Exercises to Help Boost the Dyslexic Mind

Dyslexia is a disability that impairs language learning – spelling, pronunciation, reading, and reading comprehension – despite normal intelligence.

Seeing an otherwise bright kid struggle with something “as simple as a reading task” is likely to take most people aback. The inability to relate to the issues kids with dyslexia face can result in both parents and teachers overlooking the importance of effectively overcoming them.

I tutor middle-schoolers with dyslexia in Language Arts. I found that implementing games as exercises can yield outstanding results. Dissecting the workings of two of my favorites will help you understand core problems and give you the ability to tailor your approach to your child.

Why games?

Throughout my experience, I’ve noticed that kids with dyslexia largely benefit from kinaesthetic ways of learning when it comes to Language Arts. Merely listening or observing isn’t enough to build correlations between letters and sounds. When a multitude of their senses are engaged, words begin to gain meaning.

So, how do games fit into this narrative? First off, games force you to implement a variety of skills (like waiting for your turn, which is connected to executive functions – inhibition) – often without you even noticing. Secondly, although they demand your full attention, they provide fun in return. This means a boost in motivation, making distractions less likely to occur.

The interactive aspect of playing games keeps us from getting bored. We make mistakes, we learn to lose. The feedback we get from other players pushes us to do more. We begin to understand the importance and value of doing our due diligence. Working together, regardless if as a team or as opponents, will form a bond and establish trust between you and your child.

You’ve created an environment where making mistakes is part of the process and help is always around the corner. This is particularly useful when you encounter more complex tasks –  more specifically, school assignments.

Hangman

Hangman is one of my top picks for working with kids who struggle with dyslexia. It incorporates all the crucial benefits of learning through games – focus, patterns, interactivity, and creativity.

In a world of distractions, we struggle with focusing on what truly matters. Facing an abundance of information is intimidating, especially when you’re not yet ready to tackle it. Hangman takes things back to basics. The game focuses on one word alone, meaning all attention is fixed to a single point. It allows the opportunity to build a relationship with words devoid of pressure.

Playing the game, patterns start to appear: the frequency of vowels or how ‘q’ is always followed with by a ‘u’. We begin noticing these patterns outside of play time – in the texts we read or words we spell for the first time. These connections testify that there’s a method to the madness that is spelling. Over time, a database is generated in our heads, enabling us to become skilled at guessing how a word might be spelled – accurately!

Don’t be afraid of not covering enough material. Easing into the idea of spelling takes time, but has a great impact on how we feel about language and language learning. Once we’ve mastered some basic skills, learning becomes quicker – and more efficient. Taking the edge off doesn’t just make the exercise less intimidating, but promises greater results.

Moreover, the game’s interactive aspect allows a varied approach. You can choose to collaborate or compete (you don’t even have to stick to just one or the other!). This way, you begin forming a more dynamic and complex relationship with your child when learning.

Lastly, you can get creative. Incorporate the child’s interests (e.g. basketball) when choosing words or creating your Hangman stick figures. By customizing your Hangman character, the game becomes more fun. With something so basic, possibilities are endless. Give your child the freedom to express themselves.

20 Questions

The concept of this game is very simple: guess the person, place, or thing in 20 questions or less. You probably know this game for its vocabulary-building quality, but what if I told you it can help a child master storytelling?

A good storyteller knows how to engage their audience. They set the scene – providing all the information needed to get their point across. We often don’t realize how much we have to factor in to tell a good story: go into enough detail for the audience to understand, but not overdo it to the point that they’re bored. This is where 20 Questions comes in.

We’ll need to master the game in its original form first. As we play, we’ll start to notice patterns that help us identify the word faster: where we can find this thing, what it’s made out of, in which situation are likely to use it. Certain questions have priority in the more general sense – to set the scene, while details are what helps us pin the word down.

Through this process, we become more aware of the importance of having enough information. Moreover, we begin noticing that adding unnecessary details is just that – unnecessary – it doesn’t do much to contribute to the story, distracting us while we try to identify the word. Now let’s take it to the next level to incorporate the game into storytelling.

Before you begin, help your child map out the events in chronological order. A timeline will make it easier to follow the story. Then guide the child by asking them appropriate questions. I would recommend using wh- questions. Ask WHERE the story took place, details about the scene; WHO was involved, and the background of the characters. Then move on to WHAT actually happened and WHY. Additional questions may be prompted by something they mention or when they get stuck.

With time, you’ll notice the child no longer needs assistance. They have actually memorized the questions themselves and can now determine the necessary information on their own!

Gaming done right!

I hope the examples given inspire you to incorporate games into learning. Don’t be afraid to brainstorm with your child in order to make the games even better! Children love to come up with their own rules – and there is a lot to gain from that. Since the way we learn isn’t universal, small tweaks can make a huge difference in how we interpret and memorize information. Moreover, the experience you gain from this will form a strong bond between you, preparing you for future endeavours.

As Vince Gowmon once said:

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Author: Tutor Olivera

Our English Language Tutor, Olivera, who loves to incorporate games when she works with her students, wrote this article. If you need someone who will make learning fun, teach your child how to write the best essays, or boost their dyslexic mind, just book a FREE Video Call with the Nobel Tutor Olivera to find out if she’s a good fit for your kid.

The Pygmalion effect – How teachers’ expectations affect students’ achievement

The Pygmalion effect describes how a teacher’s higher expectations lead to the student’s higher performance. If a teacher believes that certain students are late bloomers, there’s a good chance that they will become exactly that.

Pygmalion effects in the classroom

This effect can be found in different settings, but here we’ll focus on the classroom and the discovery by two American psychologists, Rosenthal and Jacobson, who conducted a study to test if children could be brighter when expected to be by their teachers. In another words, whether changes in teacher expectations produce changes in student achievement [2].

In their study, at the beginning of the school year, all of the children in the study were given an intelligence test, which was disguised as a test that would predict intellectual “blooming”. About 20% of the children were chosen at random and the teachers of these children were told that their scores on that test indicated they would show surprising gains in intellectual competence during the next few months of school. The important thing to remember is that the only difference between those children was in the minds of their teachers.

At the end of the school year, all the children were re-tested with the same test. The children from whom the teachers had been led to expect greater intellectual gain showed a greater gain than did the other children.

girl thinking positively about studying

How to use these effects to achieve better performance among students?

Teachers, but also parents, influence whether children will have higher or lower achievement. So, now when we are aware of the power of our expectations, one question arises – how can we help our children?

