success

Dealing with Procrastination

procrastinationpen

Steve Olson has a great collection of resources for beating procrastination on his site.  (Bookmark it, and then write it lower down on your to-do list. You’ll see why in a moment!)

He mentions one of my favourite procrastination articles, Structured Procrastination, where John Perry outlines his methods for making procrastination work for, rather than against, you.

Perry attempts to structure his to-do lists in such a way that procrastinating when it comes to the items at the top of the list (which, he argues, he would do anyway since he is a procrastinator by nature) means that he “tricks himself” into completing items lower down the list.

Of course, not every action he takes while evading responsibility is another item on his to-do list. Sometimes in an attempt to avoid his list entirely, he will engage in social activities. But even these activities (things not on one’s to-do list) can be rich self-development opportunities: making life-long friends, learning a skill, helping others and so on.

One resource not mentioned on Steve’s list is a book I read several years ago: It’s About Time! The Six Styles of Procrastination and How to Overcome Them by Linda Sapadin. What I liked about this book was that it let students identify with a variety of procrastination types and similarly dismiss other types.

Just like models of learning styles or personality types, no one model is the definitive model for categorizing people.  But, when you are presented with clearly distinct types of procrastinators, it becomes a little easier to figure out which behaviours and motivations you do or don’t identify with.  Sometimes when advice is given as a universal truth, it can be difficult to accept its relevance: we all want to think I’m different. Looking at procrastination types gets you thinking more specifically about your procrastination behaviours and might feel a little more relevant and a little less like, “Duh, everyone should <insert generic advice here>.”

Similarly, Paul Graham’s article Good and Bad Procrastination (also from Olson’s collection of resources) attempts to categorize procrastinators.  But, instead of classifying them based on their reasons for procrastinating (fear of failure, need to please, rebellion, revenge, perfectionism), Graham distinguishes different procrastinators by what they choose to do instead of the thing they should be doing: something more important than the original task, something less important than the original task or nothing at all. Reminiscent of Structured Procrastination, this article claims that there are good forms of procrastination. Whether or not your procrastination is actually helping you (even if you didn’t know it), it’s probably a good idea to take a look at what you do while you’re procrastinating.  If you can’t bring yourself to actually work on the task at hand, maybe you can improve your overall situation simply by choosing better distractions.

One of the linked articles suggests that a strict or authoritarian upbringing can rob us of the opportunity to learn to plan effectively for ourselves.  If your daily schedule was decided for and imposed upon you, what happens when you suddenly find yourself as a young adult with complete freedom?  Some will stick with the strict routine they know, and some will consciously choose to rebel. But many students will sincerely try to manage their time and commitments.  Very few students entering university actually intend to be a slacker. But they can stumble if they’re not used to making these tough choices (like when to work vs. when to play) themselves.

Another must-read article on Steve’s list explains how our own brain works against us and why meta-cognition, thinking about thinking, is the best defence against our own mind. Our reasoning is often irrational and biased towards survival strategies from earlier days when life was riskier and we couldn’t always afford to wait for future rewards.  Hyperbolic discounting is our tendency to choose a smaller payoff now rather than wait for a larger payoff later.  In doing so, not only can we end up making decisions of short-term gain that work against ourselves in the long run (like procrastinating) but we underestimate future consequences, tending to focus instead on present consequences.

As a result, we often make commitments to future deadlines that we would never agree to under present conditions.  For example, you can’t write that article for the campus newspaper this week because something came up. But you’ll gladly sign up for six weeks from now because you’re sure that month will be just a normal month. Our idealized picture of the future never seems to include helping a friend move, a Star Trek: The Next Generation marathon, a breast cancer run nor a public transportation strike. (Or as could be the case in Canada, a federal election!)

This potential for being over-committed is a key factor in having an unmanageable to-do list . . . or as described in the article, an impossibly long Netflix queue of high brow films you’ll probably never get around to watching because in the present moment, you always choose Family Guy.  And unmanageable to-do lists can make you appear like a procrastinator (missing deadlines, feeling overwhelmed etc.) even if you’re not normally one.

And finally, for those of you just wanting lists of tricks for beating procrastination or getting motivated, Olson’s article has that too.  There should be more than enough for those looking for actions they can try out right away.

So visit The Smart Guide to Beating Procrastination and give yourself something productive to do while you’re procrastinating!

