Free Download CBSE Papers: art of study

Showing posts with label art of study. Show all posts

Monday, July 11, 2022

THE DEVELOPMENT OF EMOTION REGULATION

Although emotion regulation starts in infancy, the preschool years are critically important in developing emotion regulation and control. Further Exploration contains additional readings and resources about these developmental changes. During these years, most children spend increasing amounts of time in group settings. These settings require children to balance their own wishes against those of others, to wait for things, to conform to routines, and to deal with others’ strong emotional responses. Denise and other early childhood professionals play a central role in this process.

No matter how skilled she is, however, Denise is not the sole regulator of her children’s expression of emotions. Children’s success or difficulty in emotion regulation has already been shaped by many factors even before the 2-year-olds enter Denise’s class. Maturation of the brain and nervous system helps children to inhibit emotional expressions and delay gratification of impulses. Denise’s children are better at waiting for turns on the tire swing than they were last year, in part because they are maturationally able to do so. For better or worse, children’s early family experiences have already affected their regulatory competence (Gottman, Katz, & Hooven, 1996). The center where Denise works enrol many children whose families experience great adversity. Poverty, violence, and instability of care have made it especially difficult for some of Denise’s children to express their anger and sadness in flexible, adaptive ways. Some children have disabilities that have already influenced them to adopt certain strategies for cop- ing with their own and others’ emotional states.

What Practitioners Believe and Can Do

So much has happened before children enter early childhood programs. What exactly is the role of the early childhood professional in fostering emotional regulation in young children? Little consensus exists. In surveying American and Korean teachers and program directors, Hyson and Lee (1996) found great variations in practitioners’ endorsement of statements about certain emotion-related beliefs and strategies, such as, “When a child is upset, I try to put it in words”; “Teachers should ‘let their feelings out’ in class”; and “Children should be encouraged to display feelings openly.” These variations existed within cultures as well as between cultures.

Rather than identifying one best role for teachers to adopt in support- ing children’s emotion regulation, it may be better to examine an array of possible roles. As recent discussions of appropriate practices and professional preparation have emphasized (Bredekamp & Copple, 1997; NAEYC, 2001), early childhood professionals need a broad repertoire of strategies to help young children learn. With skill in all of these strategies, practitioners can select those that are best suited to children’s individual needs, cultural expectations, and educational purposes. When Alexander’s car crashing became wild and uncontrolled, Denise had many options from which to choose. Her gentle distraction and guidance to a new activity worked effectively, but other choices were possible. Another child (or even Alexander on a different day) might have been able to regain control with a look from Denise. Simply moving closer to Alexander and the other boys might have been sufficient. On the other hand, at times Denise may need to take over the regulatory function completely, physically removing Alexander from the area and holding him firmly until his excitement and anger subside.

AN ENVIRONMENT FOR EMOTION REGULATION

Using the roles of smorgasbord host, scaffold, and cultural guide, early childhood professionals can construct an environment within which children can strengthen their abilities to regulate their own emotions and to respond appropriately to others’ feelings.

Establishing the Interpersonal Climate

The strategies presented in earlier chapters help children build regulatory skills: creating a secure emotional environment; helping children understand their own feelings and those of others; and serving as a model of genuine, appropriate emotion expressions. A positive interpersonal cli- mate will also support the development of emotion regulation.

Children who are in “good moods” are more likely to tune in to others’ feelings, to be generous to others, and to help those in trouble (Moore, 1985). Denise’s class and other high quality programs are happy places for children and adults. Despite conflicts among children and occasional reprimands for mis-behaviour, the dominant mood is positive and loving. Rose, the director of Denise’s program, says that the first thing many visitors comment on is how happy everyone seems to be. Staff turnover is low. Foster grandparents, parent helpers, and other community volunteers enjoy being around the center; children who have graduated to public school come back to visit. Children bask in the warmth of the center’s nurturing extended family.

Although she instructs children in culturally valued patterns of regulation, Denise matter-of-factly and openly accepts children’s expression of a wide variety of emotions.