  1. Look for the good and positive things in each child. Find something to like or appreciate about every child, even if it’s their independence and tenacity. The teacher’s behavior is important. However, there’s more to it than that – it’s about the way you think about the child.
  2. Be aware of your effect. Teachers should always bear in mind that their behavior can affect a student’s performance. Although it’s impossible to like all students equally, it is imperative that they are all treated equally.
  3. Reconsider your treatment. Think about how you treat students you find smart/charming and compare that treatment to the way you approach those you find uninteresting/annoying. Who do you criticize more? Who receives more attention?
  4. More positive treatment. Try to give more attention to students you neglected before. Also, reinforce them if you see them struggling or feeling unsure. This way they’ll be more motivated to raise their hands and ask questions. Consequently, they’ll work harder at your subject and do much better in it.

We, at Nobel Coaching and Tutoring, believe in your student! Achieving better performance demands hard work, but with our help it is much easier and faster. Therefore, there’s one more way to help – you can schedule a FREE 30-minute consultation with one of our Coaches HERE.

References:

[1] Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology,74(4), 459-474. doi:10.1037/0022-0663.74.4.459
[2] Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The urban review, 3(1), 16-20.

What Is Executive Function?

Executive function is a set of mental processes that helps us manage, plan, and organize our activities in order to achieve a certain goal [1]. Extensive neuropsychological research places it in the prefrontal cortex and even though it forms in early childhood, it continues to develop and change throughout our lifetime. It plays an essential part in our everyday dealings and we rely on it when faced with situations that require us to make decisions and see them through. If we were to compare our brains to a complex organization, executive function would be the equivalent of a CEO. Essentially, executive function is what allows us to get things done, and it’s important to understand how it works so that we can really appreciate its value and potentially work on improving it.

Areas of Executive Function and Executive-Functioning Skills

Executive function is a complex construct consisting of three key components or areas, which are: working memory, cognitive flexibility, and impulse control. All of these components are interconnected and together allow us to do things like process information, switch from task to task, and hold back impulsive behavior.

Working memory represents the more advanced understanding of our short-term memory, the one we use to store information happening in the present and hold onto it for a brief period of time in order to deal with a task at hand. So, for example, if you’re having a conversation with someone, working memory is allowing you to follow what they’re saying and respond or engage them by asking relevant questions.

Cognitive flexibility refers to our ability to adapt our mental strategies to new conditions. When faced with a task we’ve never encountered in the past, cognitive flexibility allows us to rapidly use our past experience, knowledge, and skills to overcome that particular challenge.

Impulse control is referred to as self-control in layman’s terms. It is our capability to subdue impulsive behavior and refrain from acting abruptly to a specific stimulus. For instance, if you’re feeling frustrated, impulse control is what holds you back from lashing out at others, keeps you calm, and allows you to rationally assess the situation.

These key areas enable us to perform complex mental tasks such as:

Paying attention – being able to focus and process information for an extended period of time.
Planning and organizing – setting up the proper conditions and taking the right steps in the process of decision-making and overcoming challenges.
Time assessment and time management – being able to predict the time it would take to complete a certain task and adjusting your activities in order to complete the most tasks in the shortest amount of time.
Initiating and completing tasks – actually getting started with an activity that will help you complete a task and see it through.
Prioritizing – being able to assess the importance of tasks and to rank them accordingly.

The combined effort of the key areas is needed in order to complete these tasks, but not all of them are always being activated. For instance, paying attention depends on the use of working memory and impulse control, while planning and organizing require all three. Being able to perform these activities successfully is referred to as having executive-functioning skills.

Executive function can be trained and improved over time, which means that understanding how it works can be a huge benefit in terms of both academic and real-life success.

Hot and Cool Executive Functions: An Emotional Context

When studying human behavior, it’s always a good rule of thumb to have the question of context in mind. Some phenomena may be more or less consistent but they are usually connected to a network of factors and can have different interpretations depending on the situation. Such is the case with executive function, which is contextually related to and affected by an emotional factor. That is why we differentiate between hot and cool executive functions [2].

Hot executive functions are used when emotions are running high. In order for them to be activated, a certain amount of tension between instant and long-term gratification needs to exist. On the other hand, cool executive functions are activated when there is no emotional arousal whatsoever.

The most important thing that determines whether we’re going to use hot or cool executive functions is the way in which we perceive the challenge in front of us. It’s a matter of individual differences, meaning there are specific situations out there that would invoke the use of hot executive functions in some, while others will be able to remain cool.

How to Spot an Executive-Function Deficit

The most representative behaviors that will help you identify executive functioning issues are:

Poor planning and organization – working in messy conditions without having the “bigger picture” in mind.
Impulsive behavior – lacking impulse control and overreacting.
Struggling with time management – always being late for scheduled appointments and missing deadlines.
Lack of and/or inability to focus – attention tends to drift in the middle of an important activity.
Working-memory difficulties – having difficulty retaining information for short periods of time.
Procrastination – avoiding or struggling to initiate task resolution.
Prioritization issues – not being able to determine the importance of certain tasks.
Rigid thinking patterns – showing frustration when asked to think about a certain issue in a different way.

If you are a parent of a child who is struggling in a similar way and exhibiting one or more symptoms, then they might have an executive-functioning issue. We have prepared an online executive-functioning course for parents, which explores many different aspects of the concept, providing you with:

Real-life examples of executive-functioning skills and issues!
Direct advice on how to improve executive functioning!
Access to a whole community of parents just like you!
And tons more information about executive function!

Take a look at this introductory video with our Coach Ana, which briefly sums up what the course is all about.

Executive Function and Psychological Disorders: Is Executive-Function Disorder a Thing?

In psychology, a sizable amount of data regarding specific mental processes and brain functions comes from examining the unfortunate cases of people exhibiting certain issues or complete lack thereof. Disorders in the domain of executive functioning are directly related to and reflect on the areas and skills we’ve discussed in the previous segment. That being said, executive function disorder as such is not yet recognized by the American Psychiatric Association officially. However, studies imply that executive-functioning challenges are closely connected to other cognitive disorders, such as ADHD and dyslexia.

ADHD and Executive Function

People suffering from ADHD are in fact struggling with scattered attention, impulsive behavior, and hyperactivity which leads to different social difficulties. You’re probably already able to sense the connection between these symptoms and what we previously defined as an executive-function deficit [3]. The fact of the matter is these two issues share the same neurophysiological background. Even though executive function can’t explain the cause of ADHD, it’s obvious that it is a component of how the disorder actually plays out. That is why children with ADHD can benefit from executive-function exercises and why consulting an executive function Coach is highly recommended.

