9 Search Results for growth mindset

“In the Midst of Midterms, Welcome your Best Friend – A Growth Mindset”

By: Gaurav Talwar, 3rd Year Life Sciences Student

 

Scenario 1: “Wow, that was an easy midterm. I am too good for university… I’ll just party for the next few weeks and cram closer to exam time.”

Scenario 2: “That midterm was awful. This subject isn’t meant for me… there is no point in trying for the final exam. It will be a waste of time.”

If I asked which scenario you would prefer to be in, you would probably choose scenario 1. However, on a closer examination, you might realize that neither scenario embodies the most productive mindset for approaching university, or even life in general.

At SASS, we differentiate between two types of mindsets; a fixed mindset, embodied in the example scenarios above, and a growth mindset, which is what I will elaborate on later in this post. Someone with a fixed mindset believes that they are born with a certain, unchangeable, level of ability in a task, and that regardless of their efforts, they cannot change their proficiency. In contrast, someone practicing a growth mindset takes a more constructive view and realizes that through commitment, practice, and effort, they can develop their abilities.

Being in the midst of my ninth university midterm/exam period, I can confidently say that practicing a growth mindset is one of the most effective strategies you can embrace. Each midterm experience presents a unique opportunity for personal development. Not only do you learn new content and then study it later to improve mastery and recall, but you also learn more about your preferred ways to prepare for exams. With a growth mindset, you can free yourself to refine your ability to tackle the content, to manage your emotions and nerves during stressful situations, and overall feel more optimistic about your learning.

However, developing a growth mindset is a skill itself, and not a way of thinking which you can simply switch on. Here are a few techniques which I would recommend you try to practice this skill:

  1. Every week, set aside some time to reflect on your progress. What did you learn that week and how did it build on your previous skills? Also, reflect on some goals (more on setting “SMART” goals here) which you did and did not achieve. What was the difference between your approach to each goal, and how will you tweak your approach to achieve the goals you set for the next week?

By consistently reflecting on your progress, you practice your ability to self-regulate. At the same time, you realize that even small changes in your approach to learning can have a large, overall impact on your success.

  1. When reflecting on an experience (such as a midterm), don’t focus only on the effort or only on the outcome. Instead, praise yourself for the effective strategies which helped you get to the outcome, as explained by Carol Dweck, a pioneer in theories of mindset (more information here). A rationale behind this is the following: If you spend many hours preparing for a test which ultimately goes poorly, then consoling yourself by praising how long you spent studying may not be effective. This is because if you repeat the same approach to studying in the future, then you may face another disappointing result. Ultimately, you may feel that you are unable to develop your skills. Likewise, focusing solely on the result can either make you feel overconfident (if the exam went well), or demoralized (if it didn’t go so well).

The better approach, is to break up the exam into sections (either by question type or content). Then, evaluate what strategies you used to help prepare for each section. Praise yourself for the strategies which helped you do well, while aim to try new strategies to replace those which were not so effective (e.g. doing more practice from a textbook instead of re-reading your notes numerous times, a pitfall I have often fallen into).

  1. Acknowledge the power of the word “yet”. We all have areas of weaknesses. But instead of viewing the weakness as a static inability, look at it as an area for improvement. So begin by acknowledging the skill you want to improve. Then, realize that you may not be comfortable in this skill “yet”, and therefore can improve in the future. For example, you may not have mastered a key concept in your math class yet, but by approaching your professor during office hours, doing more practice problems, and searching for additional resources online, you can master the topic.
  2. Once you recognize an area of development, embrace the “Creator” role to develop your skill. Although there can be external circumstances outside of your control, you can still control the way you respond to adversity. Likewise, you can create a more constructive situation, by taking responsibility of your actions and making more effective choices. So if an exam doesn’t go so well, take accountability for the performance, and then work on the alternative strategies you think of (e.g. practicing, approaching your professor and searching online as mentioned in point 3). (For more information on the Creator role and how it applies to a related topic, Stress Management, click )

By practicing the tips mentioned above, hopefully you will begin to view the process of writing midterms as an enriching experience, rather than a hurdle which you can or cannot overcome. So if you find yourself in one of the scenarios mentioned at the start of the blog, reflect on your inner voice. Ask yourself, “Is it my fixed or growth mindset speaking to me?”. If it’s your growth mindset, then perhaps it will sound something like this:

Scenario 1: “Wow, that midterm went well. I guess it indicates that I am on track to understanding the concepts. I should continue using the strategies I am using, and make sure to add in new elements which can make the final exam preparation an even more smooth transition.”

