Do you hate your assignments sometimes? You are not alone!
So many of my clients detest working on certain assignments for school, so much so that some of them just ignore the assignments completely. That certainly doesn’t help their grades, but it’s a perfectly understandable reaction. Hate is a strong feeling, and it’s not a culturally appropriate feeling to feel!
In today’s video, I share with you how a client of mine learned, through our sessions, to let herself hate her assignments. She actually found them EASIER to get done if she let herself hate them, as opposed to trying to convince herself NOT to hate them.
At a recent speaking gig about how to tackle procrastination, students asked Gretchen how to make school work fun! They seemed incredulous that “fun” is even a worthwhile pursuit when it comes to school.
Listen in as Gretchen provides a few thoughts about how to take responsibility for making your learning by “anti-boring” no matter how bored you really feel, including:
Two mindset tips, so you can change your THINKING about school work and fun
Three practical actions to make your experience of class less boring.
Military academies require a lot of extra work to apply to, but it can be worth it for the high quality free education they provide if you get in.
In this episode, Megan answers this listener question and details the steps it takes to apply and get accepted to these kinds of schools:
Dear Megan and Gretchen,
I have begun to listen to you at the end of this summer because I wanted to improve my act and sat score although I haven’t taken the sat. The start of this summer I’ve had the motivation to attempt and get into a military academy as in the naval academy and Air Force etc. I’ve found the basic requirements to get into those types of schools and have been working my way too achieve those.
I wanted to ask if there is anything you guys know that will help me have a better chance to get accepted. My current act score is a 24 but haven’t taken it in a while and am about to go into a class for it. My GPA is around a 3.7 but have a lot of upcoming AP classes and am determined to get all A’s. Lastly, I feel I have an edge up because by the end of high school I will have studied Chinese for 8 years with two AP Chinese classes.
I wanted to know what you guys think and I respect your drive to better students lives by providing them quality information. Thank you!!!
Students, do you sometimes find that your brain is barraged with yucky thoughts? Thoughts that distract you from taking action on your academic responsibilities?
I’ve been paying more and more attention to the “self-talk” in my clients’ brains that keep them miserable when it comes to school… and life for that matter.
In our culture, we are given very few tools for how to handle those thoughts in a healthy way.
In this video, I share a story from a client last Spring who was really struggling with the debilitating thoughts that kept her from studying for her finals. The first step to transformation is awareness, and so I worked with her to help her be more aware of the thoughts that were getting in her own way.
Check it out!
The following are some yucky thoughts that I discussed in the video:
Take the appropriate steps that I discuss in the video to get these thoughts out of your head!
Indiana Wesleyan University has revamped their Learning Center and peer tutoring programs to be more “Study Cycle” friendly.
Back in August Gretchen interviewed Melissa Sprock, Indiana Wesleyan University’s Learning Center Director, and opened up the interview for others to attend on Zoom.
Listen in as Melissa and Gretchen discuss the Learning Center staff’s recent training in the Art of Inspiring Students to Study Strategically toolbox. As a result of this training, the Learning Center has overhauled three key services they provide students:
their peer-to-peer tutor training,
a student success class for “Conditionally Admitted” university students, and
academic coaching in the TRIO program.
This experiment has been so successful that Melissa and Gretchen are starting to do presentations at conferences around the country. This episode of the podcast provides a “sneak peek” of their presentation.
“My teacher doesn’t explain things well!” This is a common refrain in my coaching practice when I suggest that students seek their teachers out for extra tutoring outside of class.
Recently, I’d been watching as a client saw her chemistry grades plummeting and plummeting. When I asked her more about it, she kept on telling me how hard chemistry is and how she doesn’t understand the material. When I suggested she talk to the teacher after school, she insisted that there’s no way she’d be able to understand his explanations then, because they felt undecipherable in class.
Surprise! Surprise! This client reported in that she finally got the after school tutoring at the teacher’s insistence, and it went MUCH BETTER than she expected it would.
Listen in for an explanation of what my client discovered.
?Are you scared to talk to your teacher about your grades? I have a client who really wants to raise her Spanish grade, but she says her teacher is a “grumpy old lady” and fears the exchange will be very unpleasant.
I helped my client think through the possible outcomes of this conversation, and how to do it so that she can feel good about the exchange with her teacher.
Take a listen! I present two different ways of talking to your teacher. Maybe when you hear them both, it’ll be obvious why one way might make a teacher grumpy, and the other might make her grateful. ?
Here are some great ideas that we talked about to help you start a conversation with your teacher:
Whether you are in middle or high school, it’s not too early to put several key organizational habits into place that help you be college ready.
In today’s episode, Gretchen shares a funny story about a conversation with students that happened recently when she went to water aerobics at the swimming pool of a local high school.
She then unpacks that conversation to reveal three important habits for students to focus on building this year: (1) relationship building with professors, (2) knowing how to make time visible, and (3) learning tools for active studying.
If they can successfully follow through with these habits, they will be able to take better advantage of their college experience.
I just started taking a water aerobics class at the swimming pool of a local high school. Sometimes there are high school students working behind the front desk, and this particular day we got in a fascinating conversation as I was leaving.
I was so inspired, I couldn’t wait until I’d showered and dried my hair to tell you about it — so please enjoy this “come as you are” video in which I’ve got wet hair, my wrinkles and gray hairs are extra visible… and I tell you this story of this super fun — and tip filled! — interaction.
Listen in as we discuss the idea of potential, why it’s not enough to get you into college, why it doesn’t necessarily matter whether you get into a “good” college, and some easy tips for how to make the most of your education now matter where you go to school.
