In our performance coaching and training sessions with students the number one problem that they raise is the issue of procrastination. It is the first thing that comes up when we talk about the barriers to good performance. We find that procrastination is often triggered by one of these thoughts or beliefs:
- “It’s too much” – Leading to overwhelm and shut down.
- “I don’t know where to begin” – Leading to making another beautiful revision plan/ essay plan/ career plan etc.
- “I don’t need to start yet, there’s still plenty of time” – Leading to putting off the start time all together.
High performance revision is a skill that anyone can learn.
Or how students can boost their performance by doing less work.
Yes we really mean it, revision doesn’t always mean more and more hard work. Most of the students that come to us for coaching are in fact ‘overworking’. For some, the idea that it is possible to ‘over-work’ in the run up to exams makes no sense whatsoever. However, many students are doing just this and bringing down their overall exam performances as a result.
These are the revision and exam tips and techniques that students have given us. This is their advice and what has worked for them:
“Visualising myself in the exam and imagining myself doing well and handling anything that comes up. I did this again and again and it really helped when I got in there!”
“I didn’t listen to other students when they complained about how much work they were or weren’t doing. I knew that non of that really affected me.”
Our Top 5 Revision Tips
- Find out what you know first!
- Take breaks
- Use your breaks
- Avoid social media
- Make revision interesting – use the internet!
It’s revision time and for many students the stress is on. The number one question they have is “How do I get what is on that page into my head? And how do I make myself want to do that?”
Feeling stressed changes our thinking. This is important to remember when we are trying to help students who are under pressure.
Parents can help by:
- Allowing your child space to talk.
- Actively practice not interrupting and not giving advice.
- Slow your own stress responses down.
- Help explore the way they are risk assessing.
- Be steady, open and responsive.