University without high school

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Maclean’s article University Without High School gives a highly positive and interesting review of the ideas in the book College Without High School by Blake Boles.

If you are high school age and want to attend university but don’t feel like a traditional high school education is what you want, the Maclean’s article is a shot of inspiration that yes, you can take a different path!  If you’re not sure how to make that happen, consider reading College without Schooling for some practical ideas.

If you want to take your self-education outside of your local neighbourhood, look for opportunities like Unschool Adventures trips for teens.

From their website:

Unschool Adventures designs and leads multi-week international adventures and domestic leadership programs for teenage unschoolers. Our international adventures are lightly structured and exploratory, while our leadership programs are more structured and build specific skill sets. All of our trips share the mission of fostering independence and self-knowledge in self-directed teens.

Our trips are designed for “untethered teens”, ages 14-19. There is no formal requirement for what type of learner you are. Homeschoolers, unschoolers, alternative school students, high school students, and the avowedly non-categorized are welcome. Enrollment is offered to any teen who is enthusiastic and prepared for one of our trips.

If traveling isn’t your thing, consider looking for a Leadership Program for teens like the one designed by Blake Boles. Their program is based on core entrepreneurial messages including:

  • No one is going to give you an extraordinary life; you must build it for yourself.
  • Failure is a learning experience.
  • The ultimate resource is an entrepreneurial attitude.

Of course, you don’t have to go anywhere or join anything to make your dreams happen. There are many resources available for academic self-study so you’ll be prepared for university. If decide to create your own high school experience instead of going to school, then you can combine trips (near or far), your hobbies, community participation, entrepreneurship and more in a mix that is right for you.

Students can improve by being more like salespeople

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There’s a lot of information on this site about how to get into university. But it’s only responsible to also include tips, tricks and tidbits that will help you prepare for the academic and psychological demands of university.

If you go looking for advice on how to prepare yourself for university, or how to be successful once you’re there, you’ll find no shortage of advice based on the premises that university is:

  • difficult
  • unlike anything you’ve experienced before
  • requiring intense concentration, dedication and work ethic

The truth is though, that this isn’t the universal first-year experience.

Some students enter university extremely well-prepared academically with not only adequate study skills but also with a healthy curiosity and a solid knowledge-base. High achievers, gifted students, mature students, homeschoolers and enthusiasts who have studied particular subjects in depth may even find themselves somewhat disappointed at the general nature of introductory courses. They may similarly find themselves more than a little disenchanted by the interest level of not only their fellow classmates but also of the professors who have been given the “baby” classes to teach.

Unfortunately, there aren’t many books out there about how to cope when university isn’t challenging enough for you, or when university doesn’t inspire you to do your best. Students who are hoping that university will finally be the place they can quench their thirst for knowledge may experience a profound disappointment when they realize that university life holds fewer changes from high school than they had expected. Mature students entering university later in life may similarly be disenchanted by the “high school kids” they find themselves surrounded with.

Personally, I can only recall one “challenging” course in my entire time at university. For me, challenging meant that I had to sit with a text book for hours on end trying to make sense of it. I can’t recall a course that had too much reading for me to be comfortable with (including a women’s literature course in a 4 week summer session that included novels, plays, poems, essays and short stories), nor did I ever have so many assignments that I found it difficult to manage or meet deadlines.

Fortunately for my academic career, though, I wasn’t generally resentful or disillusioned. I took advantage of the opportunity to get involved socially and politically on campus. I didn’t skip any classes, although I easily could have gotten away with it academically, until my last year when I was extremely involved in extra-curricular activities. Even though my 100 person first year Intro to Psychology course had dwindled to about 40 people during lectures, I continued to attend faithfully. I continued to attend even though:

  • I did the lecture’s reading and made study notes before the lecture
  • the lectures were overviews straight from the textbook
  • the notes I had already made could have been the lecture notes

When people asked why I continued to faithfully go to class even though I could clearly manage the material on my own, I told them that I liked the subject and I thought the repetition would be good for the learning process. It didn’t bother me that I had read it all before. In fact, it meant that instead of scrambling to take notes during the lecture, I could simply add annotations to the notes I already had and leave most of my brain free for listening.