P.S. If you want more great tips about college and studying check out my College Prep podcast here!
How do parents and teachers support students in becoming more and more independent?
Elaine Taylor-Klaus from ImpactADHD walks us through the four phases of transition in the adult/student relationship, and shares how taking on a Coach Approach to communicating with teens can help smooth out the bumps in these transitions.
Specifically she shares:
What’s the difference between supporting versus enabling students
What the four phases are in the adult/student relationship
How to help make the transition between these phases more flow and fewer bumps
A simple behavior tip that can make a big difference in parent/student communication
Elaine Taylor-Klaus, PCC, CPCC is a certified coach and author, the co-Founder of ImpactADHD® and co-creator of Sanity School® — a behavior management training program. A sought after speaker and presenter at national conferences, Elaine provides online training, coaching and support for parents and teachers of “complex” kids around the globe. Regularly featured in ADDitude and Attention magazines, she is the co-author of Parenting ADHD Now! Easy Intervention Strategies to Empower Kids with ADHD, and the mother of 3 young adults an ADHD Family of 5. You can find a wealth of resources on her award-winning blog at ImpactADHD.com.
Do you ever struggle to read difficult texts? I’ve had a few different videos on this topic lately because it’s such a buggaboo for many of my clients.
In today’s video we explore a way to THINK about reading that might shift your ability to understand what’s in the text.
This tip comes to you courtesy of a client of mine, who made a brilliant observation about her own reading process. I just LOVE IT when my clients try the techniques I give them, but then come back with an even more brilliant observation of what works for them.
Check out the video to learn a small little tweak my client has made in her thinking that has given her the grit to get through a difficult reading.
Below are two questions about the SAT and Advanced Placement tests that we got recently from two moms:
(1) “I just heard someone talking about their 2nd child who took a gap year and delayed taking the SAT until after high school. For kids who just aren’t ready for college or who haven’t progressed to Pre-Calc by their junior or senior year, is there a benefit, or even an option, of taking the tests later?”
(2) “A fellow mom and I have been having a long conversation about what colleges can and can’t see from your college testing record. This includes your SAT scores, your SAT subject test scores, your AP scores. […] My question is – can you still list [a course] as an AP course, but not report your testing score (say you do great in the class, but not so great on the test or does that look like your school is weak?) Or do you only report the class as an AP course if you have a score that is worthy of reporting? Otherwise would you simply call it Honors?”
I spent all weekend creating videos and downloadables for the course. Super exciting to see things coming together, and to meet the INCREDIBLE educators who are signing up for the course. You will be in professional development heaven with this new cohort from around the world.
Here’s a sneak peek of what the course looks like from the inside:
Also, I’ve been hearing soooooooo many success stories — from BOTH the alumni of my program AND the participants in my recent Study Cycle Masterclass — about how the Anti-Boring Strategic Study tools are already making huge shifts for their students this semester!
“One of my high school students is really putting the Study Cycle to work for her….it’s AAMMAAAZING to see, and another student could totally tell me what he was going to do after he tested himself,” academic life coach Sarah Weidman reported on Facebook.
“I was so super proud of a student today who I know I haven’t discussed the study cycle with in about 8 months or so and she was able to pull it out of her brain when I asked her for a refresher,” tutoring company owner Anna Hasbun added.
It’s not an accident that Sarah’s and Anna’s clients could remember the Study Cycle after several months “off”. I’ve done the hard work to figure out EXACTLY HOW TO TEACH this brain theory, and all the accompanying Strategic Study tools. When you follow my formula and combine it with your own “special sauce”, as Sarah and Anna have done, these lessons really, truly STICK in students’ brains.
If you don’t want to re-invent the wheel — and DO WANT to learn the fastest, most effective ways to teach students how to become agile, independent learners who confidently rock their tests and their learning — please join me for the upcoming course.
Did you know that WHERE you study can make a difference in how well you get prepped for a test? More about that topic in a moment.
But first — wow!! We had over 180 educators (and parents!) sign up for the Study Cycle 101 Masterclass yesterday. I was particularly impressed at the countries that were represented: Peru, Venezuela, Azerbaijan, Beirut-Lebanon, Canada, Australia, Canada, and more!!
It’s not too late to sign up if you’d like to watch the recording, and then participate in tomorrow’s Practice Labs! (Hint: During the masterclass I’m giving out a $100 discount code to my upcoming Art of Inspiring Students course, so if you’d like access to that, make sure to sign up. The discount is good through Friday evening).
But now — given it’s Wednesday! — I bet you’d like my weekly video tip. 🙂
Students, today you’re off the hook because I have a super hard question to ask your parents and teachers!
To all you grown ups — do you expect more of the teens in your life than you sometimes expect of yourself?
In today’s video — filmed “on location” on my parent’s front porch in Houston, Texas (I’m here for a high school friend’s wedding) — I share some reflections about a trend I’ve been noticing.
Over my 10+ years as an academic coach, I’ve been seeing an increase in adults expecting certain follow through from students that they don’t necessarily expect of themselves! I give two examples, one about teachers and another about parents. Please check out the video to hear more!
Also, if you’re ready to walk your talk, parents and educators, I highly encourage you to sign up for my FREE Masterclass: The Study Cycle Live! which will teach you how to actually get students to study effectively for tests and quizzes. Let’s learn how to apply the Study Cycle in our own lives AS WELL AS learn to teach it to students?
After all, we ALL would benefit from learning how to save time and energy by studying strategically.