Scenario 2: “That midterm didn’t go so well. I should reflect on where I went wrong. Did I focus too much on certain details while missing other concepts? Or did I know my material but couldn’t focus well during the exam? I should work on these skills to be more successful on the upcoming exam.”

And remember, your growth mindset is your friend. It takes time and commitment to establish and maintain a friendship, but it’s always worth the effort.

For more strategies and information, please click here

 

Photo courtesy of Ken Whytock under Flickr Creative Commons Attribution license 2.0.

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Exercising a Growth Mindset

 By Sam Werger, 4th year History student

“We cannot choose our external circumstances, but we can always choose how we respond to them.”

-Epictetus

University can be many things to many people. For some it is an opportunity to leave their small hometown for the bright lights of the big city. For others it’s a chance to make new friends and meet all kinds of new people. A person’s university career can be a chance to learn about one’s self and grow emotionally, physically, and mentally. University is perhaps the best opportunity many of us have to develop our skills and generally improve ourselves. Growth at university depends largely upon one’s ability and willingness to exercise a growth mindset.

What is a growth mindset?

Well, a growth mindset is the opposite of a fixed mindset. For example, someone with a fixed mindset would see a failure as the end of the road and might give up when they have failed. In contrast, someone with a growth mindset will see a failure as an opportunity to learn and grow. Failure is an inevitability (unless you’re some sort of super-human in which case you can probably stop reading now) but it doesn’t have to be the end of the road. I’ve certainly failed to achieve certain goals I’ve had and failed to live up to my own expectations of myself. I’ve made mistakes academically and socially. And yet, as I look forward to the last two months of my undergraduate career I can say with certainty that my time at university has been a success.

I was able to succeed because I didn’t allow my failures to define me. I maintained a growth mindset and viewed my failures as stepping stones towards a greater success. Every time I failed I also got a new lesson. Every time I didn’t do well on a test or paper I learned what it takes to succeed in school. Every time I was disappointed in myself I learned a little bit more about what I want to achieve in life. Through my failures I have gained perspective and learned lessons that helped me eventually succeed.

So the next time you fail to meet your goals don’t look at that failure as an end. Don’t even look at it as a failure. Instead, look at it as a lesson and a stepping stone on the path to success. Growing depends upon our view of things, not the things themselves.

For more on Growth Mindsets click here.

 

Photo courtesy of The Library of Congress under Flickr Creative Commons Attribution license 2.0.

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What Can Star Wars Teach Us About Growth Mindsets?

By Ian Farndon, 4th year History/English student

In The Empire Strikes Back, Luke Skywalker visits the swampy home of Yoda to receive Jedi training. However, Luke swiftly becomes frustrated by his inability to quickly master the Force, leading him to gain a defeatist attitude that further hampers his efforts to improve himself. If you find yourself facing academic or non-academic setbacks, it is important to avoid getting yourself stuck in a rut, which could cause failure to become a self-fulfilling prophecy. Therefore, I recommend that you don’t follow Luke’s example, and instead approach challenges, or disappointments, with a “growth mindset.”

A growth mindset involves understanding that challenges and setbacks are stepping stones on your path to success, rather than testaments to an inability to achieve desired results. For instance, while you may have had a less-than-satisfactory outcome in the first semester, dwelling on any let-downs can foster an attitude of negativity and defeatism that will certainly not help you motivate yourself to do any better in second semester. Just look at Luke – when he interprets his training difficulties in a negative manner, he loses both faith in himself, and the motivation to continue training.

Having a growth mindset is not something that you can simply switch on overnight, because re-framing your self-expectations takes time. While it’s fine to hold yourself to a high standard of performance, in regards to academics or otherwise, you should recognize that you will most likely not be able to do everything perfectly the first attempt. Rather, it’s important to accept setbacks for what they are, and think about how you will work to improve for next time. For example, you could plan to ask for help and feedback from professors and TAs to ensure you understand their expectations for course work. Or, if you recognize what you need to improve on, you could actively seek to demonstrate these improvements in the next class assignment.