We like hearing the same stories over and over again, watching the same movies, listening to the same songs. . . I enjoyed psychology and didn’t think this was any different. Besides, there might be something I’d miss if I didn’t go. There rarely was, but occasionally there were some gems to be had, like my professor slapping himself silly on the back of the head until he “saw stars” to demonstrate where the occipital lobe. He showed us how it is extremely easy to see things that aren’t really there when these neurons are adequately stimulated, and proposed that this could explain “seeing ghosts” for example. This I remember clearly almost 20 years later, and it wasn’t in the textbook.

Little did I know that my tolerance for repetition in the hopes of finding just one new bit of information is an essential quality of successful salespeople. And as it turns out, being able to selectively tune in and tune out at will is just a handy self-improvement skill to have, whether you’re learning for credit, for professional advancement, or for interest.

From What I’ve Learned From Sales, Part III: How to use a blunt instrument to sharpen your saw:

In sales, there is a very high, observable, and measurable correlation between attending sales training seminars and sales volume. One explanation for this is that the kind of people who take time off of selling to sharpen their own saw are the kind of people to be top salespeople.

The other possibility is that there is something abut the seminars themselves that make salespeople better. I have asked salespeople about it, and generally I get a variation on the exact same answer: If I can learn just one thing that improves my sales skills, the seminar will pay for itself.

Think about that. These working professionals take personal time to go to an all-day seminar where they will probably hear twenty, thirty, or forty tips. They will probably sit through tip after tip thinking “Yawn, I knew that, tell me something new.” Or they will hear something and think: “That is the worst suggestion I’ve ever heard.” But then, suddenly, they hear something new, and they accept it and profit from it.

In sales, you are used to making call after call, facing rejection after rejection, but you keep dialing because… the next one could be a winner. So the kind of person who can keep on dialing after rejection ought to be the kind of person who can sit through a seminar waiting to pounce on one new thing that can improve their income.

The article goes on to point out that we non-salespeople often take a different approach to learning. Or at the very least, we have a different reaction to others’ attempts to educate us.

Here are some of the counter-productive things we all do, to varying degrees and from time to time, instead of sticking it out waiting for that one idea that could be earth-shatteringly transformative:

  • Feel annoyed that we are “wasting our time” with things we “already know”
  • Hear one thing we disagree with, and as a result immediately discredit everything that person has to say
  • Attempt to correct or argue with someone else to convince them of the error of their ways
  • Make an overall judgment as to whether what we heard/read/saw as a whole was any good

The article recommends instead adopting the following mentality: most of what I hear won’t be new; a good portion of it I’ll completely disagree with; however, if I can find just one small thing that makes me a better (student of my chosen field, or professional working in my chosen field), the experience will have been worth it and I personally will profit from it.

I say, what a fantastic approach to learning! Think of what we open ourselves up to if we relax our natural tendencies for categorization and consistency and instead allow ourselves to learn from sources without embracing them in their entirety.

When we stop trying to pigeon-hole our sources of information (books, websites, workshops, films, people) as “good” or “bad” we can turn the focus inwards on ourselves, and on how that information can be used for our own learning or self-improvement. This works equally well in a university lecture as it does in a training seminar, info session or online discussion. Of course, we want to establish that our sources are credible and accurate, and not just blindly believe everything we read and hear. But we also don’t want to prematurely discount reliable facts and valid opinions just because of where we encountered them.

This is a healthy attitude for all students, not just those wondering why they should attend a lecture to hear what they already know or those who feel their time is being wasted in class discussions with people who have nothing to offer them.  This idea can give real comfort to those who already feel “different” or “out of place” even in a university classroom.

You don’t have to pass judgment on those around you; you can simply recognize that good ideas might come from any place, at any time (even from bad ideas). And it’s not contradictory (or an embarrassment) to learn something from someone “not as smart” or “not as experienced” as you are.  Nor is it a betrayal of your principles to be enlightened by someone with a different religious, philosophical or political affiliation.

Did you know that direct mail campaigns (junk mail, envelopes filled with coupons etc.) are conducted with the knowledge that they have a 1% success rate in converting into purchases? Sales people understand that striking out comes with the territory. Baseball players are considered star-caliber if they are successful at the plate a mere 30% of the time. Students, however, are indoctrinated with a much higher standard of success.

The sooner students realize that life outside the classroom is all about the journey towards savouring the occasional sweet success, the easier it will be to relax the need for themselves and for others to conform to their expectations of perfection. And then, they just might learn something in places they never expected!