Perfectionism is not, in and of itself, a negative trait. Perfectionists are often conscientious high achievers; our greatest weakness is also our greatest strength. But those trying to be constantly perfect can find that every task feels like an unconquerable burden and every essay a path to failure, however unlikely our friends and family might find our doom-laden predictions. Here are three thoughts to use to beat the unrealistic idealism that may currently be beating you.
What is perfect, anyway? Maybe you could decide. Perhaps perfection could simply mean sitting down at your messy desk, ignoring the clothes on the floor, and spending 10 minutes planning the first half of your essay. In this deeply imperfect and challenging world, if you were to be reasonable with yourself, your definition of perfect should, and could, be different. Redefine perfection: make it doable and make it your own.
A to-do list is a depressing sight, if, at every item, we are telling ourselves that we ‘have to’ or ‘must’ do this or that. But turn ‘have to’ into ‘get to’ and suddenly life seems more joyful. Perhaps it is an irritating piece of advice, an unwelcome call to simply have more gratitude, but studying is essentially an overwhelmingly positive thing. You are learning and growing, and you have access to great materials and educated teachers; you are lucky. And so, even if it feels at first like you are lying to yourself, tell yourself, next time you inspect your to-do list: “I get to plan my essay today”.
We will do it, but we are waiting for the perfect time when we are in the mood. Because we know we can do it well, and not just well but REALLY well. And so that is the aim. This isn’t laziness, for the fear is real: we cannot bear to submit anything less than our best; we cannot tolerate failure; and we want to be proud of what we have achieved. We have visualised (or we think we have) the perfect essay or assignment. But the truth is that you have a deadline. Perhaps you could achieve perfection if you had eternity to complete it. But you don’t. Most tasks have a timeline, whether it is 6 years to complete a part-time PhD, or one night to finish an essay. And the test is not what you can achieve, but what you can achieve in the time you have to complete it. The definition of perfect might simply be this: finished.
So many of us, when we hear the word exams (in addition to sharing that all too familiar feeling of anxiety), picture blank sheets of paper waiting on rows of single desks lining an echoey hall, the sound of a clock ticking loudly at the front. Whilst this has been the established format for as long as there have been exams, all may be set to change…
Covid and the global pandemic have changed many things but, when it comes to education, it has completely revolutionised the systems used by schools, colleges and universities for communicating with students, delivering learning and assessing achievement. And, whilst students may have returned to classrooms up and down the country, many of the changes implemented look set to stick around and change the way that learning looks for good. So, when it comes to exams, the traditional exam halls and paper tests may become a thing of the past.
There are a number of examination boards – including two of the biggies, AQA and OCR – running trials of digital assessments in a range of subjects, with candidates taking assessments solely online. The aim is that online assessment will be a way to ensure improved fairness in the awarding of grades and, possibly, offer faster and more accurate marking. Whilst some assessments have been available online since 2017, the suggestion is that online assessments will be standard from as early as 2025. In addition, boards are considering the use of ‘smart assessments’ that will adapt, question by question, to the student’s ability as demonstrated in their responses, thus eliminating the need for any tiered papers and allowing students to demonstrate their knowledge and understanding in their own way in the allocated time.
Furthermore, many university students are calling for digital assessments to remain in place without the return to traditional in-person exams. The advantages of digital learning have included mental health benefits for many students who have reported less anxiety around assessments and discussions surrounding different approaches to learning recognise the many strengths of an approach that incorporates the technologies currently available. Hybrid or blended learning looks set to become the norm.
However, whilst the benefits of learning and being assessed in this way have been acknowledged, those involved in the decision making appreciate that there are many factors at play and issues relating to equality and the systems used must be considered carefully. Whilst it is clear that assessment boards will continue to investigate and invest in the technologies required for online assessment, the need for the roll-out to be done properly and regulated appropriately is at the forefront of any changes that are likely to happen.
You will be well aware that the study of plays is an important element of your English Literature course. J.B. Prisetley’s An Inspector Calls is a particular favourite, as is Macbeth, Shakespeare’s classic tragedy. Revising a play requires, to an extent, a different approach to other types of text.
So, how can you revise the key dramatic texts that are part of your English Literature examinations?
