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Posts filed under Goal setting

How to make things EASY (not an effort)

Following on from last week’s video,
I’m sharing the key to your teen actually
following through on the goals and plans they set for themselves.

 

If you didn’t catch Part 1 last week,
you can click here to access that first.

I was discussing the hurdles we all come across
when setting goals and tasks and that in the moment of ‘doing’
it’s very easy to tell ourselves that some of the smaller steps
aren’t going to make a difference
and it’s easy to talk ourselves out of doing them altogether!

Now, in the summer
there’s plenty of time so we can juggle things around
and absolutely stick to the things we’ve told ourselves we’re going to do.

And I wanna talk more about the practical nature
of setting students up for success over the summer.

It’s all about making it as easy as possible
to follow through and complete the tasks that have been set.

I remember reading about somebody who was really struggling to exercise
but really wanted to do it.
So she decided to go to bed in her gym/running gear
and put her running shoes right next to her bed!
So that in the morning it was actually more effort to get up and take all her gear off
and push aside her running shoes
than it was to just get on and get out there to go and do the session!

As amusing as this is,
it’s a good example of setting yourself up for success
and making it easy to follow through so there’s no excuses for not doing the task.

I gave the example of a student I’ve been working with
who’s been set the challenge of completing three maths questions per week over the summer.
This is so she can keep the momentum going with the success and results
she’s already seen
and really have something she can thank herself for in the future
in the lead up to her next exams.

So the steps that need to be taken for this could look like:

– Pen/pencil and all other equipment needs to be close to hand and organised.
So no time is wasted searching through cupboards and drawers.
This is to avoid any excuses that get put on that mental list of thinking something is too hard.

– Know exactly what questions are going to be attempted.
You don’t want to be flicking through text books aimlessly wondering what to do.
This can be flexible depending on feelings and motivation on any particular day.
Again, we want to minimise the opportunity to make excuses for not getting something done
and should instead be attempting to best set ourselves up for success.

Whatever your teen has set themselves
(and this is not just limited to their study),
take the actions at the time of setting the challenege
to put every little thing in place that can make completing that task as easy as possible.

 

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Let your teen’s future-self tell ‘em what to do

Does your teen have tasks to complete over the summer?
Or do they have no actual homework set
but are wondering what they should do?

Here’s my thoughts on a topic I get asked about (every year like clockwork)
before schools break up for the summer…



I know some students get set tasks,
especially if they’re in Y11 and going into Y12.

But for many students there’s nothing specific laid out over the summer.

For some, it’s a much-needed time to reset
and do nothing (which is absolutely necessary).

For others, they see it’s also an opportunity to get ahead
and set up for success in the new year
(and I absolutely agree with this also!).

It really depends what sort of student your teen is
and what sorts of aspirations and goals they have.

For many students I work with, it’s entirely appropriate
for them to complete some directed tasks
to get ahead of the pack, store up some confidence and ensure they don’t
lose some of the progress they’ve already made.
So they move into their new year group in a smooth and streamlined way
that has them hitting the ground running in Term 1.

So, for some students it’s going to be going through some of my online trainings over the summer.
And for others it could be more specific tasks,
personal to them and their subjects.

All of this is to help avoid the dreaded ‘summer slide’
where memories of content and info fade,
and study skills generally get a bit rusty.

 

If you’ve followed me for a while
and you’re familiar with what I do
you’ll know I’m a big advocate of “every little helps”.

This is especially true when it comes to students getting higher grades,
becoming more confident and less stressed.

Now, at some point during the summer,
for the students that have been set tasks (by me, themselves, or their teachers!)
they’re gonna have thoughts like:

“It doesn’t really matter if I don’t do them this week”

Or

“Is this really going to help?”

 

Students need to know that these thoughts are going to pop up
(sometimes with warrior-level strength!)
and therefore, if they aren’t gonna succumb, then they need to be prepared for when they do!

One way to do this is for them to put themselves in the shoes of their ‘future-selves’.
It’s a bit like when you’re stressed out and wishing you had done more work earlier.
What will their future-self be thinking about this moment in 3, 6 or 12 months’ time?
If they asked their ‘future-self’, what would they tell them to do?

Another way of framing this is to consider actions now as gifts to your ‘future-self’.
What is your ‘future-self’ going to be sooooo grateful for you doing in this moment?

