Managing yourself as a sucessful student fall 2015

Managing Yourself as a
Successful Student

AgendaAgenda
• Self-management techniques
• Learning styles strategies

Self-ManagementSelf-Management
Use the ‘Izes’
Organize
Prioritize
Recognize
Minimize
Synthesize
Maximize
Re-Organize
Developed by Northeast Center student and peer coach, Tom Daley, ‘13

ORGANIZEORGANIZE
Think about how you organize yourself as a student…
What do you do?
What tools do you use?

ORGANIZEORGANIZE
Things to consider:
What do you do?
What could you do better?
• Your calendar (Term, Week and Day)
• Your workload (Work, Personal and School)
• Your individual course responsibilities (Reading, Writing
and Assignments)
• All of your courses together

Organization Tips - TimeOrganization Tips - Time
Choose the right tool(s) – term-at-glance, datebook, electronic, other
Be consistent with your time management tool and how you manage your time
– make time management a habit not an after-thought
- regularly schedule time for each of your classes
(reading, studying & assignments)
- regularly schedule time for yourself
Give yourself a “time buffer”
Regularly review your plan

Organization Tips - PhysicalOrganization Tips - Physical
Keep an organized workspace – everything has a place
Physically organize your assignments, course materials and papers/
assignments:
Have a binder or notebook for each class
Include notes from your reading and/or class meetings
Have a section in the binder/ folder in the notebook for all of your work from
your instructor

Create a Positive Learning EnvironmentCreate a Positive Learning Environment
• Relatively free of interruptions (phone, email, TV,
friends)
• Free of distractions (noise, people watching,
windows)
• Study in the same place & time (routine)
• Not too comfortable (easily fall asleep)
• Choose a time when you are mentally alert
• Take breaks
• Approach assignment with a positive attitude
• Keep a distractions list

Organize - ElectronicOrganize - Electronic
Electronically organize your assignments, course materials and papers/assignments:
On your computer
Make folders on your computer/flash drive for specific classes/instructors to more easily
access your coursework.
When saving your files, be sure to clearly label and date your papers/assignments.
(ex. Journal1_NickNortheast_Jan14)
Be sure you know what format(s) your instructors prefer so your assignments are
compatible - Mac vs. PC – Word, PDF, RTF – find out what your instructor prefers.
In your email
Make folders in your e-mail for specific classes/instructors
to more easily track assignments, correspondence, etc.
Move emails into the folders once you have replied to messages,
that keeps everything organized and in one place.

PRIORITIZEPRIORITIZE
Think about how you prioritize
your work as a student…
What do you do?
What strategies do you use?

Things to consider:
• Your goals (long-term and short-term)
• Your tasks (complex, simple and time bound)
• Your responsibilities (work, personal, school)
• Adopting an effective style of planning (more proactive
than reactive)

Be honest here!Be honest here!
IMPORTANT
URGENT
(Due Soon)
NOT URGENT
(Due in the Future)
This is what should be finished
1st
2nd
NOT
IMPORTANT
3rd
This is what should be done
4th
Adapted from Steven Covey’s First Things First
Important & Urgent
(crises, deadline-
driven projects, crying
child )
Important & Not Urgent
(reflection, anticipate & prevent
problems, long range planning,
stress relieving activities )
Urgent & Not Important
(interruptions, some email,
other people’s priorities and
expectations )
Not Urgent & Not Important
(constantly checking email,
over use of mindless TV,
excess web surfing)

RECOGNIZE/MINIMIZERECOGNIZE/MINIMIZE
Recognize - Pitfalls Minimize – Reduce impact
Indulging immediate wants versus focusing on long
term needs
Example - I want to go out and buy new shoes. I need to finish
my research for this paper.
Minimize any negative impact – balance wants and
needs
Example - I will spend two hours on my research and then go to the
shoe store.
Overstressing on the wrong thing -- being a
perfectionist/overachiever
Example – My paper is about the Greek and Roman gods and
their impact on daily life in Greece and Rome. I need to learn all
of the Greek and Roman gods before I can even start the paper.
Understand your tendencies to overdo/overstress.
Example – I need to stay focused on the assignment and look at the
impact on daily life and then determine which gods/goddesses
contributed to that impact.
Identify when you might be procrastinating
Example – I will start my homework after I clean the kitchen and
the bathroom. I need to have my house in order before I can do
schoolwork.
Redirect your focus and get back to the task at hand
Example – I need to schedule time for both homework and housework
and stick to that plan. I might need to leave the house to do homework
if I can’t focus on it and want to procrastinate by cleaning the house.

Procrastination?
• Filling time with unimportant tasks
• Being easily distracted after beginning an
important task
• Letting fear, dread, or discomfort take control

Dealing with Procrastination
•Understand why it happens
• task is unpleasant
• lack of organization
• perfectionism (afraid you don’t have the skills to do a good job)
• feeling overwhelmed
• Adopt anti-procrastination strategies
• eat the frog first (click the link for video)
• create your own reward system
• create a prioritized to do list
http://www.eatthatfrogmovie.com

SYNTHESIZE
Think about the ways to connect all parts of your life
• Exercise and time with kids or significant other helps you
reduce stress and stay fit
• Do homework on your lunch break or come into the office early
to do some of your schoolwork before work.
• Extended “Coffee-Break” or “Dr. Office” Time - always have
work with you to read/study while you wait on line or sit in the
waiting room.
• Involve your family in your school work, make it dinner
discussion make the kids your study buddies.