Dyslexia and Executive Function

Dyslexia is a neurobiological learning disability characterized by difficulties with word recognition, spelling, and decoding abilities [4]. Studies show that children with dyslexia also experience challenges in areas related to executive function, like verbal and visual short-term processing and attention. By strategically improving these domains of executive function, children with dyslexia can learn how to compensate for and overcome the limiting nature of their disability. Once again, consulting an executive-function Coach can help you devise a plan to systematically work on tackling this issue.

Academic and Real-Life Examples of Executive-Function Deficits and Issues

It’s very important for us to understand that executive-functioning issues are not only found in a school setting, but also interfere with everyday activities such as doing chores, having productive conversations, and even affect the simple act of playing. On that note, we will describe two scenarios – academic and real life – connected to executive-functioning issues.

Mary is four and she has recently started preschool. A couple of days ago, she threw a tantrum when another child from the class didn’t want to share a stuffed toy elephant. At the end of each day, she’s almost always the last one ready, usually because she left her things all over the classroom and then forgot where they were. Her teacher noticed that often during group activities and interaction, she responds by saying things completely unrelated to the topic or task.

Josh is 16, and his parents feel that something is just not right. He often wanders from room to room, starts doing one thing and quickly switches to another. His chores are a similar story. He often procrastinates and puts things off, like cleaning the garage or folding his laundry, and even when he does manage to start doing them, he either quits soon after or doesn’t do a very good job. He’s recently asked for his allowance to be increased but left the discussion abruptly, showing signs of frustration when asked to back up his request with arguments.

Remember that taking a holistic approach is very important when determining whether or not someone has issues with executive function. Both of these examples contain descriptions of behaviors representative of executive-functioning issues, but they are exclusively exploring situations related to a specific setting. Only by looking at the whole picture are we able to claim that someone is actually suffering from an executive-function deficit and that other factors are not at play, such as lack of motivation.

If you think your child is struggling in similar ways, our Coaches are highly experienced with resolving specific executive-functioning issues and helping children overcome the deficits that accompany them.

Why Is Understanding Executive Function so Important?

Executive function refers to a set of mental processes that help us handle most of our everyday activities. Many aspects of concepts like creativity, problem-solving, and good decision-making rely on these processes. The good news is that we can help our kids develop and improve their executive function. The really good news is that we can use their personal strengths to compensate for those skills they find hard to improve. We’re not talking about complex programs that are costly and time-consuming, but about everyday activities that facilitate growth and learning.

It is evident that children would benefit from a structured and systematic practice of executive-functioning skills. That is exactly why it’s important for every parent to be familiar with the concept, so that they can help their children directly by encouraging activities which nurture executive function. Furthermore, in the bigger picture of educating children in general, it’s crucial that teachers are also well acquainted with executive function, so they can adapt their curriculum to encourage its development.

Author: Predrag Mladenovic

References:

Zelazo, P. D., & Cunningham, W. (2005). What is executive function? AboutkidsHealth. Hospital for Sick Children, Toronto. (Part one of a multi-part series). Recuperado el, 2.
Goldstein, S., & Naglieri, J. A. (Eds.). (2013). Handbook of executive functioning. Springer Science & Business Media.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.

Did you enjoy how we answered the question of ‘what is executive function?’
Do you think your child could benefit from improving executive function?
Is there anything you would like to know about more?

Please leave your ideas and suggestions in the comments below.
We’re eager to hear your thoughts on the subject!

Going Back to School: How to Overcome Procrastination

Ah, January… The month of getting back to reality. The holidays are over and everyone’s back to their regular routine of working and going to school. But now that the kids are used to sleeping in and getting some well deserved rest, procrastination may be an issue when it comes to getting up early for school and studying. So how can you help them find their motivation and get back to hustling? We have some ideas for you!

Procrastination: Laziness or Something Else?

The first question we should answer is: what is procrastination? For children who tend to procrastinate, it’s an ongoing habit that doesn’t depend on the time of year, a.k.a. chronic procrastination. However, it can become more apparent and troubling if they’ve just returned from vacation and are suddenly expected to be doing a million school assignments at once. Why is that? Are they just lazy?

Well, if you came across this article when you were searching for topics like “how to overcome laziness”, we have some (good) news: procrastination usually doesn’t stem from children being lazy. Although the definition of procrastination is “avoidance of doing a task that needs to be accomplished” [1], that avoidance is usually the result of fear of failure. You can’t fail at something you never attempt in the first place, right? And the chance of failing is much greater if you’ve been on break for days or even weeks and are now suddenly required to be finishing task after task.

Another cause of procrastination may be perfectionism. People who want to do things perfectly never feel quite ready to start doing them – they feel they could always be a bit more prepared. Combine that with not studying for a while and voilà – you’ve got yourself a perfectionist who’s afraid of failure and thus – procrastinating.

It All Comes Down to Habits

This whole thing may sound scary, but there’s good news, too. It’s all about reversing bad habits. Although fear of failure and perfectionism are not habits per se – they’re emotional struggles – they’re difficult for children to overcome because they’re being reinforced. Every time the child feels stressed out, they choose to close up their books and whisper those magic words, “I’ll do it later – I have enough time”. This brings instant relief, which makes it easier for them to do the same thing over and over, just to calm their fear and anxiety. Though it might work for a while, time soon starts running out. So what can they do instead – and how can you help them?

They can choose to stay in that stressful situation, or challenge themselves, and become stronger. It’s like exercise, really – you try to do one push-up for the first time, and it’s so difficult! You keep going, and eventually you can do two, three, five, until the moment you find everything less than twenty to be a piece of cake.

But children shouldn’t be forced into it – instead, they need to develop certain skills and understanding of their issues before being able to confidently work on them. What you as a parent can do here is learn what makes your child fall behind at times and work on that with them.


If you want to know more about how to help your child deal with different issues and help them become more independent, check out our upcoming Online Classes for Parents.

These classes are perfect for you if you want to:

  • Improve Your Child’s Executive Function
  • Help Them Build Great Homework Habits
  • Help Them Manage Their Screen Time

Get a FREE Access to the Syllabus of Online Class “Improve Your Child’s Executive Function”:


What Are Some Other Reasons for Falling Behind?

Parents often come to us, especially at this time of year, with: “I don’t feel my child is keeping up with their classmates. What can I do to help?”

So, what happened? Your child did their best to keep up before the holidays, but now that they’ve gotten some rest, it’s become harder for them to get back into the study-hard mode. What can you do to help them become better at handling school assignments? How can you aid their productivity?