The thing you maybe don’t want to do,
but know will reap you rewards in the future.

Like putting the duvet cover back on the bedding as soon as it came off the line, and *isn’t* waiting in a heap as you go to get into bed that night.
Putting on the doona cover is one of my least-favourite household chores. But it’s MOST hated when it’s 10pm and I’m exhausted and forgot I’d left it ‘to do later’…. ?

Students HAVE to be mentally prepared
for when the little devil on the shoulder chirps up with negative/lazy/doubting thoughts. (Which it will!)

Otherwise, Netflix (or back in my day, re-ordering my CD collection) 😉
and that whispering devil will win… with ‘what-if’s rather than ‘wahoo’s!!!’ waiting for them in the future.

 

 

 

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When complicated becomes easy

Remember learning to drive?

Having to think about every little thing…
the clutch, the accelerator, the steering, the gear changes,
the mirrors, the road signs!

It’s amazing how, once we’ve practised,
and practised (and practised!) something,
with guidance and teaching and advice along the way,
that thing that once felt
– and genuinely WAS so complicated,
and took so much thought and concentration…
becomes almost effortless.

It’s pretty amazing when you really think about it.

Find out how this happens for students when they master exam technique
and the skills of strategic and effective study.

 

I just finished a quick journey
where I was following a learner driver for much of the time.

They were struggling a little bit at a junction
and as I’m pretty sympathetic with learner drivers,
I was sat behind them thinking about all the things they were trying to do in that moment.

The accelerator, the clutch, the steering,
looking both ways down the road as well as in the mirrors
and everything else!

And I had a bit of a double-whammy-thought-moment.

First, I started thinking about how there’s a parallel
with all of the strategic study and exam technique
that I train students in.

At first and for people outside of that training
when they hear me talking about it all,
it can sound pretty overwhelming and complicated.
It can feel like there’s a lot going on
(and just like if we had to break down and describe everything we have to do and have to think about when driving… there is a lot to know and do and think about!).

You might wonder… 

‘How’s that all going to fit together?’

‘How does my teen put into action all those skills when they’re sat, under pressure, in the exam hall?’

For example,
let’s just consider the 6 elements of exam technique.

And what about just ONE of those elements.

  • Command Words.

Well, there’s quite a bit involved just with that
(like there is with just pulling out of a junction,
never mind all the other scenarios and skills with driving).

There’s:

  • IDENTIFYING the command word

Then

  • Figuring out the LEVEL OF COGNITION

And

  • The TRIGGER WORDS they need to use in their response
    to alert the marker they really     are answering exactly what the Q is asking.

 

Yep, no messing…
there IS indeed a lot to it.

BUT:

Students who’ve had my training,
feedback and worked with me on practising and honing these skills
totally end up doing ALL of this naturally,
automatically and effortlessly.

They don’t have to be actively thinking about each and every element.

Just as, when we’ve been driving for years,
we don’t have to think about exactly what to do with our feet
and our hands every few seconds. 

And here’s the double-whammy moment I had.

As I sat there thinking:

‘Oooh, I should make a video about this’.

I realised I get quite a lot of my ideas when I’m driving.

And then I thought:

‘Well, isn’t that interesting!’

That while I’m doing the thing that I used to have to think about,
with every little action and nitty-gritty detail,
I now not only don’t have to do that…
but in fact my brain is so free,
having mastered the skill to such an extent,
that it can actually think creatively and at an even higher level.

Now think about what that means for students!

When they have their exam technique and study skills nailed,
everything’s a lot smoother and more efficient,
then they can up-level themselves even more.

Because when their brain is free from having to think about those skills,
they can come up with even more creative language,
come up with better ideas,
be more able to draw on and convey higher level knowledge
they’ve worked so hard to learn in their subjects.

It creates the space and brain power to produce even better quality work and responses.

 

 

 

 

 

 

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Does your teen ever think like this?

Has your teen ever had these sorts of thoughts?
I know plenty of students who just think:

“I’m just a B/C kind of student”
or
“I’m just not that great at exams!”
or
“ I do well in my coursework and assignmments. (Mum thinks I spend too long on them, but I wanna get a good grade, and so yeah, they do take ages!)”

Truth is, with the right sort of training any student could be achieving so much more than they ever thought possible.