Firstly, remember that a play is written to be performed – so try and see yourself as a member of the audience of that play. Consider the dramatic devices the playwright has used to interest you – such as dramatic irony* and foreshadowing**. You might want to read key sections of your plays alongside listening to audio recordings, or watching screen or TV adaptations.
Another suggestion is to try and read out sections with some other people – this is a good way of getting into character (so remember to read the stage directions, too). Plays show you clearly who is speaking and how they are behaving.
You might be asked to focus on an extract from a play – one that concentrates on a specific character, such as Lady Macbeth, or a theme such as relationships. One good way of revising is to choose different extracts from your play – and to really ‘zoom in’ on a specific aspect of this. If you want to broaden your ideas further, you can think about how the extract ties into other parts of the play, too.
Understanding context is crucial – when the play was written, what was happening at the time – and so is how the writer has incorporated such details into their writing. You can develop your knowledge further by researching information online and watching audio-video clips can help.
You are writing about a play, so always refer to it as this – it’s not a poem, or a novel. The main difference between a play and poetry/prose is who it is aimed at and the fact it has been written to be performed on the stage. If you can remember this, you’ll be on the right path to success.
*Dramatic irony: When the audience members/readers know more than the characters in the play.
**Foreshadowing: A hint at what is to come later in the play.
Whatever subject you are studying or qualification you are studying for, contact with your teacher or tutor – even when remote – is an invaluable part of that process. They are usually the subject experts, have a full understanding of the assessment process and have, more often than not, supported many other students who felt exactly the same as you do now about their learning. Whether you are confident in your subject knowledge and looking for ways to stretch yourself in order to achieve the very best results or are still a little uncertain and unsure how you might secure the grade you need, your tutors can provide you with the support you require. Here are a few simple strategies every student should try in order to boost the benefits of the contact they have.
Put simply, meet their expectations! If they provide a task, complete it. If they set a deadline, meet it. If you have a meeting, be there. Programmes of study and assessment schedules are in place to meet the needs of everyone; ensuring that there is adequate time for covering all of the content, assessing progress and providing feedback. A tutor works with many students and if you don’t adhere to the plan then you are unlikely to get the time you deserve. If there is a problem with the schedule set out for you, talk to your tutor in advance so that they can make any amendment they possibly can in order to make sure that everyone’s needs are met. If a tutor sees you are committed to your learning and doing what is required they are likely to go above and beyond in the ways in which they support you.
As already mentioned, the tutor is the subject expert. They have the knowledge of the subject but also the ways it is assessed and how to ensure you can demonstrate it when required to do so. Listen to their advice. Take notes where required. Follow their suggestions. However, if there is something you are unsure about, don’t be afraid to ask! Questioning is key to developing a deeper understanding and mastery of a subject but is also a great tool in ensuring there have been no miscommunications or misunderstandings. Your tutor will respect your ability to really engage with the content you are covering together and look for ways to address your questions in more detail.
Receiving feedback is one of the most important parts of the learning journey. However, many of us find getting feedback something that is really, really hard! Instead of thinking about what is said by your tutor as being ‘good’ or ‘bad’, try to consider what you can learn from it instead. If you are given praise for a certain aspect of your work, think about what you did that made this so effective. If there are comments relating to something that hasn’t worked out so well then think about what you might do differently next time. Reflection is key to making progress. Also, apply the same thought process when it comes to your attitude to learning. If a tutor comments on this, avoid taking it personally and think of how you might use what they have said to become a more effective learner.
Don’t forget that any contact that you have with your tutor is designed to benefit YOU. If you are in need of something specific from that contact then, again, do not be afraid to ask! In reality, this involves planning and preparing for any contact you have before you have it. Make a note of any questions you have when studying independently. If you need to revisit any material with them, ask in advance. If you have found a subject area particularly easy or hard, let them know. Remember, your tutor will be looking to support you in a way that is personalised to meet your needs too, so the more effectively you’re able to communicate these, the better they will be able to do this.
Many of us listen to music whilst we study. It helps us to relax and we often feel that it aids our concentration. But is this really true? And if so, what type of music is best to listen to whilst we work?