One of the ways you can help them is by providing them with motivation. A more comprehensive list of ways to do that can be found in one of our previous articles, but it all comes down to intrinsic and extrinsic motivation.

Intrinsic motivation is the one that lies inward. When the child is self-motivated, results tend to be better and the child is happier to tackle the necessary work. Extrinsic motivation, on the other hand, means you’re providing rewards for them – the motivation lies outside of them. This isn’t a bad thing – in fact, it’s a good way to start developing intrinsic motivation – but intrinsic motivation should be the main goal.

What Can I Do?

For example, you can start motivating them by offering to make their favorite meal if they study for two hours every day that week. Make sure to praise the effort they’re putting into studying, rather than the result. For one thing, the effort will usually lead to good results; and it will all happen without the stress they’re feeling if they need to strive for the result. The “you must get an A” might cause test anxiety and further exacerbate their perfectionistic issues, which will have precisely the opposite effect from the desired one.

Once they start seeing their efforts rewarded, they’re in a much better position to begin developing intrinsic motivation. In fact, one of the best ways to ease your child’s transition to school during the post-holiday period is to make studying creative and fun – and making their favorite meal together once they’ve studied enough is a good start [2].

One more thing to pay attention to is the amount of time they spend using technology. They may have had a lot of time to browse through social media or YouTube while on vacation, but that amount should be lower now that they’re back at school [3].


If any of this sounds familiar to you, schedule a free consultation with one of our Coaches and talk to them – together with your child – about their struggles and steps for overcoming them.


In Conclusion…

Procrastination is a normal occurrence after the holidays. Just remember how difficult it is for you during those first few working days in January. Now, imagine if you had to go home and do homework and study on top of that! A lot of children tend to also be fearful of any sort of failure, or even be perfectionists when it comes to school. All of that can lead to avoiding school tasks, which can often be mistaken for laziness.

The best thing you can do is to motivate them by rewarding their efforts. This will teach them both that effort really matters, and that they don’t need to be perfect, as long as they keep trying. Eventually, they may develop their own inner motivation for studying – and you’ll be happy to see that it’s bringing in good results, without your needing to reward them for it anymore.

References:

  1. https://nobelcoaching.com/procrastination-teens-can-help/
  2. https://www.verywellfamily.com/solutions-for-back-to-school-problems-4081699
  3. https://www.huffpost.com/entry/10-common-back-to-school-strugglesand-how-to-deal_b_5b896a6ae4b0f023e4a60479

The Common Unwanted Holiday Gift – the Blues

Holidays are usually associated with family get-togethers, excitement, and joy, especially nowadays, when modern society insists on perpetual cheerfulness. At the end of the year, we tend to look back on and evaluate the months behind us. But memory can be biased and we tend to predominantly remember the things we’ve done wrong. In order to defend ourselves from our own judgmental mind, we decide to make new decisions. Turn the page. Go big next year.

We decide to quit smoking. Become a better parent. Find a job. Get a raise. Exercise.
Suddenly there’s a rush of positive emotions. We’re excited, motivated, and determined.

Then comes the Christmas and New Year celebrations when we eat too much, drink too much, over-socialize, spend lots of money, lose a lot of energy, and gain a few pounds.

Then January ends, and we haven’t done anything. It might even seem like we’ve fallen behind. We become irritated by the simplest tasks, sad, tired, and lonely. We might feel like a failure as we struggle on, trying to hide how exhausted and close to tears we are inside.

Woman lying on bed face down.

Holiday Loneliness

Since the human brain is designed to work based on associations, we might even begin to feel lonely, indifferent, and guilty with the first Christmas decorations. In order to save ourselves from disappointment, we quit even before we get started. Our Christmas gift to ourselves becomes melancholy, sadness, and a major case of the blues.

With this, the holidays become fertile territory for conflicts, break-ups, and big changes in our life circumstances. And it all arises from our own feelings of pressure, responsibility, and the high expectations we impose on ourselves.

The solution is not to blame the economy, country, partner, kids, boss, neighbors or Santa, or sit around feeling bad about who we are. We can’t abandon our lives. There are too many people depending on us. We need to take responsibility and examine the expectations we impose on ourselves. Ask these questions:

How (non)realistic are our expectations?
Why do we quit so early on?
Why is it so difficult to tolerate the frustration we feel?

We must remind ourselves that these feelings touch everyone. Sadness is a basic reality for all of us. We’re often harder on ourselves then we would be on a friend. So for starters, we should at least allow ourselves the same degree of forgiveness we wouldn’t hesitate to grant to an acquaintance.

Circumstances we thought we could never get over gradually become bearable. We adjust our thinking and grow accustomed to our new reality. But most importantly, we should always remember that asking for help is courageous, never shameful.

To get your new year started on a positive step, book a free consultation call with one of our Coaches.

Author: Coach Daria P. 

Family Time: Winter Break without the Stress

Despite wanting to spend time with family during the holidays, getting together can be difficult to arrange. Everyone has different schedules. Work, school, friends, and many other things seem to get in the way. However, winter break is a great opportunity for togetherness and bonding with family.

Winter break

It’s the end of December and what does that mean? Winter break is finally here!
Some people will say this is the most wonderful time of the year. Winter brings not only snow, but also holiday magic, the joy of giving, and the happiness of sharing these moments with your family and friends. Also, schools are closed, and the kids are at home. Spending time with your child is a little bit easier now, right?  But winter break lasts (only) a few days – from Christmas Eve until January. So we want you to get the most out of it!

Winter holidays

How did you spend Christmas this year? We hope you enjoyed it and made some unforgettable memories. However, New Year’s Eve is fast approaching. If you’re out of ideas on how to celebrate it, read our articles Creative Ideas for How to Spend Holidays With Your Family part 1 and part 2.

Holidays bring stress, too!

How did you feel days (or weeks) before Christmas? Let’s admit it – we all get stressed out making plans for the holidays. We want everything to be perfect – which can mean that although holidays are usually joyful, they also bring a lot of tension. Family obligations and lots of have-to-dos can be overwhelming, so feeling out of control is not unusual.

A sad woman is looking outside through the blinds.If you’ve ever tried to organize dinner for New Year’s Eve, for example, you know it’s not easy! Let’s mention a few things that you’d do:

  • Prepare a favorite dish using your grandma’s recipe
  • Make cookies
  • Choose, buy, and wrap the-best-gift-ever for everyone

And, still, there’s so much more to do! Does this sound familiar?