MAXIMIZEMAXIMIZE
Do you wonder how you can maximize how
you learn and study?
• Learning Style (auditory, visual, kinesthetic
and/or read/write)?
• Study Strategies (note-taking, reading,
writing, learning environment)

• Most people have developed a preferencepreference for how
they learn.
• One style is not better than anotherOne style is not better than another, and all of
approaches to learning can be improved.
• Effective learnersEffective learners know how their minds work and
are able to adapt their studying strategiesadapt their studying strategies to any
learning situation.
• Understanding how you learn bestUnderstanding how you learn best can help you to maximize your studying
strategies to match your strengths.
• Making connections between what you are learning and your life experiencesMaking connections between what you are learning and your life experiences
can help you better understand and retain information.
How do you best learn?

ACTIVITY
Here’s a riddle we would like to share with you.
“The day before two days after the day before
tomorrow is Monday.”
PLEASE ANSWER THIS QUESTION –
What day is it today?
SOURCE: Visual Brainstorms
Don’t just think about the answer;
pay attention to how you try to get the answer.

SUN
Day before
tomorrow
is today
MON
Is
tomorrow
&
Day before
2 days
after the
day before
tomorrow
TUES
2
days
after
today
WED THURS FRI SAT
The day before two days after = 1 day after
The day before tomorrow = today
Tomorrow is Monday
If tomorrow is Monday then surely today is Sunday
A few ways to get the answer…A few ways to get the answer…
Answer :
Today is
Sunday
“The day before two days after the day before tomorrow is Monday.”
Draw
a
calendar
Separate
phrases in
the sentence
into the parts
you know:
Talk
it
out
Use
Your
body

Identifying Your Learning PreferenceIdentifying Your Learning Preference
VARK Learning Styles Self-Assessment Questionnaire
TAKE ASSESSMENT
http://www.vark-learn.com/english/page.asp?p=questionnaire
What were your results?What were your results?
Your VARK preferences can be used to help you develop additional, effective
strategies for learning related to how you:
take in information;
study information for effective learning; and
study for performing well on an examination.
Visual Study Strategies (V)
Aural/Auditory Study Strategies (A)
Read/write Study Strategies (R)
Kinesthetic Study Strategies (K)
Multimodal Study Strategies (MM)

Characteristics of Visual Learners
• Have a keen sense of aesthetics, visual media and art.
• Easily remember information presented in pictures or diagrams.
• Have strong visualization skills. They can look up and “see” the information
invisibly written or drawn.
• Make “movies in their minds” of information they are reading. Their movies are
often vivid and detailed.
• Have very strong visual-spatial understanding of things such as sizes, textures,
angles and three-dimensional depths.
• Pay close attention to the body language of others (facial expressions, eyes,
stance, etc.).
VISUALVISUALVisual learners tend to:
You learn best when information is presented visually and in a picture or design format.
In a classroom setting, you benefit from instructors who use visual aids such as film,
video, maps and charts. You benefit from information obtained from the pictures and
diagrams in textbooks. When trying to remember something, you can often visualize a
picture of it in your mind. You may have an artistic side that enjoys activities having to do
with visual art and design.

Characteristics of Aural/Auditory Learners
• Remember quite accurately details of important information heard during
conversations or lectures.
• Have strong language skills, which include a well-developed vocabulary and an
appreciation for words.
• Have strong oral communication skills. They can carry or interesting conversations
and can articulate their ideas clearly.
• Have a “fine tuned ear” auditory may lead to learning a foreign language more
easily.
• Often have musical talents, can hear tones, rhythms, and individual notes.
AURAL/AURAL/
AUDITORYAUDITORY
Aural/Auditory learners tend to:
When trying to remember something, you can
often "hear" the way someone told you the
information, or the way you previously repeated
it out loud. You learn best when interacting with
others in a listening/ speaking exchange.

• Work well with their hands and may be good at repairing
work, sculpting, art or working with various tools.
• Often have well coordinated and have a strong sense of
timing and body movement.
• Learn with movement = often do well as performers:
athletes, actors, or dancers.
• Often wiggle, tap feet or move their legs when seated.
• Have been often labeled “hyperactive” as children.
Characteristics of Kinesthetic Learners
Kinesthetic learners tend to: KINESTHETICKINESTHETIC
You learn best when physically engaged in a "hands on" activity. In
the classroom, you benefit from a lab setting where you can
manipulate materials to learn new information. You learn best when
you can be physically active in the learning environment. You benefit
from instructors who encourage in-class demonstrations, "hands on"
student learning experiences, and field work outside t he classroom.