Having this positive mindset will make it easier, and certainly less stressful, to work towards whatever goals you set for yourself – whether you wish to lift your grades, or an X-Wing.

 

Photo courtesy of Kory Westerhold under Flickr Creative Commons Attribution license 2.0.

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Having a Positive Mindset and Preventing Burn-out

By Ann Choi, 4th-year Con-Ed/English Student

One of the materials that particularly struck me during my two workshops on “Making the Grade: Transitioning from High School to University,” was its emphasis on optimism. While I was telling the students during the workshops that the studies have found out that optimism was a better indicator of the students’ GPA than their IQ, I realized I never seriously thought about the importance of having a positive mindset in academia before.

This emphasis on optimism and an importance of having a growth-mindset was especially relevant in my final year at university as many of my friends approached me for an advice because they were feeling burnt out from their studies.

Some of them have done consistently well at school, but as they began to lose motivation, they were beginning to worry that they may never do well in school again. As they were used to thinking that they did well because of their innate ability and study habits, negative thinking created a vicious circle: because they did not believe in themselves anymore, they also could not work, and their work indeed did not turn out well. Yet, they definitely had a great potential to do well as they had done before. They had just lost faith in themselves.

This does not apply only to the final years: I have encountered similar cases in the first, second, and third years. Sometimes, students who used to be the first in their high schools lost faith in themselves when they did not do well in their exams in the first years. Some did well in the first years, but after one failed essay or test in their second or third years, they lost their positive outlook on their study and continued to do badly. I realized that the cycle of discouragement, the bad grade, and worsening work ethics was quite common at university.

How do you prevent burn-out? All these students have potential. Many of my friends who have done poorly in first, second, or third year, after some time off from their study, decidedly did a lot better when they came back to study with a fresh heart. Many of them found that with a different mindset, they were indeed successful as they were before. Some of the negative thinking can be attributed to burn-out, as students often feel tired from over-work in their university career. To prevent burn-out as much as possible, and to maintain positive thinking, it is important to…

  1. Give yourself a break when you find yourself thinking negatively. Sometimes, you can work much better when you are feeling more energized. When deadlines seem pressing and when you have a lot of assignments due, you may feel guilty about “wasting” your time, but break is never a waste. I often felt guilty about my breaks and tried to force myself to work but realized it was counter-productive. Plan your schedule way ahead of time by using term calenders and weekly schedules to allot time when your body and brain can relax guilt-free.
  2. Spend some time studying with your friends. When I feel sad or unmotivated, I often don’t want to meet anyone. But when I actually meet some of my friends, it helps me to feel better. Talking to my like-minded friends also becomes a source of fresh energy and motivation. When you feel burnt out from work, try exercising (running had personally been a great way to de-stress for me) or talking to your friends.
  3. Try positive self-talk! I know talking to yourself may sound crazy, but positive mindset is incredibly important for your well-being, and whenever you feel negative about yourself, try to remember the activities you love, people you love, and how you are also loved in return. I tried positive self-talk, meditation, and yoga in my second year and they helped me incredibly with some of my anxiety about school, as I became more accepting of myself.

At university, everyone at one point or another struggles for various reasons. It is important to believe in oneself and think positively to recover and work towards one’s goals again. Remember too, that you are not alone and you can always seek help from your parents, friends, and other learning resources around you when you need one.

 

Photo courtesy of Shanna Trim under Flickr Creative Commons Attribution license 2.0.

