How to study and get good grades

         In order to be truly successful in school, you must be rounded and obtain high grades. Students must have time for reflection and exploration if they are going to profit fully from school life. You must find time to read widely and study ahead.  It is harmful to  constantly play “catch up”, worrying about whether you are learning effectively and being bombarded with the desperation of being inundated by assignments.  Students can eradicate these pitfalls by developing positive and practical study habits.  

Are good grades important?

The grades you obtain in school will have a profound effect on the life course you want to choose. Your grades will help you  to move on to the  next leg of the academic race that you are trotting and  it can be the factor that determines whether or not you get the  next scholarship that you are so hoping for.  You are able to determine the pace of the race with good grades.

Do you have good work habits?

A good student must have good work habits. On the other hand, good work habits and good grades are inextricable linked you cannot have one without the other. Students need to develop good habits while in the classroom, in the  library and  in  their study.

In the  classroom:

  • Listen attentively.
  • Answer questions and participate  in discussions.

In the  library:

  • Make  a  list  of  what  you’re going to look for.
  • Take along with you  all your study apparatus.
  • Get right to work  don’t  waste  time.
  • Make notes  on  what  you  have found.  

While studying.

  • Create a study schedule.
  • Find a place that is conducive to studying.
  • Know exactly what you’re to study.
  • Make a note of things that are not clear and research them.
  • End your study session on time and get  some rest.  

    All  good  students will not only study but they will have extracurricular activities in which they take part. The  key thing is striking a  balance, by planning well.  What  students  need to keep in mind  is that no executive takes a step without careful thinking and planning. The student without a  plan for his daily activities lives from one study predicament to the next.  Students are encouraged to create a study schedule at least two weeks after school begins when they have found  out  what  the  program is  like and what extracurricular activities that  will be taking part in. True success will be gained if you stuck to the study schedule that you have created. Feel free to modify this schedule as the work load gets more demanding and ensure  that you place this schedule in an area  where it  is visible.

   The  more time you  permit to elapse between study and a test of what you have learned, the less you  will remember of it. In planning your schedule, make time for studying each subject as close as possible to the time its class meets. With this  in mind  ensure that you study when you  are at  your best. You  do your best work during certain time of the day. Study when you are at your best. Some students study best at night while others are at their best when day breaks. The  job is yours to find the  time when you are at your best and construct your schedule around that time.

  Finally, sleep and healthy meals are just as important as studying so ensure that you factor in sleep and meals in your study routine.  

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Characteristics of gifted Children

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Characteristics/Signs of Gifted Children

1. Gifted students are often perfectionist and idealistic.

2. Gifted students may experience heightened sensitivity to their own expectations and those of others.

3. Gifted students are asynchronous

4. Some gifted students are “mappers” (sequential learners), while others are “leapers” spatial learners.

5. Gifted students may be so far ahead of their chronological age mates that they know half the curriculum before the school year begins!

6. Gifted children are problem solvers.

7. Gifted students often think abstractly and with such complexity that they may need help with concrete study and test-taking skills.

8. Gifted students who do well in school may define success as getting an “A” and failure as any grade less than an “A”.

Gifted students usually have unusual talent in one or occasionally two areas. Below are six areas where we will find giftedness. No child will be gifted in all six, but some may be in more than one area. Within specific academic ability, students again usually have one or two subjects that they are best in and passionate about.

                      THESE ARE:   

   Creative Thinking

  • Independent thinker
  • Exhibits original thinking in oral and written expression
  • Come up with several solutions to a given problem
  • Possesses a sense of humor
  • Creates and invents
  • Challenged by creative tasks
  • Improvises often
  • Does not mind being different from the crowd.

General Intellectual Ability

  • Formulates abstractions
  • Processes information in complex ways.
  • Observant.
  • Excited about new ideas.
  • Enjoys hypothesizing.
  • Learns rapidly.
  • Uses a large vocabulary.
  • Inquisitive.
  • Self – starter.

    

Specific Academic Ability

  • Good memorization ability.
  • Advanced comprehension.
  • Acquires basic skill knowledge quickly.
  • Widely read in special interest area.
  • High academic success in special interest area.
  • Pursues special interest with enthusiasm and vigor.