Here’s the proof…

I know for sure that things can change, despite previous experiences.

I’ve got soooooo many examples of success stories with students that have made changes that have results beyond what they thought possible..

Take, for example, Jess.
She was a B/C grade student and she just couldn’t get higher grades.
Her belief was:
– “That’s just the student I am”. 
But her mum always knew she could be doing so much better with the right help.
Once Jess started working with me she continued to work hard and is now consistently getting A grades.
Now we’re working on achieving those higher grades but in a more efficient way (goodbye long and perfectly scribed notes!!)

And Josh:
He was scraping by with C grades in Year 9.
So his parents got in touch and we worked together on his assignments and essay-writing.
After working with me and putting in lots of effort and hard work,
Josh achieved an A- in his year 12 ancient History enquiry assessment (wowsers!)
and got a straight A in his most recent year 12 English (what *is* this kinda magic we’re working here?!) 😉

Another student, Tara.
Now Tara was already getting good grades but it was taking forever for her to complete tasks (many, many drafts… and ‘I’ll just do a bit more research first’).
Working with me got her much more strategic with her planning, more focused with her direction and research, and a lot more efficient with her drafting.
Not only is everything a lot faster and smoother (no more ‘false starts’ and ‘starting over again’ on projects or assignments),
she’s getting even better results than she was previously (and Tara was already working at a pretty high standard).

 

So, let’s be clear that these limiting beliefs are just thoughts based on past experiences.
And they can be overcome.
I’m going to be revealing many more info on this, plus some key strategies AND an opportunity for your teen to work with me directly, in my latest webinar training this Tuesday 26th Nov.
If you haven’t already registered, you can click here to save your seat.

Yours,

Katie

 

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Simple trick to smash your goals

Here’s a simple trick to make goals relevant and actionable for your teen
so they jump up their own personal achievement and confidence scale Every. Single. Day.

 

I’m going to share a spur-of-the-moment bit of gold with you this week.

I spent a day in a meeting with a Sydney school and one of the things we talked about was to do with students setting goals and being able to make them relatable to school or to whatever they’re doing that day.
The school usually goes through the start of year, start of term goals exercise but what really happens with those goals after that?
They said so many students struggle to see how they are relatable on a day-to-day basis in their schooling.

Something that I shared with the school and that they’re going to be implementing and putting into practice as part of their study skills program is the idea of ‘chunking-down’.

One way it can be done with goals is to track- it -back and think about what steps need to be taken throughout the year to make that goal happen.
Or some things that we need to do this term in order to achieve that goal. Perhaps what we need to do this week, today or even right now.

Your teen can do this in any aspect of their study for whatever it is they’re looking to achieve.
I hope that is really useful, another quick tip for you: If you don’t already have my free parent guide (3 Huge mistakes even smart students make in exams and assignments) you can check it out at www.gradetransformation.com. If you know anyone else that would benefit from this video, please feel free to share it with them. Until next week, let’s make this a fantastic week.

 

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You don’t need motivation! (Here’s what’s REALLY going on)

I have so many conversations with parents and students around motivation.

Mostly of them asking “Katie! How do I get (them) motivated?!”

In my experience most of the time the issue is not related to motivation,
but the issue is actually around clarity and understanding of what they really need to do, and most of all, HOW to ACTUALLY do it!

Of course we’re not gonna feel motivated to do something, when we don’t really know what we’re doing.
So that’s the key that needs to be addressed (and one which no amount of nagging or bribery is gonna fix!).

 

How hard is it to get motivated when you’re not really sure what you’re supposed to be doing or how you should be doing it?

Imagine deciding to go to the gym for the first time,
but when you walk in you have no idea what the equipment is,
how you’re supposed to use it
or what it’s even supposed to be doing?!

You’re not going to feel especially motivated with all these thoughts running around inside your head.

It’s the same for students.

If they don’t know exactly what they should be doing to revise,
the best strategies to do it,
how to do it,
they don’t have a plan,
and they’re not even really sure if what they are doing is going to pay off,
then it’s no wonder it’s a struggle to get motivated.

Students need to learn, practice and plan what they are going to be doing.
If you feel like your teen is in the camp just described above and you can’t honestly say they are totally clear, focused and organised
then this could be the big thing truely holding them back from feeling motivated and getting things done.