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TOOLS: Strategies and resources related to perfectionism in writing

Return to Perfectionism in Writing

Strategies about managing your timeStrategies to cope with the anxiety of writingGrowth mindsetsLetting go or stopping strategies

Strategies about managing your time

Work habits

  • Plan to write on a regular basis. Work 90 minutes followed by a significant rest or other unrelated task, or work a 3 hour block divided into 3 periods of ~ 50 minutes “on task” (thinking or writing), 10 minute break, or any pattern that works for you.
  • Break a large project into smaller more manageable pieces. Will your finished document be a collection of shorter chapters or critical essays? (Haven’t you written smallerpieces previously, and this project just has more chunks?)
  • There is no perfect order in writing on the topics. Think of a section you’re comfortable with writing. e.g. the section you’re most ready to write, or the part that will be easiest/most interesting/most fun.
  • If you are stuck with something, put it in point form, highlight it, make a note to come back later – but move on!
  • Work backwards from large target dates, and create due dates for the smaller pieces. See for example project scheduling software such as the Assignment Calculator for research papers, or the Thesis Manager, or the Gantt chart.
  • Start a writing journal, to track your thought development and to add some fun.
    • Finish each writing session by posing a question to yourself based on this day’s work- something you didn’t quite understand, or something you want to think more about, or something you can’t see how to connect with another important idea.
    • Start each writing session by recording any thoughts you may have had about yesterday’s
    • If you lose track of the development of your line of reasoning or direction, review your journal for clues.

Decide how to use your perfectionistic habit

Consider what skill or attribute is required for the different tasks (creative thinking, picky data analysis, precise checking of citations…). Indulge the perfectionist in you for tasks requiring an uncompromising standard of excellence. Apply the “good enough” standard to other tasks.

Strategies to cope with the anxiety of writing

“Perfectionism is the voice of the oppressor, the enemy of the people. It will keep you cramped and insane your whole life, and it is the main obstacle between you and a sh*tty first draft…Perfectionism means you try desperately not to leave so much mess to clean up. But clutter is wonderfully fertile ground – you can still discover new treasures under all those piles, clean things up, edit things, fix things, get a grip. Tidiness suggests that something is as good as it’s going to get. Tidiness makes me think of holding breath, of suspended animation, while writing needs to breathe and move.” (Lamott, A., Bird by Bird, 1995)

Well- chosen strategies regarding your attitude, approach to the writing process and work habits may be necessary but not sufficient for some people to overcome their perfectionistic habits, actually engage in writing in a satisfying way, and produce the required product.

Do you experience uncompromisingly critical self-evaluation? a crippling desire to be thought of as extraordinarily exceptional? IGNORE BOTH!

Cognitive strategies to reduce anxiety

Engaging with writing

We all have an inner dialogue that has developed over our life-times, which reflect the experiences we have had. Those voices can inspire us and help us make good choices, but can also feed our insecurities and feelings of inadequacy. Are your inner voices helpful to you or holding you back?

Think of your inner dialogue or self-talk as coming from a “coach’ or “critic.” Your coach helps you grow and face new challenges.

Your critic keeps you fixed, scared and dissatisfied with your efforts and results.

  • Picture your coach and your critic sitting on each of your shoulders
  • Create a visual image that make sense for you, to capture the words or feelings they Feed the one you want- you have a choice.
  • Practice calling on your supportive coach when you sit down to write, or face another challenging
  • Refute your Ask yourself:
    • What’s the worst that can happen?
    • How likely is this to happen?
    • Is there any evidence that contradicts this negative view?
    • Am I looking at the whole picture?
    • I am being realistically objective?
  • As you become more aware of your monstrous critic attacking you, imagine putting the demon in a sealed box, or putting a clothes pin on its nasty mouth!!

Get back to work! You do not need to be held hostage by your own negative thoughts.

Develop a growth mindset

Recent research by Dr. Carol Dweck describes how we can become more aware of the dialogue in our minds and change it to become more helpful.

She describes two broad mindset types: fixed and growth. People with a fixed mindset believe their basic qualities, like their intelligence or talent, are fixed traits and thus cannot be improved or changed. They also believe that talent alone creates success—without effort. They’re wrong! People who hold a growth mindset understand that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

How You Can Change From a “Fixed Mindset” to a “Growth Mindset”

Even if your ideas and opinions about intelligence, talent, and academic achievement are currently those of a fixed mindset, that does not mean you cannot change it into a growth mindset!

© 2006-2010 Carol Dweck. All Rights Reserved.

Step 1. Learn to hear your fixed mindset “voice.”