We should keep in mind that nothing can be perfect. The good thing about that is – it doesn’t have to be! Also, do you really have to do all those things the way you’ve planned ? You don’t!  The key to memorable holidays is simply being together.

New Year’s Eve is coming soon, so don’t make the same mistake again. Here’s a few tips on handling that holiday stress.

Togetherness is the key

Dealing with all this pressure is pretty hard. So we’ve listed seven ideas that are easy to implement and can help you spend memorable and, more importantly, stress-free holidays with your family.

  1. Don’t try to do it all yourself.

    Everything’s easier if you do it together! Those things you “have to do” transform into family activities. Making cookies with your children is sure a big mess, but also so much fun! Probably those cookies won’t be the best you’ve ever eaten, but that’s okay because you made them together!

  2. Don’t worry about how things should be.

    The cookies we mentioned are a great example. Also, keep in mind that most families have less than perfect holidays – the meal didn’t turn out well, the cookies aren’t that pretty, family tension is high, etc. And if you have negative feelings, don’t deny them – there’s nothing unusual or wrong about feeling down at holiday time. Admitting and talking about them will surely help. Just try it.

  3. No devices – really listen to people.

    In today’s digitally-fueled world, it’s pretty hard not to answer calls, reply to text messages, or check what’s new on social media. Screen time often eats into family time. Still, we can’t not check our devices from time to time. How about making a rule that no devices are allowed during mealtime, for example?

  4. Be generous.

    Here’s one more family activity – make gifts for people who are homeless or feeling lonely. If you have toy experts in your house (younger kids) you can let them pick some toys and donate them to Toys for Tots. This will teach your children about sharing and brighten someone’s holidays.

  5. Show gratitude.

    Let everyone know how much you’ve appreciated their gift. Thank people who do things for you but whom you may have taken for granted. Show your family members how much they mean to you and how much you love them. Also, call a relative who lives far away and wish them happy holidays.

  6. Time is not money.

    Actually, it’s more important than money. The time we have to care for one another, especially for our children, is more precious than anything else in the world. This quote says it all:

    If you want your children to turn out well, spend twice as much time with them and half as much money.

    – Abigail Van Buren

  7. Winter break is a break.

    Notice that you’re being hard on yourself. Even though you want to please your children and make everything the way they love, don’t forget about yourself. Treat everyone with kindness, including you! Take time out. Let yourself to sleep more, watch your favorite movie again, and generally do the things you love.

We at Nobel Coaching & Tutoring wish you Happy Holidays! Health, happiness, and lots of love this Season and success in the New Year!

Resources:

[1] Daly, K. J. (2001). Deconstructing Family Time: From Ideology to Lived Experience. Journal of  Marriage and Family, 63(2), 283-294. doi:10.1111/j.1741-3737.2001.00283.x

[2] Folbre, N. (2006). Family time: The social organization of care. London: Routledge.

[3] Hofferth, S. L., & Sandberg, J. F. (2001). How American Children Spend Their Time. Journal of Marriage and Family, 63(2), 295-308. doi:10.1111/j.1741-3737.2001.00295.x

Education and Technology: A Match Made in Heaven or Hell?

We call our times the Information Age or the Digital Age. Both describe the world where we live today. Truly, our lives have never been more dependent on information. And, we have never found ourselves in a world where information has been so easy to access.

 

Certainly, living in the Information Age has advantages, such as easier communications, access to knowledge, and flexibility. There are disadvantages too: feelings of isolation and an over-dependence on technology and information. With our world changing more with every new day, the skills we need to be satisfied with our lives also change, and our education and learning systems evolve too. Naturally, technology has found its way into our classrooms and our discussions about studying and learning. In this article, we will discuss these technologies we find in our new age, and how to use them effectively in supporting our academic pursuits.

Heaven! I’m in technological heaven!

Ready-to-use knowledge

Students often complain that what they are learning in school is irrelevant or not applicable to our modern world. But, what’s more relevant to today’s world than technology and how to use it? To live, and succeed, in the 21st century, we not only need to know how to use technology, we need to know how to use it well. Today’s children need digital literacy, teamwork and effective communication in order to succeed in their future jobs – skills that are closely related to technology, especially in today’s world where most communication happens online and teams are becoming increasingly virtual, with people who have never met in person. If children were to learn the skills needed to succeed in this modern world, they would not only stop criticizing the system for not providing them with necessary and applicable knowledge, they would also be better prepared to live in a world that’s constantly changing. This world will continue to expect even more from the younger generations, and these expectations will surely include technology and communication skills that will continue growing ever more complex.

Technology as an Avenue to Learning in the 21st Century

Technology is also useful in that it can make students feel more independent and allow them to find the learning strategies that best fit their needs. Students are most motivated to learn when they study topics that they value and when they are engaged in the learning process. Simply put, students value feeling that they have control over their learning.

 

As children of the 21st century, students find technology familiar, and we, as their parents and educators, can use this in getting them more motivated about learning. Using technology, students can easily access more information about a topic, or seek additional explanations for topics they have not yet mastered completely. Since students cannot always get all the information they need in school or, in some cases, the school environment simply does not meet their needs, teaching children to effectively use technology to fulfill their learning needs can make them more independent and show them ways to learn that do not involve strict curriculums or even more time spent in the classroom.

Turning hobbies into productive study tools

Contrary to popular belief, technology isn’t only a means to procrastinate through Netflix, Minecraft, and Facebook. There are apps and strategies out there that can help your student learn, and learn more efficiently.

 

Let’s face it. Our kids spend a lot of time on social media. But, social media isn’t all bad. By putting our children’s interest in social media to use, we can find a great instrument for sharing knowledge among their peers. By using social media for the right purposes, our children will not only contribute to the exchange of knowledge, but they will also develop a sense of competence and confidence. They might enjoy themselves when they can see that their contributions help others.

Beyond social media, students can use technology to find ways to shorten the time they spend on studying, writing flashcards and revising their writing. In our world today, students can use a wide variety of software to organize and help with their academic tasks. And they will be among the first to point out to us that using technology usually works faster than any outdated method we’ve carried over from our 20th-century childhoods.

Learning tools for everyone

We’ve seen that technology can give our students some great tools that they can use in  mastering their studies. And technology can do this for students of all abilities. A lot of progress had been made lately in developing apps in the field of special education. These apps have made the lives of some students much easier and they have helped them feel even more motivated to learn.

These advances are not only great for students with special needs, but also for other children who share the classroom with them. Through technology, they are taught how to respect all people, and are prepared for life in an inclusive society.