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Stop! You’re going the wrong way!

Just because you’ve been doing something a certain way for so long, it doesn’t necessarily mean you should just keep going.

Recently I was working with a group of school students and had a couple who were adamant they wanted to continue making their notes in the same way they always had.

Despite the fact that I’d just been through the proven reasons why that strategy – which was basically typing them out almost word for word – was not effective both in terms of recording and remembering that info.

Just so you know – having a set of typed notes to refer to is not as useful as having a set of hand-written, colour coded summaries, condensed and ideally transformed or processed in some way. Our brains don’t take in the info in the same way and the act of actually handwriting those notes and condensing them also enhances our understanding and retention.

 

 

I see this all the time in students’ revision too.

They have always revised by reading back over and highlighting notes.

They have always written out palm cards crammed full of info for topics.

And sometimes the reason is perfectly reasonable too.

They’ve always gotten decent grades that way.

But that doesn’t mean that’s as good as it can be – as good as it’s gonna get – that you have to continue to take that slow and inefficient route to exam success. (Because – blunt but true – all those strategies I’ve just mentioned are slow and inefficient. Even if typing is faster than writing, the learning is less effective)

I remember hearing someone talking about an analogy that totally works for this situation – consider this:
If you were travelling to a destination, and you’d already walked for 2 hours to get there, but then you realised that you were going the wrong way,
would you keep on walking?

It would be frustrating for sure, you’d maybe even be a bit angry.
It would certainly be understandable for you to want to question that info, the map, the GPS,  or whatever it was that told you, you’re going the wrong way.

But would you be like …
aw, you know what I’ve come this far,
I’m just gonna keep going and somehow hope that it’s going to get me where I want to go.

Hopefully, you’d have someone come up to you (someone like me maybe!) and go –
‘Wait! Stop! You’re going the wrong way. Turn around. Here’s the right way.
Certainly don’t go any further in the wrong direction!

Yes, you’d be sceptical,
yes, you’d be annoyed,
but should you carry on going the wrong way?

Of course not!

Hopefully that route has taken you at least slightly in the right direction at least, and often that’s the case.
Students have been able to find some success in what they’re doing. But I want to be the GPS that sends out flashing notifications to as many students as possible and shows them the right way to go about their study. To make it as efficient and effective as possible.

So, has your teen been given advice anywhere along the way that they haven’t yet taken on board?
Is there a different path they need to get onto in terms of their research strategies for assignments,
their note-taking systems, and – the big one…
their revision techniques?

I’m a big believer in the fact that it’s never too late to get onto the more direct and faster, easier route to awesome grades.

So if you feel your teens not on the right path right now, then be sure to check out my free parent guide – the 3 huge mistakes even smart students make in exams and assignments  – www.gradetransformation.com– and I’ll show you precisely where they’ve likely been going wrong and how they can easily get back on track.

You’ll also then get all my weekly videos like this one delivered straight to your inbox – (don’t know about you, but I love making life as easy as possible).

 

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How to stay focused when studying (and not get distracted every 5 mins!)

Your teen sits down with all the right intentions to study hard, but within 5 minutes ends up:

  • scrolling through Insta (for inspo/motivation/just because)
  • making a pretty title page instead (because it FEELS productive even though we all know an A-grade never got given for a brilliant research project front cover) 
  • watching funny cat videos/makeup tutorials/minecraft demos on YouTube (because it just auto-played after the ‘How to solve quadratic equations’ video)
  • gazing out the window (why IS the sky blue. Like really. Why?).
  • offering to unload the dishwasher (okay… now it’s really getting desperate!) 😉

Familiar??!

Well, if so, they’re not alone, as this week’s video is for Panda Banda – who asked in a recent Youtube Comment:
“Can you please make a video on how to focus? I know some people have to listen to music or have some sort of background noises. Thanks!”

So this week I’m sharing 3 proven and practical suggestions that work for me and work for many of the students I’ve worked with. I’ve even had parents tell me that these strategies have worked for them too!

 

 

Okay, number 1 – let’s address the music thing.

The boring truth is that most people are better off with total silence.
So if you can find a quiet place to study then that’s going to be your best bet.
Zero distractions.

But – if that’s not possible and you need something to drown out the distractions, then multiple studies have shown the most effective type of music for study and focus is baroque music – a particular style of classical music from around 1600-1750. There are hours and hours of playlists you can play for free on Youtube.