As you approach a challenge, that voice might say to you:

  • Are you sure you can do it? Maybe you don’t have the talent.
  • What if you fail? You’ll be a failure!
  • People will laugh at you for thinking you had talent.
  • If you don’t try, you can protect yourself and keep your dignity.
  • As you hit a setback, the voice might say, “This would have been a snap if you really had talent.”
  • You see, I told you it was a Now you’ve gone and shown the world how limited you are.
  • It’s not too late to back out, make excuses, and try to regain your

As you face criticism:

  • You might hear yourself say, “It’s not my fault. It was something or someone else’s fault.”
  • You might feel yourself getting angry at the person who is giving you feedback. “Who do they think they are? I’ll put them in their place.”
  • The other person might be giving you specific, constructive feedback, but you might be hearing them say “I’m really disappointed in you. I thought you were capable but now I see you’re not.”

Step 2. Recognize that you have a choice.

How you interpret challenges, setbacks, and criticism is your choice. You can interpret them in a fixed mindset as signs that your fixed talents or abilities are lacking. Or you can interpret them  in a growth mindset as signs that you need to ramp up your strategies and effort, stretch yourself, and expand your abilities. It’s up to you.

So as you face challenges, setbacks, and criticism, listen to the fixed mindset voice and…

Step 3. Talk back to it with a growth mindset voice.

Try these growth mindset responses to the fixed mindset voice in your head:

As you approach a challenge:

Fixed Mindset Growth Mindset
“Are you sure you can do it? Maybe you don’t have the talent.” “I’m not sure I can do it now, but I think I can learn to with time and effort.”
“What if you fail? You’ll be a failure.” “Most successful people had failures along the way.”
“If you don’t try, you can protect yourself and keep your dignity.” “If I don’t try, I automatically fail. Where’s the dignity in that?”

As you hit a setback:

Fixed Mindset Growth Mindset
“This would have been a snap if you really had talent.” “That is so wrong. Basketball wasn’t easy for Michael Jordan and science wasn’t easy for Thomas Edison. They had a passion and put in tons of effort.”

As you face criticism:

Fixed Mindset Growth Mindset
“It’s not my fault. It was something or someone else’s fault.” “If I don’t take responsibility, I can’t fix it. Let me listen—however painful it is– and learn whatever I can.”

 

Then…

Step 4. Take the growth mindset action.

Over time, which voice you heed becomes pretty much your choice. Whether you

  • take on the challenge wholeheartedly,
  • learn from your setbacks and try again, or
  • hear the criticism and act on it is now in your hands.

Practice hearing both voices, and practice acting on the growth mindset. See how you can make it work for you.

Letting go or stopping strategies

Trouble stopping the literature search phase?

When you start seeing the same material over and over… it’s time to stop researching. Keep perspective: one article is very seldom so earth-shattering that it changes your argument, and it’s more likely just to end up as a single reference or a footnote.

When you are spending all your time researching a minor detail or remotely related topic… it’s time to stop.

If you don’t have an overall picture of how the current topic you are investigating relates to the purpose or thesis statement, stop and think. Try making a mind map of the topics you wish to discuss. Where does your current area of reading fit in? Is it a major area directly related to the thesis statement or core theme, or is it a sub-sub-sub-sub-topic?? Decide the value of continuing to pursue the search vs setting boundaries on what you are able to discuss.

Trouble stopping the writing phase?

Consider “contracting” with yourself for your desired grade or end product before you begin writing. STOP when you achieve your goal.

Weigh your desired grade or quality of finished product against other factors such as the amount of available time, resources, other demands you must meet, or obligations, and the importance of this phase of the project. Trust your judgment. Monitor the project in relation to your practical goal, and stick to the plan.

Satisfactory product vs.  Resources and other obligations

Use a good time management plan, with tasks to be completed by certain dates. Stick to it.

Build down- time into your schedule, so you get some distance from your writing. When you re- read your work, you may have a better perspective and be more objective.

Be aware of when you are “obsessing” over the quality of your work. Do a Cost /Benefit Analysis, or try a 4-Square Review. This is when you compare what you desire and fear about working on the piece, and also what you desire and fear about stopping the work.

Cost/Benefit Analysis

What do I desire about continuing to work on the piece?