There have been numerous scientific studies on the effects of listening to music whilst studying which have highlighted a number of benefits. Research has shown it can boost our motivation and improve our mood by lowering stress levels. But, perhaps more importantly, they have shown that listening to certain genres can increase our focus and help to improve our memory. Music helps to stimulate our brain in the same kind of way that exercise stimulates our bodies. We are, effectively, giving our brains a workout when we do so, making them stronger and more efficient.
However, listening to the wrong type of music whilst studying can have a negative impact on our learning as it can be a distraction. This is especially true when a track is particularly fast or the volume is too loud. Research has also shown that music can impair our working memory – that’s the type of memory we use for problem-solving and learning. So some, particularly that with lyrics, can also lessen our ability to read, making it harder to absorb and understand material.
What’s the best kind of music to listen to whilst we study, then? Well, as previously noted, it may not be lyrical, though songs in a foreign language can actually prove to be good study aids. And keeping the volume low and choosing music with a slower tempo will be preferable. It is for these reasons that many people opt to listen to classical music when studying and again, there have been a number of studies which have proven the benefits of this.
One such study at a French university showed that when students attended a lecture with classical music playing in the background they remembered more information than students who listened to the lecture without anything at all. Another, carried out in 2014, concluded that playing classical in the background helped improve memory performance in older adults more than other genres, and increased processing speed when listening to work by Mozart in particular.
More recently, a 2020 study at a university in Texas concluded that students who listened to classical music whilst studying, during lectures, and whilst sleeping, performed better in exams. As well as proving that the students’ quality of sleep was enhanced, it showed that it activated a process known as Targeted Memory Reactivation. This stimulates the brain to consolidate memories and is the same type of process that causes memories and emotions to be triggered by scent.
The advantages of listening to music whilst studying are clear and it seems that classical can be particularly beneficial. So, even if you’re somebody who usually likes to study in silence, why not give it a try and see if it improves your academic performance?
Distance learning is not new. Years ago, people studied correspondence courses and were sent weighty boxes full of learning material. Nowadays, with accessibility being easy for most, distance learning has been made possible for everyone.
As an Oxford Home Learning tutor, I understand the challenges that students face: not meeting their subject tutors but only speaking to them on the phone; submitting work electronically, or via the post; managing their own time and deadlines, whilst juggling other things. Having studied distance learning courses for many years, I have learned three crucial lessons:
• Time management: as a learner, I have had to be in charge of my own deadlines. The beauty of this is that I have not been expected to work to a deadline with 30 other students. For me, this works – and this is because I enjoy manging my workload and setting myself deadlines. Keeping a schedule is useful, as is a check list.
• Making progress: sometimes, an assignment may not be as good as the previous one. I have always expected to improve each time. However, depending on the course, content or topic, this is not always the case, particularly if different skills are being practised. I have learned to give myself a break and to value the feedback I receive from my tutors.
• Setting targets: one of the benefits of distance learning is that you get to set yourself targets. I may be guided – say, one assignment per month – but if my work schedule allows for greater productivity, or if I need more time, so be it. It is this flexibility that appeals to me – and as long as I keep my tutor informed, so they are aware of what is going on, that’s fine. Distance learning is not just about my needs, but the work demands of the tutors/assessors, too, and this should always be remembered.
Distance learning courses can, usually, be accessed from anywhere in the world, as long as you have a decent Internet connection. Yes, there are always going to be deadlines to meet, but if you want to progress, and receive constructive feedback, this is something that should not be an issue. To be a successful distance learning student, I have learned that it is about getting into the rhythm of working flexibly while, at the same time, sticking to deadlines that meet the expectations of all involved.
Goal setting is an important aspect of any journey. Whether it is setting goals relating to your career or something a little more personal, the process of fixing your eyes on the prize is often the first step in making your dream a reality. It is powerful to note that goals are something more solid than ambition alone. So, if this is true, how should you set goals to help you see real results?
A goal is more than just a wish or a desire, but reflecting on what you desire or wish for is a great way to identify your goal! Try to think of your goal as the ‘be’ and question yourself in relation to this. What do you want your life to be like? What would the results of your hard work be? What would you like to be different? From there, you can identify your plan of action and accompanying ‘to do list’ that will need ticking off in order for you to achieve.