Any music with lyrics or faster beats are NOT good for focus or concentration.
So students’ fave playlists on Spotify aren’t the way to go – save those for free time, the gym or in-car sing-a-longs 😉

 

Tip number 2: Get a clear plan of action.

There’s nothing worse for focus and productivity than not really knowing what you’re doing or how you’re going to do it.

So before getting started on any task, make sure you have all the necessary resources or equipment AND make sure you have a clear plan of attack.

So. Many. Students feel that spending time outlining, planning and prepping is taking up time they could be spending actually getting on and writing or studying or researching or whatever the task involves.
However, the exact opposite is true.
It’s counter-intuitive, but not only does having a clear plan make the overall task a lot faster, it also makes it a lot easier and stress-free AND often results in a higher quality piece of work, therefore achieving a higher grade.

This is why I provide templates and structures in so many parts of my training in the 10 Wk Grade Transformation Program and in my monthly member seminars,
and it’s why I have a whole module dedicated to showing students how to create clear and high quality plans for any extended response or essay they write in my Write Like an A-Grader Training (available to Next Level Coaching students).

 

Okay – Tip number 3: Chunk everything down.

Both in terms of tasks and in terms of time.

Here’s what I mean…

Never tackle an essay by sitting down to write an essay.
WHAT?

Yep, don’t tackle an essay, by sitting down to write an essay!

Here’s what to do instead…

a) First of all, sit down for 15 mins to dissect the essay title and PLAN the essay content and structure – just like I said in tip 2.

b) Then get up, have a quick break and then spend 15 mins finding the evidence, examples or quotes for each of the body paragraphs you’ve just planned.

c) Then spend 10-15 mins drafting body paragraph 1, then the same for body paragraph 2 etc etc.

Note that I didn’t start by saying to write the intro first – I have another video about writing the intro last in essays HERE.

And notice that I’ve given everything a time limit.

This really helps focus us and spur us into action.

I genuinely play little mind games with myself when I have a challenging job to get done, whether it’s because I don’t really want to do it, or because it’s tricky.

I set a reasonable time limit and then I get to work and see if I can get it done.
I even do it with things like doing the dishes or ironing a bunch of clothes!

And no – don’t use your phone as the timer (‘hello distracting notifications’!).

Nope. Leave it out of sight while you’re working within that time limit.

You’ll be surprised how much you can get done when you do nothing but focus on that specific little part of a task within a certain time limit.

 

> Recap of those 3 quick but super-practical tips…

1 – Silence is best for focus – but if you need something to listen to – then baroque music all the way.

2 – Plan exactly what you’re going to do and exactly how you’re going to be doing it. So there’s no fluffing around, no excuse to get up and go do or find something.

And

3 – Chunk down larger tasks into sections. Give them time limits and then challenge yourself to get them done. Check out the video I made on this topic 🙂

And captain-obvious bonus tip – none of those should involve your phone!
If you need it for accessing an email or photos or whatever, get those things up in the planning or getting organised time and then switch off the data or wifi.
Simple. #noexcuses

 

Leave me a comment on this page to let me know how you go, and until next week, let’s make this a brilliantly productive week! 🙂

Katie

 

 

 

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What’s the point of exams?

If your teen’s ever uttered the words ‘what’s even the point of exams?’
(or maybe you have too!)

then listen in,
because if we consider exams as just a thing to be passed to get the grades for whatever lies ahead in life, then we’re missing out on some hidden opportunities.

 

 

Don’t worry – I’m not gonna try to convert you into some sort of exam board cult,

I just want to give you a positive angle to consider.

Because, yes, exams are partly a tool to judge ability in a subject or a skill,
they do test knowledge of whatever topics are being assessed.

But what if they really were more useful than that?

Because here’s what else exams are:

They’re a test of being able to decipher what people are really asking for.
The information or skills the examiners or teachers want students to show.

In fact I had a savvy parent actually say this to me a few years ago…
Her son was doing the 10Wk Grade Transformation Program and she’d watched some of Catapult 7 with him, which dives deep on one of the 6 elements of exam technique.

And she told me that it really isn’t much different to what she has to do at work.

From what her clients tell her, she has to work out what they want, exactly what they’re asking for and then translate that into what she proposes or provides for them.