And now the bad stuff…

With all this praise for technology, it might be easy to forget about all those times you thought about how easier life would be without electronic devices. You might forget about the last time you criticized someone for using their phone too much. (Un)fortunately, you weren’t all that wrong when you lamented all this technology. Technology, like anything else, has a downside. This too carries over to the learning process.

Let me check my messages just one more time…

Technology can, and does, distract. This is probably the most obvious disadvantage of using technology in education. Because students use technology every day, it can easily become too distracting and even draw their attention away from their studies. This is especially true today because there are so many apps and social media platforms and students often feel required to stay on top of them all. To do this, they are constantly multi-tasking, and this leaves a higher risk that their learning will be negatively impacted. Naturally, social media isn’t the only culprit; games and other online content distract students from their academic pursuits too. Technology, as we noted above, is a source of procrastination.

Why would I study when I can just google the answer when I need it?

While the constant access to enormous amounts of information is a key advantage of technology, it can also be a huge disadvantage because this can leave students intellectually lazy. Students may feel that there is no point in studying something when you can just search for it online, and find your answer in just a second. This is one of the ways technology has made us spoiled and has also diminished our capacities. These days, we simply do not need to remember as much as before. When viewed from this perspective, technology can actually be seen as something that makes us more dependent, even though we made a case earlier that it also helps build students’ independence.

Always staring at the screen

And while technology can bring people together, it is also known for rending them apart, or at least disconnecting them from the real world. This is especially true for our children today, who spend most of their time socializing online even if they have trouble initiating social contact in the real world, and experience anxiety when they actually have to talk to people. While this may appear to have nothing to do with education, it actually has everything to do with education. Socializing is necessary for children’s development in that it helps them find their own place in society.

What to make of it?

After reading these advantages and disadvantages of using technology to help with learning, it is not entirely clear if technology should or shouldn’t be used in education. The answer lies, like always, somewhere in the middle. Some aspects of technology can definitely be useful and make a student more confident and productive, while these same technological aspects can, on the other hand, make that student even more dependent on technology.

In order to use technology properly, moderation is important. Research has shown that excessive usage can lead to problematic behavior. However, it’s important to remember that forbidding students to use technology won’t help them to achieve more. They may even grow resentful as they want to multitask and keep on top of their fast-changing world. A better way to make sure that technology does not become a distraction is, again, making sure that our children are not multitasking excessively. Students should focus on developing metacognitive skills that help them keep focused on their task while they are doing it, and then checking social media later.

So, while we wouldn’t advise you to pretend to live in the 19th century and ignore all things new and digital, we also caution that we shouldn’t get too excited about everything happening online. In a best-case scenario, if our students keep using technology wisely and in moderation, this will surely help them in their studies, in developing new skills, and new knowledge.

 

References:

Basilotta Gómez-Pablos, V., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501–512. http://doi.org/10.1016/j.chb.2016.11.056

Birkinshaw.J. (2016, June). Beyond The Information Age. Retrieved from https://www.wired.com/insights/2014/06/beyond-information-age

Brown, E. A., Thomas, N. J., & Thomas, L. Y. (2014). Students׳ willingness to use response and engagement technology in the classroom. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 80–85. http://doi.org/10.1016/j.jhlste.2014.06.002

Crook, C., & Bligh, B. (2016). Technology and the dis-placing of learning in educational futures. Learning, Culture and Social Interaction, 11, 162–175. http://doi.org/10.1016/j.lcsi.2016.09.001

Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21–28. http://doi.org/10.1016/j.chb.2015.11.023

Firmin, M. W., & Genesi, D. J. (2013). History and Implementation of Classroom Technology. Procedia – Social and Behavioral Sciences, 93, 1603–1617. http://doi.org/10.1016/j.sbspro.2013.10.089

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187–198. http://doi.org/10.1016/j.chb.2011.08.026

Rosen, L. D., Mark Carrier, L., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. http://doi.org/10.1016/j.chb.2012.12.001

The Two Faces Of Perfectionism

In this article, we’ve decided to tackle the topic of good and bad perfectionism. People tend to have very black-and-white views when it comes to this. They think perfectionism is either a great thing that helps us become better, or that it’s a horrible habit which may lead us into depression and anxiety. But as with most things in life, it’s not that simple. There’s the good kind and the bad kind, and we’ll help you learn how to tell them apart and strive for the good one.

Perfectionism As We Know It

Let’s first start with a widely accepted definition of perfectionism. Perfectionism refers to the desire to achieve the highest standards of performance while being extremely critical about one’s performance. [1] Therefore, if you’re a perfectionist, you’ll be setting unrealistically high goals for yourself. Chances are, you’ll also be judging your performance more critically than anyone else, which will lead you to become easily dissatisfied with your actions and achievements.

Man yelling into a phone.

So, in essence, you’re trying to reach something virtually impossible and getting angry at yourself when you make even the slightest mistake. What a paradox!

From this definition, it’s clear that what we usually think of as perfectionism is, in fact, bad for our health and our happiness. Not only are you dissatisfied when you make a mistake (even if you’re the only one who sees it), but even when you are performing well, you’re constantly feeling stressed out. “I can’t make a mistake!” “What if I look silly in front of my co-workers?” “What if I mess this up?”. It’s a lose-lose situation.

What Makes Perfectionism Bad?

So, the bad form of perfectionism stems from a striving that’s turned into a demand. [2] If you keep telling yourself, “I must do this perfectly!”, you’ll be causing yourself a lot of anxiety, maybe even insomnia and depression. Bad perfectionism has as a consequence low self-esteem, unhappiness, and a tendency to react more negatively to feedback. [3]

But if you are only striving for perfection and not demanding it, you’ll be able to work toward accepting yourself with all your flaws much more often. Moreover, you’ll stop seeing each mistake as a failure and accept it for what it is – a normal thing that can happen to anyone and is in no way the end of the world!

Quote that says "if you are only striving for perfection and not demanding it, you’ll be able to work toward accepting yourself with all your flaws much more often. "

The Importance of Self-Acceptance

It may be clear now that the main difference between bad and good perfectionism lies in self-acceptance. [2] You can still have perfectionistic goals, but if you also want to be happier, have better relationships, and be far less stressed out, you’ll also need to develop the ability to accept yourself and your actions non-judgmentally. You can decide to work harder and do better next time, but you won’t be putting yourself down and feeling worthless, and that’s a huge difference.

