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What do top students do differently?

Ayesha Asif333

Ayesha Asif333

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Thanks for sharing
Do you know there is a simple key to success for those students and whosoever who want to achieve it
And that is , and i will very generally say it, 1) to not loose hope 2) to be a hardworker 3) to set a clear goal/target 4) to not waste time and 5) to be grateful for whatever Allah has given you
 
Hasnain the rocker

Hasnain the rocker

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Ayesha Asif333 said:
Thanks for sharing
Do you know there is a simple key to success for those students and whosoever who want to achieve it
And that is , and i will very generally say it, 1) to not loose hope 2) to be a hardworker 3) to set a clear goal/target 4) to not waste time and 5) to be grateful for whatever Allah has given you
Click to expand...
For Which subjects are you appearing
 
T

teachyourself

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Ayesha Asif333 said:
2) to be a hardworker 3) to set a clear goal/target 4) to not waste time
Click to expand...


2. To be a hardworker: it is a common misconception that just because you work hard (vague in itself) you will succeed, what steps lead to actual hardwork and will they be enough, so a few issues to look out for can be:-

2.1. If for example a student perceives numbers differently no matter how many times the student repeats the process it will not be retained in the memory and then there will be no learning, repetition will not change perception, Dyscalculia is a good example https://en.wikipedia.org/wiki/Dyscalculia

2.2. So that leads communication issues for example the differences in learning mediums, the differences in learning styles https://en.wikipedia.org/wiki/Learning_styles,

2.2. the specific teaching techniques needed to convey the message and to keep the student engaged, the necessary soft skills, leading a student to "think for themselves"

http://www.teachthought.com/pedagogy/literacy/why-students-hate-reading/ --- this is a decent explanation as to why the decision to choose cannot be left to students without making them understand why they are making a particular choice in the first place



2.3. how much memorization will a student for a particular subject need and how will that memorization be done? Will it be via problem solving (paper/physical) or will be project based or game based or will it be rote learning (in excessive amounts and without meaning, this depresses the brain)

http://web.mit.edu/jrankin/www/teach_transfer/rote_v_meaning.pdf




3. To set a clear goal/target: might seem simple enough but again this is bit tricky:-

3.1. What exactly is a clear target (number of pages, # of topics covered, # of chapters and/or questions) if it means to keep pace with the school then thinking generally takes a backseat since students need to achieve grades rather than learn something and how will it be achieved (refer to points above)

3.2. Students need to be taught:-

3.2.1. how to organize their daily routine (make a list of things to do - this has the problem of how many tasks will you put in there, how much time for each task),

3.2.2. how to start the day with gung-ho attitude (this done by eating a slow carb releasing meal the previous night, being hydrated before you sleep and after you wake up, drink 4 to 5 glasses of water after you wake up and taking a bath the first thing - breakfast later)

3.2.3. how to make schedules on a monthly or quarterly basis, how to modify if the need arises (this is where students need to learn how make trade offs in terms of time needed to complete a task on daily basis)

3.3. Sometimes the brain itself is not fueled enough or there are domestic problems which provides unhealthy stress for children, so if a child is emotionally disturbed in the first place nothing will be clear. Children do not understand the difference between controlling emotions nor are their brains equipped to do so (it takes practice to develop the pre-frontal cortex synapses responsible for this) and suppressing emotions (this involves denial, isolation and shutting-up which can lead to chronic depression) additionally per-adolescent and adolescent brains are structured and work VERY differently which is why adults have a hard time understanding what is going on inside the mind of a child, so learning child development and adolescent psychology is essential on part of the parent to guide children. It is only after dealing with this can a child be prepared to be trained to develop a clear goal (aim) based upon a set of targets (objectives)


4. to not waste time: procrastination is not always simple for everyone

https://www.psychologytoday.com/blo...europsychological-perspective-procrastination

https://www.psychologytoday.com/basics/procrastination

https://www.psychologicalscience.org/observer/why-wait-the-science-behind-procrastination

http://www.apa.org/news/press/releases/2010/04/procrastination.aspx

https://www.washingtonpost.com/news...ead-of-doing-your-job/?utm_term=.7bad41938171



Tips to stop procrastination:-

https://www.youtube.com/watch?v=RjQmXda6chA

https://www.youtube.com/watch?v=Qvcx7Y4caQE

https://www.youtube.com/watch?v=IMgbr2SAT5w

https://www.youtube.com/watch?v=vvW1_kofZJQ


so until and unless these nuances are not taken into consideration and dealt with there is little hope for students who have these challenges, we have not even discussed students with autism and/or other learning disabilities, that is entirely another ball game
 
T

teachyourself

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Ayesha Asif333 said:
Did you just evaluate on the points??
if so then.....thanks
Click to expand...
if you replied to me
yes, i pointed a few issues that should make people THINK about hardwork, setting aims/targets and time waste

in fact if we look at the phrase "do not lose hope" and understand the biological basis of behaviour (nutrition, sleep and exercise) then even hope (positive mind set) can be managed upon a daily basis
 
T

teachyourself

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understand the difference between:-
Assessment Objectives1: Knowledge and Critical Understanding --- what and how of the concept
Assessment Objectives2: Application --- using an example (sometimes illustrating it)
Assessment Objectives3: Analysis --- considering the possible scenarios/results, the premise of your argument (sort of)
Assessment Objectives4: Evaluation --- your argument and judgement (what you think should be done or will happen)


this can be applied to science subjects but in a slightly different manner because of practicals, check the syllabus

ideally even business subjects should be practical because until you have NOT seen the processes/activities of a business for example:-
1.the use of economics/finance as an analyst (treasury departments/portfolio management:buy side/equity research:sell side/Asset Liability Management of banks via the Risk Department or the Treasury Department)
2. maintaining the bookkeeping records electronic/paper ... developing the Accounting Policy and Procedures Manual is even more enlightening
3. dealing with supply chain issues
4. been part of marketing campaigns or surveys,
So Until you have NOT at-least seen such things happen via documents/meetings and general everyday interactions, you will NOT have really understood it

this becomes even more important when a business is being setup because that is COMPLETELY different from being part of an already established/settled business which is why many people from top notch universities and 15 to 20 years of experience at large organizations fail miserably with their own business, the uncertainty is too much and blaming others cannot solve problems of your business, whereas while working as an employee people survive by using the blame game and being smart at office politics

and for science subjects it is:- (this is A-levels so it could be different for O-levels)

AO1 Knowledge with understanding
AO2 Handling, applying and evaluating information
AO3 Experimental skills and investigations

understand this, so that when someone Elaborates or Analyzes a point you do NOT think about Evaluation

in a thesis paper this changes a bit since after the Evaluation there is supposed to be a Conclusion, check the AMA format and the MLA format
 
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