Ensuring that your goal has a set time frame is vital and will become the driving force behind you achieving it. Without this, everything can shift and that dream is likely to drift away. Some people speak of their five year plans but it is likely that within that plan there are specific targets that they are looking to hit along the way. Look at what you want to achieve in the longer term, then set your shorter term goals in response to this. But more on time in a moment…
Goals come in many shapes and sizes but take one of three forms; a positive goal that you are looking to achieve, a negative goal where you are looking to avoid or move away from something or a goal that is bigger than yourself such as impacting your community or environment. Whatever shape yours takes, spend some time refining it to ensure it is…
Good goals are ones where we can be held accountable because it will tell us whether what we are doing is helping us to achieve it. Therefore, it is necessary to make certain that goal is;
Specific – What exactly is it that you want to achieve? Can you identify the who, what, when, where, or why?
Measurable – How will you know when you have achieved it? What results will you see that will let you know that you are making progress?
Actionable – What steps require taking and are you able to take them? Do you require additional resources or support?
Relevant – Why is this goal important to you? What will keep you focused when the tasks at hand become hard?
Timely – What is the deadline, when will you review your progress and how will you break down the time between now and then to get the job done?
Once your goal has this level of detail, you will hopefully feel fully invested in realising your vision! Live with the goal every day by placing it somewhere prominent where you will be reminded of it often and share it with your family and friends. Take time to review your progress and, for every action you take or decision you make, ask yourself, how is this helping me see the success I’m aiming for?
Emily Dickinson once said that she knew ‘nothing in the world that has as much power as a word’ and, when it comes to your education, that may be the truth.
It has long been suggested that having an extensive vocabulary is a key factor in academic success. Therefore, understanding why words are so important and how we can work to widen the breadth of our lexicon, might be the secret to maximising our academic potential.
Childhood language acquisition is often understood to be the foundation for all education, as having the vocabulary required to access concepts as they are encountered enables children to understand them. Whilst there are many factors that impact the rate at which a child adds to their vocabulary, the ‘Matthew effect’ (Stanovich, 1986) proposes that children who learn to read quickly, read more, whilst those who struggle inevitably read less, widening the gap between the two.
Though reading may be about more than just vocabulary, having an awareness of the words encountered simplifies the process of decoding and comprehension, enabling us to process new information more quickly.
Research also suggests that, by the time a young person enters Higher Education, they require a vocabulary of 10,000 words in order to access most undergraduate courses and that, in order to achieve a qualification at the highest level, this needs to continue to grow by around 550 words each year. That’s between 1 and 2 new words a day!
So, just how can we make sure that we continue to develop a vocabulary with the power to wow?
Exploring the origins of words and the ways they have changed over time can help make the learning of language stick. It also helps with pronunciation, spelling and making connections between word families.
Encountering technical language or subject-specific jargon early – even if not yet fully understood – ties the process for making sense of an idea to the definition. Avoid looking to simplify the language surrounding something more complex and be bold with your word choices.
Mapping out and making connections between existing knowledge allows you to plan for and even predict the vocabulary you might require in order to explore a topic. When talking or writing about a subject be sure to use the full breadth of your vocabulary to explain your ideas in detail.
Whilst your vocabulary will undoubtedly grow organically as you come across new concepts, why not boost the process by looking to learn new words too? Look to learn a library of new vocabulary for each topic you encounter and use a range of methods to memorise the new words and their definitions.
And – don’t forget – whilst a rich and varied vocabulary will help boost your grades, it will also ensure that you are able to express yourself clearly in all aspects of your life too!
There have been lots of lessons learned as the result of living through a global pandemic but, for many of us, the importance of being a lifelong learner has never been more apparent. Whether we have needed to get to grips with new technology in order to stay in touch with loved ones, embraced a new hobby in an attempt to battle the boredom or been forced to gain the expertise allowing us to make a shift in our career in order to survive, most of us have had to make a change and adapt to the situation we have found ourselves in. With this in mind, there has never been a better time to reflect upon what an effective learner looks like today and the ways we might be able to modify some of our beliefs or behaviours in order to become a better one.