If you often find yourself feeling like this and it’s bringing you down, there are ways to change this behavior.  Reach out to one of our Coaches and schedule a free 30-minute consultation, which can help you see the possibilities of overcoming the tendency.

Self-Oriented, Other-Oriented, and Socially Prescribed Perfectionism

Another important thing to mention is that perfectionism toward oneself is not the only form of perfectionism. You can also be perfectionistic towards others, which is referred to as Other-Oriented Perfectionism. [2] This can happen to parents, romantic partners, bosses… Instead of placing huge demands on yourself, you may be putting them on others.

Girl sitting at her desk surrounded by books.

Sometimes, parents can, out of the best of intentions, place enormous pressure on their children. “You need to win this game!”, “You have to become valedictorian!”. It can even happen in everyday situations: “You must make a perfect dinner for your husband’s family this Thanksgiving!”

Other-Oriented Perfectionism can result in a child being overly concerned about making a mistake, and always be thinking they’re not good enough, no matter what they do.

Or maybe you were this child. Maybe you had parents or teachers who always expected perfect results, or maybe you have a boss who does the same! This would be the kind of perfectionism called Socially Prescribed Perfectionism. [2] You notice that others have set very high standards for you, and you’re doing your best to prove capable of reaching them, even if it is affecting your health and happiness.

Turning the Bad Into Good

The good news is, you can still strive for more, and encourage your kids to do the same. The formula remains the same: show acceptance, both for yourself and for your children. Give your children time to accept that they’re not perfect before you suggest some things they might think about changing next time. Give them the chance to accept the defeat on their own terms, and help them by hugging them and telling them you are proud of the effort they put into it. Start by letting them know that you accept them – and then maybe take them out for some ice cream. That tends to help as well!

The same thing goes for you. Set realistic goals for yourself and accept that, like every other human being on this planet, you’ll sometimes make mistakes and take more time to reach those goals than you were planning. It doesn’t make you any less good; if anything, it makes you more human.

To Conclude…

… Accepting yourself and others is an essential part of becoming (and raising) healthy, happy, and successful people. Take care of your health and happiness first – and reaching your goals will turn out to be far easier.

References:

  1. Antony, M., Purdon, C., Huta, V., & Swinson, R. (1998). Dimensions of Perfectionism Across the Anxiety Disorders. Behaviour Research and Therapy, Vol. 36, pp. 1143-1154
  2. Lundh, L. (2004). Perfectionism and Acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, Vol. 22, 4, pp.255-267.
  3. Stoeber, J., & Otto, K. (2006). Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges. Personality and Social Psychology Review, Vol. 10, No. 4, pp. 295–319

Black Friday – A Good Day for Sellers, But Is It Really Good for You?

Black Friday has finally come! Although it’s not a national holiday, many people look forward to shopping then. Special offers, deals, and sales are everywhere and you can find a ton of advice on how/where/what to shop, and tips and tricks on how to be “the winner of the day”. But do you really need to buy something just because it’s Black Friday?

Why do we call it Black Friday?

Black Friday, falling on the day after the Thanksgiving holiday, is one of the busiest shopping days of the year. Originally, the term marked the day when a retailer had sold enough inventory and turned a profit for that year. So Black Friday refers to the day of the year when retailers hope to go from being in the “red” (i.e. losing money) to being in the “black” (i.e. making money).

Drawing $ in a notebook

How does Black Friday look today?

These days, since it’s one of the busiest shopping days of the year, Black Friday is known for long lines, packed stores, aggressive customers, and a limited number of products available at a reduced price.

Black Friday sellers

Retailers use discounts to draw consumers into their stores and will aggressively campaign by offering incentives like gift cards and other small enticements. Many of them will offer limited-quantity sales to bring customers through their doors [1].

Black Friday shoppers

Whether people are searching in malls, department stores, specialty stores, or online, the sales on Black Friday are very effective at encouraging them to shop. Some people spend hours and even days preparing for Black Friday, scouring newspaper, internet, and television ads for the best Black Friday deals. Then groups and families strategically plan the best routes to their favorite stores, collect stacks of Black Friday ads and coupons, and coordinate strategies for purchasing products once inside the store [1, 5].

Why do people love to shop on Black Friday?

Hundreds of consumers crowding in to grab marked-down goods create a sense of competition, which in turn creates hedonistic shopping value – enjoyment from the mere process of buying things. We love to share stories and show off our bargains at the end of the day, boasting about the great deals we found and how we managed to get hold of that last popular item. Paying a low price for something makes us feel smart and pleased with ourselves. We have a sense of accomplishment and perhaps the thrill of feeling in a small way victorious over other customers [1, 4].

Happy girl sitting in a shopping cart

Frustration and aggression

The Black Friday experience can have a bonding effect [3]. However, sometimes the limited availability of goods in stores can excite those who view this as a form of competition. If someone gets in their way when they’re trying to reach an item they want, they might feel frustrated, which can devolve into an aggressive response towards the person blocking their way [1, 2, 3]. This aggressiveness can be dangerous!

Buy Nothing Day

Now, we have frustration and safety concerns on the one hand and pleasant emotions on the other, so what are we going to do? Before you answer this question, read about Buy Nothing Day – the anti-Black Friday movement that falls on the same day as Black Friday.
The aim of this day is to inspire worldwide action against mass consumerism and rediscover how to live freely. It tries to show us that we need to take a harder look at the stuff we’re purchasing on Black Friday and decide whether we really need all of it. Also, it points out the irony of giving thanks for everything we already have one day and going out to buy more things (we don’t really need) the next one. Lots of people use social media to post about this movement, so explore a bit – you may find many enlightening facts.

Trying to buy something that’s on sale but really isn’t discounted or is in limited quantity can be disappointing, for sure. However, these holiday sales can actually have an upside. Everyone is now expected to offer discounts as a goodwill gesture and not every retailer uses tricks to attract customers. You still can find things that you need or want and pay a better price for them. Just be discerning, purchase worthwhile items, and don’t get caught up in the consumerism!

 

We know that the holidays can be tough and stressful for some people. If you are experiencing “the holiday blues”, feeling stressed out or you simply need to talk to someone, don’t hesitate to book a free consultation call with one of our Coaches. They are always there for you!