What do I fear about continuing to work on the piece?

What do I fear about stopping?

What do I desire about stopping?

 

4 Square Review:

  • Record your thoughts, as above
  • Look them over
  • Accept the contradictions within yourself…we are full of contradictions!
  • If you are trying to make a decision, the content may be useful in weighing alternatives

Arrange with your supervisor or a friend to have regular check-ins, to help you stay on track with your time management plan.

Seek a qualified opinion regarding your final draft document, or use a copy editor.

Quiet your inner critic, that pushes you to seek uncompromising excellence and is never satisfied with what you offer.

Trouble letting it go and handing it in?

Aim for the latest word, not the last word! You are joining a long line of individuals who have thought about this problem, or whose thoughts have led up to this problem.

Quiet your inner critic.

Keep your perspective. In truth, others will have different things to say at some point. Your writing captures your knowledge or perspective at this moment in time. That is enough.

Make a list of your strengths, past achievements, skills. Use this as a buffer for your ego if you are frightened to receive feedback.

Reframe the value of the feedback you may receive. It is not a reflection of your personhood, although your supervisor may make suggestions to improve your writing process or end product.

Forgive yourself for being human – living with flaws and faults.

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5 things YOU CAN DO, and 5 songs to JAM TO

By: Julia Tighe, 3rd year Con-Ed/Health Studies student

cat lying on notebook

I’m not going to deny it, this is a difficult time for university students. Week 4 readings are coming back to bite you, final exams are looming, and assignments are real. Very real. Regardless which program you’re in, there is light at the end of the tunnel! Flowers are blooming, birds are chirping and the sun is staying out longer every day.

NOW…I’m going to make TWO bets with you:

  • I bet that you will be able to do all 5 things I list in this blog.

AND

  • I bet that you will sing along to at least one of the songs its aligned with.

Don’t believe me? Read on to prove me wrong 😉

NUMBER 1: Break Free by Ariana Grande

~ TAKE BREAKS ~

Don’t get me wrong, I’ve been at Stauffer all day long, and some days all night long. Take wisdom from me: THIS DOESN’T HELP. At hour 3 of studying, my brain goes to mush and a break is needed. Number one thing YOU CAN do this exam season is take breaks while studying. Not only will it allow your brain a break, it will actually help you consolidate all the information you have been learning!

 

NUMBER 2: Slow and Steady by Of Monsters and Men

! PACE YOURSELF !

 Exams are a marathon not a sprint. By planning out your exam season it allows you to p a c e   y o u r s e l f.  We definitely do not want any exam to sneak up on you like those multiple 4-pieces from Lazy. What some people forget is that scheduling time to go to the gym or to FaceTime your dog is an important aspect to your exam success as well. The BEST template to create a plan for yourself can be found here.

 

 

NUMBER 3: All Star by Smash Mouth

< FACE YOUR COURSES HEAD ON >

 One of my favorite exam study tricks is to eat a frog for breakfast. Eat a WHAT you ask? No, I’m not recommending you eat a real live frog – however, I am recommending you do your scariest most dreadful course first thing in your study day. By getting the worst thing out of the way first, the rest of the day will be super smooth. A super smooth day means a less stressful one too. Just remember when you’re facing your dreaded course head on, hey now, you’re an ALL STAR.

 

 

NUMBER 4: Human by One Republic

— REMEMBER, you’re only human —

 The final step to your exam season success is to be calm. You have done an amazing job preparing and will rock your exams! Remember your growth mindset as well while working – you may not be rocking every step of the exam process from the get go but you will get there! You’re only human. Watch a TED talk on the growth mind set here.

 

NUMBER 5: And Then Some by the Arkells

~-~ Take Care of YOU ~-~

             For me, FaceTime-ing my sister during exam season is just what I need in times that I’m feeling down. It is just as important to stay on track academically as it is to keep a normal routine. Listening to your favourite song, keeping physically active, eating healthy foods, and laughing as often as possible will all keep your brain fresh for absorbing information to apply on your exams.

 

I know you are going to rock your exams this season, because you took the time to get prepared! You are one step ahead of the exam game. Remember you are not your grades, you are way more than that. A successful exam season doesn’t mean straight A’s, your wellbeing is important as well. You can do this!