CBSE Class 11 English Revision Notes

CBSE Class 12 Geography Revision Notes

CBSE Class 10 Hindi Revision Notes

CBSE Class 9 History Revision Notes

CBSE Class 8 English Revision Notes

CBSE Class 7 Maths Revision Notes

CBSE Class 6 Civics Revision Notes

Monday, June 27, 2022

How to Prepare for Any Class

In general, here’s how you should plan to prepare for any class before you walk through the door and take your seat. Complete All Assignments Regardless of a particular teacher’s style or the classroom format she is using, virtually every course you take will have a formal text (or two or three or more) assigned to it. Though the way the text explains or covers particular topics may differ substantially from your teacher’s approach to the same material, your text is still the basis of the course and a key ingredient in your studying.

You must read it, plus any other assigned books, before you get to class. You may sometimes feel you can get away without reading assigned books beforehand, especially in a lecture format where you know the chance of being called on is slim to none. But fear of being questioned on the material is certainly not the only reason I stress reading the material that’s been assigned. You will be lost if the professor decides—for the first time ever!—to spend the entire period asking the students questions. I’ve had it happen. And it is not a pleasant experience for the unprepared. You’ll also find it harder to take clear and concise notes in class when you don’t know what’s in the text— in which case you’ll be frantically taking notes on material you could have underlined in your books the night before.

You’ll also find it difficult to evaluate the relative importance of the teacher’s remarks. If you’re heading for a discussion group, how can you participate without your reading as a basis? I think the lousiest feeling in the world is sitting in a classroom knowing that, sooner or later, you are going to be called on and you don’t know the material. Remember: Completing your reading assignment includes not just reading the main text but any other books or articles assigned, plus handouts that may have been previously passed out. It also means completing any non reading assignments—turning in a lab report, preparing a list of topics, or being ready to present your oral report.

Needless to say, while doing your homework is important, turning it in is an essential second step! My daughter, Lindsay, refused to use any organisational system for a short time. As a result, in addition to a host of missed appointments and forgotten assignments, she would often forget to pack the homework she did do, or bring it to school but forget to turn it in.

One simple change I made in her routine has made a world of difference: She now has a bright red manila folder, marked “HOMEWORK,” into which she puts every completed assignment the instant it’s done. When she gets to class, she immediately pulls out her folder to see if she has something to turn in. (She’s also given up on her “non organizational” system, but that’s another story.)

If you are looking for

CBSE Class 12 History Sample Papers, Notes, Important Questions , MCQs Questions Sample Papers, Study Notes, Hot Questions, Worksheets, Class Assignments, Practice Exercises, Word Problems, Previous Year question papers, Solved papers, Unit tests and other related study material for exam preparation then you are at the right place.

Thursday, June 23, 2022

How your Parents and Friends Can Help a student at the Time of Exam Preparation

Even though you’ll feel much better about exams when you’ve finished this book, you’re still likely to need some further reassurance, support and practical help as you work through your studies, revision and the exams themselves. I recommend strongly that you re-read selected chapters as necessary and in particular, Chapter 8 just before the exam. But you’re also likely to need support and reassurance from your family, friends, course colleagues and tutors. This applies particularly if you find that things start to worry you, that you are struggling to keep up or if issues in your private life are affecting your chances of success. Your tutor will almost certainly be sympathetic as well as able to offer useful advice. This chapter looks at the important role that all of these can play.

PARENTS

For students encountering their first taste of examinations, parents have an important role. Teenagers are prone to many pressures in life for which parental understanding, tolerance and support are vital. The spectre of examinations is no exception and parents can play an invaluable role in helping to convey and reinforce the messages in this book. Of course this means that they have to read it themselves first and I recommend this strongly. In many instances they will have bought it for the student and that’s a good start. This section is aimed primarily at them so if they haven’t yet read it, ask them to do so.

Reinforcing the messages

It doesn’t just end with buying the book, reading it and endorsing its contents.

Even the most enlightened student can su¡er a crisis of confidence at any time, particularly just before the exams, and parents will need to reassure them gently of the key messages conveyed here.