    Leadership

  • Assumes responsibility
  • High expectations for self and others
  • Fluent, concise self expression
  • Foresees consequences and implications of decisions
  • Good judgment in decision making.
  • Likes structure.
  • Well-liked by peers.
  • Self – confident.
  • Organized.

 Psychomotor

  • Challenged by difficult athletic activities
  • Exhibits precision in movement.
  • Enjoys participation in various athletic opportunities.
  • Excels in motor skills.
  • Well coordinated.
  • Good manipulative skills.
  • High energy level.

 Visual/ Performing Arts

  • Outstanding in sense of spatial relationships
  • · Unusual ability in expressing self, feeling, moods, etc., through dance, drama, music, etc.
  • Good motor coordination
  • Exhibits creative expression
  • Desire for producing “own product” (not content with mere copying)
  • Observant

Characteristics of Gifted Children

ERIC Clearinghouse on Handicapped and Gifted Children (1985) cites three types of characteristics of gifted children: general behavioral, learning, and creative characteristics. 

  1.  General Behavior Characteristics  
  • Gifted children’s behavior differs from that of their age-mates in the following ways:
  • Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.
  • Gifted children often read widely, quickly, and intensely and have large vocabularies.
  • Gifted children commonly learn basic skills better, more quickly, and with less practice.
  • They are better able to construct and handle abstractions.
  • They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
  • They take less for granted, seeking the “hows” and “whys.”
  • They can work independently at an earlier age and can concentrate for longer periods.
  • Their interests are both wildly eclectic and intensely focused.
  • They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
  • They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
  • They like to learn new things, are willing to examine the unusual, and are highly inquisitive.
  • They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.

2. Learning Characteristics

  • Gifted children are natural learners who often show many of these characteristics:
  • They may show keen powers of observation and a sense of the significant; they have an eye for important details.
  • They may read a great deal on their own, preferring books and magazines written for children older than they are.
  • They have well-developed powers of abstraction, conceptualization, and synthesis.
  • They readily see cause-effect relationships.
  • They often display a questioning attitude and seek information for its own sake as much as for its usefulness.
  • They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies.
  • They often have a large storehouse of information about a variety of topics, which they can recall quickly.
  • They readily grasp underlying principles and can often make valid generalizations about events, people, or objects.
  • They quickly perceive similarities, differences, and anomalies.

3. Creative Characteristics 

  • Gifted children’s creative abilities often set them apart from their age-mates. These characteristics may take the following forms:
  • Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas.
  • They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
  • They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information.
  • They can also see relationships among seemingly unrelated objects, ideas, or facts.
  • They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic idea, situation, or problems.
  • They are willing to entertain complexity and seem to thrive on problem solving.
  • They are good guessers and can readily construct hypotheses or “what if” questions.
  • They often are aware of their own impulsiveness and irrationality, and they show emotional sensitivity.
  • They are extremely curious about objects, ideas, situations, or events.
  • They often display intellectual playfulness and like to fantasize and imagine.
  • They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others’ statements.

Giftedness, is an inborn characteristic that cannot be learnt or adopted from someone, unlike creativity which is that special skill of being innovative. Giftedness comes in the form of Intellect, Physical, Social and Creativity, it can also comprise of a combination, however both Giftedness and Creativity can have negative and positive implications as it relates to education and training.

Negative and Positive Implications of Giftedness as it relates to Education & Training

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Being gifted does not necessary mean a child is  better than others, they are all equal beings and should be treated equally. There are many cases where children feel inferior or neglected when a gifted child is a part of their classroom. It is the teachers responsibility to ensure that he or she does not show  favoritism to  gifted children because this can affect other children’ behaviour and performance inside and out of the classroom. Teachers and parents need to keep in mind that a lot  of children who are gifted feel like wimps or nerds.

There are indirect evidence for a typical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. It is argued that gifted children have social and emotional difficulties that set them apart. Evidence for the often uneven cognitive profiles of such children is that the relationship between childhood giftedness and “domain” creativity in adulthood is similar. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children.