 

References:

[1] Byun, S., & Mann, M. (2011). The Influence of Others. Clothing and Textiles Research Journal,29(4), 284-297. doi:10.1177/0887302×11422820
[2] Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformation. Psychological Bulletin, 106, 59-73.
[3] Dill, J. C., & Anderson, C. A. (1995). Effects of frustration justification on hostile aggression. Aggressive Behavior,21(5), 359-369. doi:10.1002/1098-2337(1995)21:53.0.co;2-6
[4] Holbrook, M. B., Chestnut, R. W., Oliva, T. A., & Greenleaf, E. A. (1984). Play as a consumption experience: The roles of emotions, performance, and personality in the enjoyment of games. Journal of consumer research, 11(2), 728-739.
[5] Thomas, J. B., & Peters, C. (2011). An exploratory investigation of Black Friday consumption rituals. International Journal of Retail & Distribution Management,39(7), 522-537. doi:10.1108/09590551111144905

Mindfulness practices for study-ready mind

Mindfulness, the state of active consciousness and full, open attention, can be helpful for students in its various forms, as we explained in a previous article. There, we listed some of the mindfulness techniques you can use while studying when you need an instant fix. Yet, as we noted before, the state of mindfulness is best achieved if practiced regularly and studiously, consciously rethinking and reorganizing some of your everyday activities.

So now we’re suggesting some new techniques that can help you in studying. These should be practiced every day apart from your studying rituals, and can, in time, radically change your focus, concentration, memory, and openness to details.

Don’t worry! To achieve a study-ready mind you won’t have to radically change your lifestyle. Mindfulness practices and meditation can be done in around half an hour a day. The trick is not to give up and keep repeating them, even if the results are not instantly apparent.

Switching up your routines

Much of the mindfulness program concerns habit releasers. These are everyday tasks “meant to reveal and break open some of our most unaware life patterns of thought and behavior” [1], which means changing or breaking down habits that can trap you into negative ways of thinking. These techniques snap you out of your old timeworn rut and open up exciting new avenues to explore. Two habit releasers that books about mindfulness recommend can be especially beneficial when it comes to studying

Number 1The first one is waking up earlier. It doesn’t have to be two or three hours earlier – for starters, simply set your alarm 15 minutes before you usually do. This has nothing to do with having more time to study in a day; it’s about reorganizing your mind. The point is to relax and practice focus while enjoying the peace of the day’s beginning. In the morning, things are still and quiet and you can use these 15 minutes to lie in bed, relax and put your mind in order.

Visualise things you have to do that day, put them in order and focus your mind on them. You can also use this time to practice full consciousness – lie or sit in peace, let your thoughts and sensations flow, and try to notice as many things around you as possible. This way you’re practicing your focus, which is one of the key factors that will help you study, but you’re also clearing your mind and getting ready for the work day in front of you and all the information you’ll need to embrace.

Number 2The second habit releaser is valuing entertainment time. In today’s world and life of the student, a lot of entertainment time is spent online, either on social networks or the internet. This exercise will help you map what you’re spending your time on, limit your free time and use it more purposefully. The point is to learn not to take these pleasures for granted but to use them fully and consciously so that a break really feels like a genuine release and you’re able to return to your work fully focused. When you take a break with purpose you don’t need to do it as long to obtain the relaxation benefit. Plus, you’ll certainly be giving yourself more time to study and cutting out any distraction!

First, think about what you really like to do online and limit yourself to only that. You can, for example, see what’s new on your Facebook feed and check Instagram notifications, and after you do, switch the internet off. You can set a time rule for yourself or limit yourself to one online activity. Do this consciously and, in the evening, write down how it felt, what you did, your thoughts, feelings, and impulses.  This way, while you’re online, you’ll be focused fully on that and only that, enjoying your valuable free time, and afterward, when you start studying, you’ll be able to clear your mind and fully focus on the task in front of you. [1]

Performing tasks mindfully

One of the best mindfulness practices won’t take a moment of your day because it involves performing the tasks you do every day – but mindfully. This, again, is an exercise in focus, one that will help you notice the details and information in your everyday life. You’ll find yourself noticing more while you study, finding all the details that you might otherwise miss, and really being conscious of what you’re reading.

So, take one of the routine activities we all perform daily (brushing teeth, walking from one room to another, washing dishes, showering, drinking tea or coffee…) and simply pay extra attention while doing it. Not slowly, but just while carefully observing all that you do and all that is happening. The example in the book Mindfulness: An Eight Week Plan for Finding Peace in a Frantic World is Showering:

Showering: pay attention to the sensations of the water on your body, the temperature, and the pressure. Notice the movements of your hand as you wash and the movements of your body as you turn and bend, etc. If you decide to take some of your showering time to plan or reflect, do so intentionally, with the awareness that this is where you have decided to focus your attention.

Illustration of three people, one on a computer, one meditating and one enjoying chocolate

Practice your senses

We’ve already talked about how important it is to connect your body and brain. That is why a meditation walk is always beneficial and something you can try even if you’re not studying at the moment. The point is to practice your concentration and focus and become aware of things you have never noticed – or felt – before. These are all valuable in helping you in the study process – which is fully about focus, memory, and attention to detail.

Another exercise for this is practicing of the senses. This one is really delightful as it includes chocolate! The point is to eat the chocolate, but in a way you’ve never done before – mindfully, thinking about it, focusing on everything you can sense.

For this, follow these instructions:

  • Open the packet. Inhale the aroma. Let it sweep over you.
  • Break off a piece and look at it. Really let your eyes drink in what it looks like, examining every nook and cranny.
  • Pop it in your mouth. Try to hold it on your tongue and just let it melt, avoiding any tendency to move your mouth around it. Chocolate has over three hundred different flavors. See if you can sense some of them.
  • If you notice your mind wandering while you do this, simply notice where it went, and gently bring it back to the present moment.
  • After the chocolate has completely melted, swallow it very slowly and deliberately. Let it trickle down your throat.
  • Repeat this with the next piece.  [2]

A calm mind is a study-ready mind

Again, we ought to remind you to be easy on yourself. If you don’t see results right away, take your time. Don’t get angry, nervous or irritated –  try to accept things as they are. There’s no point in rushing anything. You’re not facing a deadline, but practicing for your future self.

Do all these exercises slowly, enjoying them, learning things, not worrying about studying. But then, when the time for studying comes, your mind will be ready, focused, and fully awake.

 

If you need any kind of advice related to focus and studying, you’ve come to the right place!

Schedule a FREE CONSULTATION with one of our Coaches:

KEEP READING:

 

[1]   Penman, D. and Williams, M. 2011. Mindfulness: An Eight-Week Plan for Finding Peace in a Frantic World. Pennsylvania: Rodale Books.

[2] Jon Kabat-Zinn. 2005. Wherever You Go, There You Are. New York: Hachette Book.