Ultimately, what we are looking to achieve in our own lives is always going to be personal and unique. There is no one-size-fits-all route to a chosen career or towards a certain lifestyle. Therefore, any learning we need to do in order to achieve our goals must also be personal. By becoming more reflective we are able to identify what it is we need to learn in order to meet our aims and the steps we might have to take in order to do so. As the world opens up once more, take a moment to consider what you really want to achieve.
Many people believe that learning is all about finding out the answers in order to gain expertise. However, you can only ensure that you have all the answers if you are the person who has all the questions. By continually questioning the world around us – particularly as it shifts and changes – we can be certain that our knowledge and understanding is never out of date.
We are what we repeatedly do, and therefore our habits are key to our success. By identifying and putting into place routines that focus on the results we are looking to achieve, we can make progress.
Additionally, whether setting a schedule that clearly defines breaks from learning, or ensuring there is a balance of screen time and that spent outdoors, recognising ways to ensure that our hard work can be maintained over time will make sure our progress will be too.
It is useful to think of any learning as a process of change – of moving from one state to another -and any change requires us to step outside our comfort zones and take some risks. With this obviously comes the potential to fail. However, if we are able to accept these failures as part of the learning experience, rather than the end result, then the risks we are prepared to take can be greater and, in turn, so can the results. In a world of uncertainty, we must believe anything is possible.
Online learning can open up a world of opportunities; it can allow us to study and learn a vast array of subjects no matter where we are in the world. All we need is a laptop or tablet, electricity and an internet connection, and away we go.
The advantages online learning has over traditional classroom learning in some respects can’t be disputed; the flexibility it allows means that we can fit our studies into our modern, hectic, daily lives, around work and family commitments. We can learn at our own pace, adjusting the amount of study time depending on our schedule, extending the course if we need more time, or getting through the course quicker in order to complete it earlier. There is no commuting time, so we don’t need to negotiate the stresses of rush hour traffic or squeeze ourselves onto buses or trains to get to our lessons on time. Our studies can be carried out from any quiet area with internet access, whether it be at home, in a coffee shop or even on holiday.
Considering these great benefits, it may then be asked, what is stopping some of us from stepping forward and taking advantage? Well, many people see barriers preventing them from moving forward and grasping their opportunity, perhaps in the form of a lack of confidence when working with modern online technology – the fear being it will prevent them from doing technical tasks to meet learning goals. But barriers to online learning can also be emotional, even for those who are generally tech-savvy and quite confident in the use of the internet.
For many people, deciding to pursue online learning often comes after several years of being away from an educational environment, and very often the last time they were studying may have been in a traditional classroom at school or college. Interaction with teachers and other peers would have been face to face, and there would have been a general feeling of ‘being in it together’. However, with distance learning, we often embark on a subject on our own, with an online tutor we have never physically met. We may ‘see’ them on the other side of our computer screen, but we don’t have a 3-dimensional connection.
This also applies to our peers who are taking the same online course; we don’t physically see them and gain an automatic rapport, so therefore the ‘in it together’ aspect can be lost somewhat.
This lack of interaction can cause emotional responses such as feelings of isolation, frustration and anxiety. Human beings are generally social creatures, and need to relate to others who are going through similar life events to feel supported, encouraged and valued. This will then help us to feel motivated enough to move forward, and stick with it. Lack of confidence and self-doubt can rear its head if we feel alone or isolated. So how can we break down these walls in order to grow in confidence and thrive in a global online learning environment?
Firstly, we should choose a subject that we really want to learn, and have a good reason as to why we want to complete the course, whether it be for personal development, to help us with our career advancement or to help us achieve higher academic goals in the future. Utilise all the facilities and opportunities offered through the course in order to engage with others who are taking the same course. This gives you an opportunity to discuss classes, content and assignments, as well as to receive and provide peer feedback.
Generally, those who engage more with tutors and class peers, even in a virtual environment, will be less likely to feel anxious or isolated, and more likely to feel confident and motivated. Forums, study groups and online discussions with class peers will help keep up the motivation. It is important to keep this two-way channel of communication open with peers and tutors in order to feel connected. There’s a big world of online learning opportunities out there – it would be a shame not to take advantage of them and make it work for us.