So, maybe exams do have some real-world application after all.

Maybe they do actually have some purpose and skills that translate and serve us beyond the exam hall and results day.

Because if students can become masters of working out what people want from the words they use
and get brilliant at giving them exactly what they want,
in a clear and efficient way,
then that’s sure to serve them well in life and their career, right?

So, here’s how I choose to see exams:

– Yes, they demand good subject knowledge.

– Yes, they require certain skills, like source analysis skills or numeracy skills for example.

– But beyond that, they require an ability to dissect the wording of questions,

– and be able to understand and act on that information,

– to provide a response that fulfils the needs and wants of each question.

This is why, as you’ll have heard me say before, all the subject knowledge in the world is useless if your teen doesn’t have the tools and strategies to do those things.

And it’s why so many hardworking and intelligent students still don’t get the results they deserve to get,
the grades they could and should be getting in their exams.

So, maybe there is more to exams than just testing subject knowledge.
Maybe they actually are useful for later life.

And maybe they’re about teaching students more than just learning and memorising facts and info.

Let me know what YOU think –
leave me a comment below, or drop me an email katie.price@rocksolidstudy.com.au

I’d love your thoughts and feedback on this. And if you know someone else who could benefit from this perspective, then feel free to forward this to them or share the link on social.

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Are exams useful?

There’s a lot of debate in the media and within education about exams and assessment.

What’s the point of it?

How can we make it more effective and less stressful for students?

Is testing and the traditional exam system even relevant for the world today?

Well, I’m not going to get into that debate as such right now, but I do want to share one point of view that I hope will be useful…

 

The way I see it, whether or not people are happy with it,
exams are here to stay for the foreseeable future.

And whilst there’s development in how we TEACH the subject content and understanding how students – in fact how ANYONE – learns best,
the way we test and structure exams hasn’t changed much.

And there is no realistic discussion right now about scrapping Year 12 exams for those following the academic routes and ATAR.

So, if we accept that,
then we might as well view exams in a productive and positive light.

So I want to offer a way to do that:

First we need to understand that getting great results in exams is about much more than learning and regurgitating information.

Yes, subject knowledge is important,
but what’s equally important is the ability to decipher what a question is really asking and at what cognitive level.

And by cognitive level, I mean what level of detail and depth. For example a question that asks your teen to define, say, food hygiene, is quite different to a question that asks them to explain the importance of food hygiene.

Or a question that asks for a description  of a painting or artwork, requires a much lower level response than one which asks your teen to analyse that artwork.

One example where students fall into this trap is with novel or movie analyses.

They often end up simply describing the storyline or the characters, rather than analysing the techniques that have gone into these and how they relate to a certain theme or purpose.

So how does this make exams useful?

Well, it could be argued that knowing the symbolism an author has used to portray a theme in a novel isn’t going to be that relevant in later life,

it’s not going to serve students particularly well in writing a job application or carrying out there job (whatever tasks that could involve)

being able to serve clients,

or write a funding grant,

or following a set of instructions.

The actual subject content and knowledge and understanding required may not be that useful.

It can be interesting, and it can show an ability to think and operate at a certain level,

but useful in a practical sense – not really.

But the skill of being able to work out what is wanted and needed is going to be super useful.

Knowing how to figure out what people want and then how to give it to them in the most effective and efficient way is extremely useful and can serve your teen in so many ways.

Whether they work for a boss and need to fulfil their demands,

whether they are serving clients and customers,

whether they run their own business or projects and need to create products and services,

or if they’re applying for funding and grants for a charity or not-for-profit organisation.

So, I hope this waves a little sprinkle of positivity over exams.

If we’re accepting that they’re a part of most students’ lives, then we might as well consider them as positively as possible and focus on the ways they can serve and help students today.

This way, the exam technique skills they learn and hone to tackle them,

like identifying command words,

knowing exactly how to respond to them

and properly understanding mark schemes and rubrics, well, these will not only serve them amazingly well for their exams

but will also be in place for whatever lies ahead beyond those exams too.

Leave me a comment below – I’d love to know what plans or dreams has your teen got for their future

and how could the skills of getting to grips with what’s wanted and knowing how to provide it – help them succeed in that as well as their exams?

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Posted in Exams, Mindset, Results, Techniques & Strategies
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