• Like lists and words to keep ideas and “To Do” items straight.
• Remember information displayed as words.
• Emphasize text-based input and output - reading and writing in
all its forms.
• Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries,
thesauri, quotations and words, words, words...
Characteristics of Read/Write Learners
Read/Write learners tend to:
READ/READ/
WRITEWRITE
You learn best when information is presented visually and in a written language format. In a
classroom setting, you benefit from instructors who use the blackboard (or PowerPoint, overhead
projector, etc.) to list the essential points of a lecture, or who provide you with an outline to follow
along with during lecture. You benefit from information obtained from textbooks and class notes.
You often see the text "in your mind's eye" when you are trying to remember something.

Life is multimodal. There are seldom instances where one mode is used, or is
sufficient. Those who prefer many modes almost equally are of two types. There are
those who are context specific who choose a single mode to suit the occasion or
situation. There are others who are not satisfied until they have had input (or output)
in all of their preferred modes. They take longer to gather information from each
mode and, as a result, they often have a deeper and broader understanding.
READ/READ/
WRITEWRITE
KINESTHETICKINESTHETIC
AURAL/AURAL/
AUDITORYAUDITORY
VISUALVISUAL

27
RE-ORGANIZE
Periodically review the “izes” and your progress and
make adjustments when necessary

NEC Academic Support StaffNEC Academic Support Staff
Contact InformationContact Information
Dr. Lisa D’Adamo-Weinstein
Director of Academic Support
Maureen Lundberg, Class of 2015
Learning Coach
Kenneth Watson, Class of 2014
Learning Coach
(518) 783-6203 ext. 5948 (Latham)
(518) 587-2100 ext. 2827 (Saratoga)
Maureen.Lundberg@esc.edu
(518) 783-6203 ext. 5992 (Latham)
(518) 587-2100 ext. 2827 (Saratoga)
Kenneth.Watson@esc.edu
(518) 783-6203 ext. 5939
Lisa.D’Adamo-Weinstein@esc.edu
GENERAL INFORMATION
(518) 783-6203 ext. 5939
necacademicsupport@esc.edu

Throughout NYS and Online Contact
Directors of Academic Support (DAS)
http://www.esc.edu/learning-support/directors-academic-support/
Seana Logsdon
Genesee Valley
Aimee Woznick
Niagara Frontier
Daniel McCrea
Center for
Distance Learning
Brett Sherman
Metropolitan
New York
Lisa D’Adamo-Weinstein
Northeast New York
Mildred Van Bergen
Long Island
Suzanne Orrell
Central New York
Sophia Mavrogiannis
Niagara Frontier
Hudson Valley
Karen Dedrick

Contact a Director of Academic Support Near YouContact a Director of Academic Support Near You
Niagara Frontier
Locations in Cheektowaga/Buffalo,
Fredonia, Jamestown, Lockport and
Olean, as well as the degree program for
employees of Erie County Department of
Social Services
Aimee Woznick
AppleTree Business Park
2875 Union Rd.
Cheektowaga, NY 14227
716-686-7800
aimee.woznick@esc.edu
Genesee Valley
Locations in Rochester, Alfred, Batavia,
Canandaigua and Elmira/Corning, as well
as programs for employees of Monroe
and Ontario county Department of Social
Services
Seana Logsdon
1475 Winton Rd. North
Rochester, NY 14609-5803
585-224-3206
seana.logsdon@esc.edu
Central New York
Locations in East Syracuse, Auburn,
Binghamton, Fort Drum, Ithaca,
Syracuse, Utica and Watertown
Suzanne Orrell
6333 Rte. 298
East Syracuse, NY 13057-1058
315-460-3167
suzanne.orrell@esc.edu
Hudson Valley
Locations in Hartsdale, Nanuet and Newburgh
Karin Dedrick
Coordinator of Student Services
Three Washington Center, 2nd Floor
Newburgh, NY 12550
845-563-9905, ext. 3451
karin.dedrick@esc.edu
Northeast New York
Locations in Latham, Adirondack (Queensbury),
Empire State Plaza, Johnstown, Plattsburgh,
Saratoga Springs, Schenectady and Troy
Lisa D'Adamo-Weinstein
21 British American Blvd.
Latham, NY 12110
518-783-6203, ext. 5939
lisa.d'adamo-weinstein@esc.edu
Metropolitan New York
Locations in Manhatten, Brooklyn and Staten
Island
Brett Sherman
325 Hudson Street, fifth floor
New York, NY 10013
646-230-1205
brett.sherman@esc.edu
Long Island
Locations in Old Westbury, Hauppauge and
Riverhead
Mildred Van Bergen
Trainor House (SUNY Old Westbury College)
223 Store Hill Rd.
Old Westbury, NY 11568-0130
516-997-4700, ext. 4076 http://www.esc.edu/learning-support/directors-academic-support/
Center for Distance Learning and
School of Nursing
Daniel McCrea
113 West Ave.
Saratoga Springs, NY 12866-6048
800-847-3000, ext. 2585
CDLAcademic.Support@esc.edu
Harry Van Arsdale Jr. Center for Labor Studies
Sophia Mavrogiannis
325 Hudson St. — sixth floor
New York, NY 10013
646-230-1360
sophia.mavrogiannis@esc.edu

Managing yourself as a sucessful student fall 2015

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Managing yourself as a sucessful student fall 2015

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