I have certainly found this necessary with my own children even as far as the final year of university. In particular, reminding them of the techniques in Chapter 8 can help their confidence as the exams draw near.

A little coaching and encouragement throughout the year can help a great deal. Helping the students with their planning and fitting holiday and social commitments around critical times will be invaluable. Making sure that they take breaks and organising a place to study are also practical ways in which parents can ease the burden.

Reinforcing the messages on positive thinking and taking control of the process will also help, as will making sure that diet and lifestyle are conducive to good performance (see Chapter 7).

Demonstrations of support and care such as this can do a lot to relieve stress and maintain confidence and, in my experience, students respond well to this. It takes very little effort but can make a big difference. Remember, though, there is a difference between support and nagging (and teenagers are certainly very sensitive to the latter!) so bear this in mind and don’t overdo it.

Bribery and inducements

Some parents offer their children material or cash rewards for success in examinations. I’m sure this achieves the required result in some cases, but I feel it does nothing for the longer term aim which I believe is to encourage them to take responsibility for their own personal development. My feeling is that support and encouragement of the non-material kind is much more appropriate.

Helping with self-development

It’s worth noting for parents and students alike that from the age of about sixteen you cannot expect to be spoon-fed by teachers. In fact it’s a very risky strategy to rely on this (as you saw in Chapter 1). The ideas and tips also explained there will stand you in good stead for all forms of Further and Higher Education. Parents can help students here by ensuring they are familiar with the syllabus and getting hold of past papers.

Students will certainly have to look out for themselves at university and parents can be a great help in this without being over-protective. Support and encouragement for students to deal with the issues themselves will help them a great deal in learning to cope with the responsibilities of life generally.

Helping students keep a sense of perspective

Parents should be careful to avoid comparisons of their children with others. Not everyone can achieve ‘A’-grades in everything. Where students show commitment this should be praised irrespective of the results and in most cases even modest successes are worthy of praise and celebration. Expectations should be matched as closely as possible to abilities and children should also be valued for other aspects of their nature unrelated to academic ability.

Whilst very important, exam success is not the most critical aspect of anyone’s life, and certainly not worth the ill-effects on health that sometimes arise. Parents should look out for the common signs of stress (e.g. difficulty in sleeping, loss of appetite, stomach upsets, etc.) and provide support as appropriate. Parents who stay calm themselves during such difficulties will help moderate the student’s anxiety, but if symptoms become extreme then medical help should be sought.

Support and reassurance

This is similar to what we talked about above in relation to parents, partners, friends, etc. But an added dimension, where course colleagues are concerned, is that they can probably understand the problems a little better because they are subject to the same course requirements. Again the emphasis should be on mutual support and understanding. Many long-term friendships will begin with students supporting each other in the face of common adversity.

Self-help groups

Many students these days are finding that setting up self-help groups really increases their understanding of the course, with pleasing results at exam time. Even a brief review and chat amongst yourselves in a small group will:

Help achieve a common understanding of the key points.
Enable you to share ideas about potential exam questions.
Give those who didn’t understand any particular points a chance to get clarification from the others.

But there’s also another great advantage. Constructive discussions like this can help build confidence for everyone taking part.

Share your thoughts on both the key points and potential questions with course colleagues. This is best done in a group of 2 to 4 students. Coffee and lunch breaks can be a useful time to do this or you may wish to formalise the arrangements with regular evening sessions. I know that this is yet another task I’m lumbering you with, but you can view it as a social event which may also help you to feel better about it. In fact the sessions can be split into work and social elements to maintain balance.

Wednesday, June 22, 2022

How to Organise your Time for Study

An organizational or time-management system that fits your needs can help you get more work done in less time. Whether your prior- ity is more free time, improved grades, a less frantic life—or all of the above—learning how to organize your life and your studies can help you reach your objective, because an effective time-management system:

1. Helps you put first things first. Have you ever spent an evening doing a time-consuming assignment for an easy class, only to find that you hadn’t spent enough time studying for a crucial test in a more difficult one?

