Page 75 - Keys to College Success

When you are scheduling and evaluating the potential rewards of various tasks, be
careful not to equate “reward” with “fun.” They are not necessarily one and the same.
For example, you might consider spending an hour on Instagram a lot more fun than
studying for a test for that same hour. However, the reward for working toward a good
test grade may ultimately be more desirable to you than whatever you would gain from
posting and liking photos.

Link tasks to long-term goals
Linking day-to-day events in your planner to your values and long-term goals gives mean-
ing to your efforts and keeps you motivated. One important example is scheduling mile-
stones toward major papers and assignments. If you know you have a huge project or
research paper due at the end of the term, brainstorm a list of steps toward that goal—for
example, research goals, different drafts, peer review—and set them up in your calendar.
Before each week begins, remind yourself of your most important long-term goals
and what you can accomplish that week to move closer to achieving them. Every once
in a while, take a hard look at your schedule to see if you are spending enough time on
what you really value.

Make to-do lists
When you have a cluster of tasks to accomplish, you may find it useful to create a to-do
list and check off the items as you complete them. A to-do list can be helpful during
exam week, in anticipation of an especially busy day, for a long-term or complicated
assignment, or when keyed to a special event. Some people keep a separate to-do list
focused on low-priority tasks.
Use a code to prioritize the items on your list so that you address the most impor-
tant items first. Some people just list items in priority order and number them. Some
use letters (A, B, C) and some use different-colored pens. Others use electronic plan-
ners, choosing different highlighting or font colors. Each time you complete a task,
check it off your to-do list or delete it from your electronic scheduler. This physical
action can enhance the feeling of confidence that comes from getting something done.

Manage Your Schedule
2 The most detailed schedule won’t do you any good unless you actively manage it. Your
CHAPTER battery, keep it charged). Here are other strategies that can help:
most basic responsibility is to have your planner with you at all times (and, if it has a

■ Plan regularly. Set aside a time each day to plan your schedule (right before bed,
with your morning coffee, on your commute to or from school, or whatever time
and situation works best for you). Check your schedule at regular intervals through-
out the day or week.
■ Use monthly and yearly calendars at home. A standard monthly or yearly wall cal-
endar is a great place to keep track of your major commitments. A wall calendar
gives you the “big picture” overview you need. Key 2.5 shows a monthly calendar.
■ Get ahead if you can. If you can take the small risk of getting a task done ahead
of time, get it done, and see how you appreciate the reward of avoiding pressure
later. Focus on your growth mindset, reminding yourself that achievement requires
persistent effort.
■ Schedule downtime. It’s easy to get so caught up in completing tasks that you for-
get to relax and breathe. Even a half-hour of downtime a day will refresh you and
improve your productivity when you get back on task.
■ Schedule sleep. Sleep-deprived bodies and minds have a hard time functioning,
and research reports that one-quarter of all college students are chronically sleep-
deprived. Figure out how much sleep you need and do your best to get it. With
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adequate rest, your mind is better able to function, which has a direct positive
impact on your schoolwork.
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