Concentration is the eternal secret of every mortal
achievement
Stefan Zweig, 1881 - 1942 Austrian/English
author
Study skills series
Concentrating while studying
Concentration: the ability to direct your thinking
The art or practice of concentration, no matter if studying
biology or playing pool, is to focus on the task at hand and eliminate
distraction
We all have the ability to concentrate -- sometimes. Think of the times when
you were "lost" in something you enjoyed: a sport, playing music, a good game, a
movie. Total concentration.
But at other times,
Your mind wanders from one thing to another
Your worries distract you
Outside distractions take you away before you know it
The material is boring, difficult, and/or not interesting to you.
These tips may help:
They involve
What you can control in your studies
Best practices
Before engaging in your studies, and concentrating, try to
center yourself (with silence),
clear your mind of distractions that disrupt your productivity.
What you can control in your studies:
"Here I study" Get a dedicated space, chair, table, lighting and
environment Avoid your cellphone or telephone Put up a sign to avoid being
disturbed or interrupted If you like music in the background, OK, but don't
let it be a distraction. (Research on productivity with music versus without
music is inconclusive)
Focus Before you begin studying, take a few minutes to summarize a
few objectives, gather what you will need, and think of a general strategy of
accomplishment
Incentives Create an incentive to successfully complete a task, such as calling a friend, a food treat, a walk, etc.
For special projects such as term papers, design projects, long book reviews,
set up a special incentive
Change topics Vary the subject you study every one to two hours
Vary your study activities Alternate reading with more active
learning exercises If you have a lot of reading, try the SQ3R method
Ask yourself how you could increase your activity level while studying? Perhaps
a group will be best? Create study
questions? Ask your teacher for alternative strategies for learning. The more
active your learning, the better.
Take regular, scheduled breaks that fit you Do something
different from what you've been doing (e.g., walk around if you've been
sitting), and in a different area
Rewards Give yourself a reward when you've completed a task
Best Practices: Be here now | Worry time | Tally Card | Energy level | Visualize
Be Here Now
This deceptively simple strategy can be very effective. When
you notice your thoughts wandering astray, say to yourself
"Be here now" and gently bring your attention back to where you want
it.
For example: You're studying and your attention strays to all the
other homework you have, to a date, to the fact that you're hungry. Say to
yourself
"Be here now"
Focus back on subject with questions, summarizing, outlining, mapping,
etc. and maintain your attention there as long as possible.
When it wanders again, repeat
"Be here now"
and gently bring your attention back, and continue this practice,
repeatedly. It will work!
Do not try to keep particular thoughts out of your mind. For example, as you
sit there, close your eyes and think about anything you want to for the next
three minutes except cookies. Try not to think about cookies...When you try not
to think about something, it keeps coming back. ("I'm not going to think about
cookies. I'm not going to think about cookies.")
You might do this hundreds of times a week. Gradually, you'll find that the
period of time between your straying thoughts gets a little longer every few
days. So be patient and keep at it. You'll see some improvement!
Do not constantly judge your progress. Take it easy on yourself. Good
practice is enough to say that you did it, and that you are on the road. The
mind is always different and the practice unfolds over time with many ups and
downs.
Worry or Think Time
Research has proven that people who use a worry time find
themselves worrying 35 percent less of the time within four weeks.
Set aside a specific time each day to think about the things that
keep entering your mind and interfering with your concentration.
When you become aware of a distracting thought, remind yourself
that you have a special time to think about them,
Let the thought go, perhaps with "Be here now,"
Keep your appointment to worry or think about those distracting
issues
For example, set 4:30 to 5 p.m. as your worry/think time. When your mind is
side-tracked into worrying during the day, remind yourself that you have a
special time for worrying. Then, let the thought go for the present, and return
your focus to your immediate activity.
Tallying your mental wanderings.
Have a 3 x 5 inch card handy. Draw two lines dividing the card into three
sections. Label them "morning," "afternoon," and "evening."
Each time your mind wanders, make a tally in the appropriate section. Keep a
card for each day. As your skills build, you'll see the number of tallies
decrease
Maximize your energy level
When is your energy level at its highest? When are your low energy times?
Study your most difficult courses at your high energy times. Sharpest early in
the evening? Study your most difficult course then. Later in the evening? Work
on your easier courses or the ones you enjoy the most.
Most students put off the tough studies until later in the evening when they
become tired, and it is more difficult to concentrate. Reverse that. Study hard
subjects at peak energy times; easier ones later. This alone can help to improve
your concentration
Visualize
As an exercise before you begin studying,
think of those times when
concentration is not a problem for you--no matter what situation. Now try to
feel or image yourself in that situation. Recapture that experience immediately
before your studies by placing yourself in that moment. Repeat before each
study session.
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Kiosk guides for learning are a freely accessible educational environment that offers strategies to recognize and realize learning objectives. We accept individual differences without regard to ability and creed; sexual and affectional orientation; caste, tribal and national affiliation; individual, familial and collective history. Our suggestions should be thoughtfully considered for appropriateness and guidance to your situation, relying on elders, mentors, cohorts and/or professionals to achieve learning objectives and outcomes.