2. Helps you learn how long everything really takes. One of the important components of this system is estimating how long each task will take you and tracking how long you actually spend doing it. Once you’ve inculcated this concept into your life, you’ll finally discover where all that time you’ve been “losing” has been going.

Reduces your tendency to procrastinate. Once you have a realistic idea of the specific things you must accomplish and know that you have allocated sufficient time to do so, you’re less likely to get frustrated and put them off.
Helps you avoid time traps. Time traps are the fires you have to put out before you can turn to tasks like studying. Time management is like a fire-prevention approach rather than a fire-fighting one: It allows you to go about your work systematically instead of moving from crisis to crisis or whim to whim.
Helps you anticipate opportunities. In addition to helping you balance study time with other time demands, effective time management can help make the time you do spend studying more productive.
Gives you freedom and control. Contrary to many students’ fears, time management is liberating, not restrictive. A certain control over part of your day allows you to be flexible with the rest of your day.
Helps you avoid time conflicts. Simply having all of your activities, assignments, appointments, errands, and reminders written down in one place helps ensure that two or three things don’t get scheduled at once. If time conflicts do arise, you will notice them well in advance and be able to rearrange things accordingly.
Helps you avoid feeling guilty. It is much easier to forget about studying if you’ve already allotted the time for it. Without a plan to finish the work you are doing, you may feel like it’s “hanging over your head”—even when you’re not working on it.

9. Helps you evaluate your progress. If you know you have to read an average of 75 pages a week to keep up in your business management class, and you’ve only read 60 pages this week, you don’t need a calculator to figure out that you are slightly behind. And it’s easy enough to schedule a little more time to read next week so you can catch up.

10. Helps you see the big picture. Effective time management provides you with a bird’s-eye view of the semester. Instead of being caught off guard when the busy times come, you will be able to plan ahead—weeks ahead—when you have big tests or assignments due in more than one class.

11. Helps you see the bigger picture. Planning ahead and plotting your course early allows you to see how classes fit with your overall school career.

12. Helps you learn how to study smarter, not harder. It may well be possible that you will be so organized, so prioritized, so in control of your time, that you can spend less time studying, get better grades, and have more time for other things— extracurricular activities, hobbies, whatever.

Time management is not magic, though it can appear magical.

There May Not Be Enough Time for Everything

When I asked one busy student if she wished she had more time, she joked, “I’m glad there are only 24 hours in a day. Any more and I wouldn’t have an excuse for not getting everything done!”

Let me give you the good news: There is a way that you can accomplish more in less time. And it doesn’t take more effort. You can plan ahead and make conscious choices about how your time will be spent and how much time you will spend on each task. You can have more control over your time, rather than always running out of it.

Now the bad news: The first step to managing your time should be deciding just what is important...and what isn’t. Difficult as it may be, sometimes it’s necessary for us to recognize that we truly can’t do it all, to slice from our busy schedules those activities that aren’t that meaningful to us so we can devote more energy to those that are.

But There Is Enough Time to Plan

Even after paring down our commitments, most of us are still challenged to accomplish everything we need to. What with classes, study time, work obligations, extracurricular activities, and a social life, it’s not easy fitting it all in.

The organizational plan that I outline in this book is designed particularly for students. Whether you’re in high school, college, or graduate school, a “traditional” student or one who’s chosen to return to school after being out in the “real world” for a while, you’ll find that this is a manageable program that will work for you.

This program allows for flexibility. In fact, I encourage you to adapt any of my recommendations to your own unique needs. That means it will work for you whether you are living in a dorm, sharing accommodations with a roommate, or living with a spouse and children.

The purpose of this chapter is to help you make choices about what is important to you, set goals for yourself, organize and schedule your time, and develop the motivation and self-discipline to follow your schedule and reach those goals.

Wouldn’t it be nice to actually have some extra time...instead of always wondering where it all went? To feel that you’re exerting some control over your schedule, your schoolwork, your life...instead of caroming from appointment to appointment, class to class, assignment to assignment, like some crazed billiard ball?

It can happen.