If you are looking for even more resources or tips and tricks from other Peer Learning Assistants check out sass.queensu.ca! There are so many incredible peers who want to help you succeed.

Now, did I win the bet?

Photo courtesy of Kroszk@ under Flickr Creative Commons Attribution license 2.0.

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So, you realized it’s Week 11… We need a plan…

By: Julia Tighe, 3rd year Con-Ed/Health Studies student

Exams are about as scary as your dad doing a dab this holiday season. I understand, it has already been a long, long, LONG 11 weeks (plus 1 more for week 12) and now we have to stay for 2 weeks after that, which are the most dreaded weeks of the semester.

You may not be as caught up as you want to, maybe that quick cat nap turned into a semester long hibernation, OR you may be completely on top of it (yay! 🙂 ). Regardless which scenario you fit with it’s a difficult time for university students. Kraft Dinner sales rise, laundry piles grow exponentially, and Stauffer Library seems like a home away from home.

BUT, HOLD THE PHONE, none of that needs to happen! Those two weeks don’t have to be as scary as you think, IF you consider the 5 steps to a successful exam season:

STEP 1: KNOW WHAT YOU DON’T KNOW (and own it!)

I’ve done it before – lying to myself by saying that I totally know week 3 off by heart. When I glance over it for the exam I realize I totally knew it off by heart for the midterm. Step 1 to your best exam season yet is to acknowledge you need to review material, and do the review.

 

STEP 2: SPICE UP YOUR LIFE…WITH AN EXAM SCHEDULE!

             The Spice Girls recommend it: scheduling your life is an important part of a successful exam season. We definitely do not want any exam to sneak up on you like those multiple 4-pieces from Lazy. What some people forget is that scheduling time to go to the gym or to FaceTime your dog is an important aspect to your exam success as well. The BEST template to create a plan for yourself can be found here.

STEP 3: EAT. SLEEP. EXAM. (go to the gym, call your mom, breathe). REPEAT.

            One of my favorite exam study tricks is to wake up at the same time every day. Having exams at different times makes it difficult to establish a routine. Waking up at the same time allows you to have time to eat a healthy meal and then get to work around the same time each day! Your brain and body love routine. You’ll feel less lethargic and ready to study each day.

 STEP 4: A repeat after me (song).

             “I (insert your name here) am the best student at Queen’s University.” Now your turn, did you actually say it? Ok, do it for real. Good for you! This mindset is incredibly powerful to have. Allowing your ego to take over a little and telling yourself that you have done all that you can when going into an exam will make your mind clearer and produce the answer to that multiple choice question you can’t figure out. Just breathe, and remember: “I am the best student at QU”.

STEP 5: ~-~ oooooooommmmmmmm ~-~

             The final step to your exam season success is to be calm. You have done an amazing job preparing and will rock your exams! Remember your growth mindset as well while working – you may not be rocking every step of the exam process from the get go but you will get there! Watch a TED talk on the growth mindset here.

If you are looking for even more resources or tips and tricks from other Peer Learning Assistants check out sass.queensu.ca! There are so many incredible peers who want to help you succeed.

I know you are going to rock your exams this season, because you took the time to get prepared in week 11! You are one step ahead of the exam game. Remember you are not your grades, you are way more than that. A successful exam season doesn’t mean straight As, your well-being is important as well. You can do this!

 

P.S. I hope you liked all the pictures of baby animals… It may or may not have been a secret ~.~ step 6 ~.~ to your fool proof plan: look at pictures of baby animals to destress 🙂

 

Photos courtesy of Niels Kliim, Taylor Bennett, Tambako The Jaguar, Anna Hull, and Nathan Rupert under Flickr Creative Commons Attribution license 2.0

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Learn from the Beatles: How to bounce back from adversity

By Crystal Faqiri, 2nd-year Kinesiology student

There was once a really amazing band called the Beatles, of whom you may have heard once or a million times considering how amazing they are. What you may not know about the Beatles is that just before they catapulted themselves into musical stardom, they auditioned for and were rejected by a company named Decca Records, who told them (in much kinder words) that they would not amount to much in the music industry. Since most of us can immediately recognize their name and sing some of their songs, clearly they didn’t give up after that one upsetting event. But why not? Why didn’t they just pack their bags and mourn their losses?

