At certain times during your studies you are likely to need the support of loved ones and fellow students as well as possibly some additional help from your tutor. here we’ll explore how this might be best achieved as well as acknowledging the need to reciprocate.
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. 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. Here we look 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.
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.
PARTNERS, OTHER FAMILY MEMBERS AND FRIENDS
Many of the points above also apply to others who are close to students. In particular, listening to their concerns and offering gentle encouragement will be very appropriate and helpful. They need to understand a student’s commitments as well as sharing in the process of planning holidays, social activities, etc. in a way that supports any study requirements.
Support is a two-way process and students should try, wherever possible, to return the favour in any areas where those close to them may require help, either now or at some future date.
FELLOW STUDENTS
There are two main areas where students can provide valuable support for each other.
X Firstly, there is the moral and emotional support and reassurance needed when things appear to be getting on top of you.
X Secondly, there is a much more practical way which relates to exchanging views and ideas on the course content to improve your understanding. This can be achieved by setting up a study group, sometimes referred to as a self-help group.
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:
X Help achieve a common understanding of the key points. X Enable you to share ideas about potential exam questions.
X 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.
Co-operation not competition
Co-operation rather than competition is a fundamental requirement to make these groups work. You’re not in competition with each other and the benefits of mutual support are likely far to exceed potential gains to be made from keeping bright ideas to yourself.
Flexibility
One of the great things about self-help groups is that you can operate them in a way that suits you best. You can agree the numbers, how much time you wish to spend together and how far you will take the arrangement. You can also maintain contact by telephone or e-mail if issues arise outside the meetings or if it proves difficult to get together as often as you’d like to.
CHECKLIST
Recognise that you are likely to need some moral and emotional support and identify the sources available to you. Be prepared to reciprocate.
Ensure that, if appropriate, your parents are familiar with the contents of this book and that they share the need to maintain a sense of perspective even when the going gets tough.
Understand and share the need to take responsibility for your own development.
Establish a small self-help group for the regular exchange of ideas and problems.
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