Tips to Create Your Study Environment

I have included a checklist below for you to rate your study environment. It includes not just where you study, but when and how you study, too. Once you’ve identified what works for you, avoid those situations in which you know you don’t perform best. If you don’t know the answer to one or more of the questions, take the time to experiment.

Many of the items on this chart should be understandable to you now. Why you feel the need for a particular environment is not important. Knowing you have a preference is. Here’s what you’re trying to assess in each item of the checklist:

1. If you prefer “listening” to “seeing,” you’ll have little problem getting the information you need from class lectures and discussions. In fact, you’ll prefer them to studying your text- books. (You may have to concentrate on your reading skills and spend more time with your textbooks to offset this tendency. Highlighting your texts may help.)

If you’re more of a “visual” person, you’ll probably find it easier reading your textbook and may have to work to improve your classroom concentration. Taking excellent class notes that
you can read later will probably be important for you. You’ll

also want to adapt your note-taking methods to your visual preference: Rather than writing notes like everybody else, draw pictures, use charts, and learn how to “map” a lecture.

This should tie in with your answer to (1). The more “aural” you are, the more you should concentrate on listening. The more “visual,” the better your notes should be for later review.
This may make a difference for a number of reasons. You may find it difficult to hear or see from the back of the classroom. You may be shy and want to sit up front to motivate yourself to participate in class discussions. You may find sitting near a window makes you feel a little less claustrophobic; alternatively, you may daydream too much if you are near a window and should sit as far “inside” the classroom as possible.
Whatever location you find most conducive to study (consider- ing the limitations of your current living situation and schedule) should be where you spend most of your study time.
Deciding how to organize your time to most effectively cover the material may depend, in part, on the amount of homework you are burdened with and/or the time of year. You may have one schedule during most of the school year but have to adapt during test time, when papers are due, for special projects, etc.
To some of you, such preferences may only be a factor on weekends, because your day hours are set—you’re in school.

But if you’re in college (or in a high school program that mimics college’s “choose your own courses and times” scheduling procedures), you would want to use this factor in determining when to schedule your classes.

If you study best in the morning, for example, try to schedule as many classes as possible in the afternoons (or, at worst, late in the morning).

If you study best in the evening, either schedule morning classes and leave your afternoons free for other activities, or schedule them in the afternoons so you can sleep later (and study later the night before).
Some of us get cranky if we try to do anything when we’re hungry. If you study poorly when your stomach is growling, eat something!

Most of us grow up automatically studying alone. If we study with a friend, there’s often more talking, TV watching, anything but studying. But don’t underestimate the positive effect study- ing with one or two friends—or even a larger study group— can have on your mastery of schoolwork and your grades.

(I discuss study groups in greater detail at the end of this section.)
Just because you perform best under pressure doesn’t mean you should always leave projects, papers, and studying for tests until the last minute. It just means you won’t panic when an unexpected project gets assigned or a surprise test is announced.

If you do not study well under pressure, it certainly doesn’t mean you occasionally won’t be required to do so. The better organized you are, the easier it will be for you to avoid panick- ing when the unexpected arises.
As we’ve discussed, some of you (like me) will find it difficult to concentrate without music or some sort of noise. Others couldn’t sit in front of the TV and do anything but breathe and eat.

Many of you will fall in between—you can read and even take notes to music but need absolute quiet to study for a test or master particularly difficult concepts. If you don’t know how you function best, now is the time to find out.
Choosing the second option—starting and finishing one project before moving on to another—doesn’t mean you can’t at least sit down and outline an entire night’s study plan before tackling each subject, one at a time. Setting up such a study schedule is advised. But it may mean you really can’t move to another project while the first one is unfinished. Other people may have no problem working on one project, switching to another when they get stuck or just need a break, then going back to the first.

12. There’s nothing particularly wrong with taking a break when- ever you feel you need to keep yourself sharp and maximize your quality study time—as long as the breaks aren’t every five minutes and don’t last longer than the study periods! In general, though, try to increase your concentration through practice so that you can go at least an hour before getting up, stretching, and having a drink or snack. Too many projects will require at least that long to “get into” or organize, and you may find that breaking too frequently will require too much “review time” when you return to your desk.