Well, the Beatles didn’t quit because they had hope that they could do better next time, so they did something very simple yet very difficult: they tried again. And that special moment right there is called resilience, which also happens to be a quality that students who go the extra mile try to emulate.

Resilience can be thought of as a person’s ability to bounce back from stress or adversity, and often shines through when students receive feedback about their schoolwork or their performance. Unfortunately, when the feedback is negative or doesn’t meet the student’s personal standards, this can be deeply discouraging to them. It’s from this point that students who are resilient use something called a growth mindset to allow themselves to do just what the Beatles did and try again.

Growth mindset, as defined by Dr. Carol S. Dweck, is the belief that an individual’s “most basic abilities can be developed through dedication and hard work, [creating] a love of learning and a resilience that is essential for great accomplishment.” For instance, after receiving an unappealing grade, students with a fixed mindset tend to tell themselves, “I’ll never get this right,” whereas students with a growth mindset tend tell themselves, “I haven’t gotten it right … YET.” Dr. Dweck gave an excellent TED Talk exploring these concepts in more detail, including how to nurture your own growth mindset so you can overcome obstacles more easily.

The ability to believe in oneself and in one’s own capacity for improvement is a key factor in bouncing back from adversity. All in all, my main message to you is that next time you receive a grade that makes your heart drop into your stomach, try not to let your first thought be “I’m a failure,” but rather “I can do better next time.” Let yourself grow with a growth mindset.

Photo courtesy of Randy under Flickr Creative Commons Attribution license 2.0.

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Perfectionism in Writing

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PERFECTIONISM IN WRITING

  • improve the writing experience,
  • improve the writing process,
  • manage your time, and
  • cope with the anxiety of writing.

Sometimes perfectionism can be helpful — but, it can also work against you. If you find it’s holding you back, check out the materials below for strategies to help you:

 

MODULES AND RESOURCESPerfectionism in Writing

 

MODULE: Improving the writing experience and the writing process

Writing is about both the experience (a habit you can learn!) and the process (you’ll get there, step by step).

TOOLS: Strategies and resources related to perfectionism in writing

Strategies for managing your time; Strategies for coping with writing anxiety; The what and how of growth mindsets; How to let go (or, Strategies to help you stop writing)

 

INTRODUCTION: Self-Reflection

Before you begin, think about the meaning of each of the following:

Student looking at a computer screen

What is perfect? Without flaw, faultless. Montaigne says, “perfection is a walk with god.”

What is writing? The act of recording (v.); a literary piece (n.). That is, writing is both a process and a product.

What is perfectionism? The uncompromising pursuit of excellence.

What is “good enough?” A personal standard that may shift depending on circumstances, such as the work’s importance, the internal and external resources currently available, the costs of doing “better.”

When perfectionism works against you

The tendency toward perfectionism may be undermining you and your work if it leads you to…

  • Feel self-conscious about the writing process,
  • Feel dissatisfied with the quality of the product (incomplete and completed),
  • Feel judged about the writing,
  • Feel distressed,
  • Have difficulty starting to write,
  • Have difficulty finishing writing,
  • Work at the last minute: you may miss sleep or other obligations in order to complete writing, or you may not have time for proof reading, and/or
  • Avoid submitting writing for grading or review.

Other issues are sometimes mislabeled as perfectionism, such as confusion about what is expected in the assignment, avoidance of academic work, a lack of confidence, an unfamiliarity with how to write, and poor time allotment.

It’s important to think critically about the reason(s) behind your difficulty with a writing assignment. Do you understand what you are expected to do? What the steps are? How to start? Do you believe you have the skills and resources necessary to complete the task? Do you have enough time?

What are your strengths as a writer?

  • Creativity?
  • Word usage and clarity?
  • Making connections among ideas?
  • Developing an argument?
  • Writing to build or maintain enthusiasm for an idea?
  • Proof-reading?

 

 

 

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Image courtesy of CollegeDegrees360 under the Creative Commons Attribution-Non-Commercial-No-Derivations 2.0 license.

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