How we study

Many parents have difficulty with their students to do homework. Neglected homework is often a reflection of resenting it. Some students do a good job of hiding their resentment but often not for long. It comes out eventually. In the mean time can go unnoticed. A victim of bullying at school will do it. Students are often chastised by parental agendas and school policy. Resentment starts with a sense of no point to homework. It's not a specific goal. It is only a revision excessive to teach students to learn what they learnt from the day's schooling. Students often just drift into just going though the motions just to avoid parents and school pressure.

This makes relevancy important. We all know how it feels made to do any assignment that has very little relevancy. Students who feel there is no relevancy tend to be resentful at the general policy of doing homework. "What am I really doing this for? There's no point". It's just stupid homework" Bulled into any assignment we experience an all too familiar effect of resentment. Assignments that mean little the order is often challenged and trashed aside in defiant frustration. No choice inevitably rush and hurry under a cloud of resentment to get it over and done with. It won't be long before the resentment eventually comes to a head. With out any relevance only delays the inevitable. In other words asked to do any assignment with relevancy we tend to be all to pleased to help out.

General homework assignments cover far to much of a broad range of general knowledge for useful relevancy. There are times, when  just one single subject seems to take a students interest. It seems to stand out to them. When that happens it is only the specific subject that will be relevant. The rest is ignored. This is what happened to Albert Einstein. He showed defiance at everything except mathematics. He seemed to be very intelligent at number crunching as a little boy getting some favourable notoriety attention for it encouraging him. Number crunching was good fun to him. He was incorrigible in that area. The rest of his schooling  was never really up to expected scratch.

Often students miss the point sending their talents in the wrong direction. About the same time Einstein was practicing math's Adult Hitler was a teenage drifter living in Vienna. He concentrated all his energy on being a famous artist art teaches noticing an impressive talent for perspective drawing of buildings but no talent for people. Hitler could draw direct with his eyes with out any drawing aids. The prefect lines was ideal for architect building illustrations. Some of the perspective details in his buildings were quite impressive. If he wasn't so focused on being a famous artist could have channelled his talent in that direction. Unfortunately so focused he resented any suggestions of taking up architecture he could have been worth a lot of money to drafting companies or as a patent office drawer. Hitler didn't see the relevancy of architecture in  his dream.

Recognizing the relevancy of homework only comes with a single subject that jumps out at a student. A subject they are interested in will have no qualms about  not knowing enough with a thirst to wanting to know more. They will be bad as collectors collection books and information on the subject they find good fun. In their curiosity they will go that extra kilometre finding their own way in learning on their own how to research naturally. They will be driven by what interest them the most. There is a motive to do more learning as they go. They end up  teaching themselves. We know what it's like with a assignment that means something to us. The first instinct we all think of is to check out libraries for what books on the subject are available to us has to offer for answers. Another sign students can't stop discussing, and lecturing what they leant about their pet subject. Added excelling in that one particular area clues parents often miss. A keen Interest in any subject is a great motivator. The subject of interest is real to them. It means a lot.

A hurdle students often overcome on their own though their pet subject is the gradient of the text. Under the guidance of a strong interest students soon discover on their own to recognize the contents is to hard to understand. They had reach a point were they recognize to discard the books that confuses them moving on searching for books that jump out at them in every sentence. If a student is interested enough curiosity will guide them in finding the right gradient they can cope with.

Pet subjects often teach student's to notice authors who seem to go on and on and on with out really coming to the point. We all appreciate text  that comes to the point in every sentence. A students experience will soon pick up on the clue noticing the confusion is in the rambling on long mouthful sentences. Long mouthfuls are often composed with two or more sentences each sentence called a clause. Each clause is linked by linking words. It is the link words between causes that often trips up our brain. This is because the human brain is hard wired to fill in details. Mouthful sentences are a curse for it. We all loose sight at what the author is going on about very quickly because of our brain filling in the details for us all the time.

Familiar words linking clauses our brain knows well, such as "a.... the...... so.....well.....therefore.....ect" are often interoperated by our brain's understanding  filling in the context automatically. We are not thinking of context. Link words are often misinterpreted leaving the whole sentence confusing. Another cause is words students are intermitted enough to know the meaning well passing on causing the same problem. A pet subject is often a motive not to give up in encountering confusing text soon learns on their own to discard long mouthfuls sentences searching for coming to the point sentences in the next paragraphs.

When the first paragraph is confusing we tend to move on looking for answers in the second. We tend to scan the next paragraphs looking for key points that might explain the rest of the text only making things worse. The trick is to recognize we are tripped up by one of two link words linking the clauses in a long winded sentence somewhere in the first couple of paragraphs. When we recognize that, we tend to instinctively to go back and double check what we have missed. If we recognize it is caused by couple of clause linking words we can recognize the key is to carefully look at the clauses properly searching for the link works with more scrutiny linking the clauses properly.  Anyway long winded sentences should be recognized as a gradient that is to high and discard in favour for a gradient with much shorter sentences we can be handled.

The key point is when we have a pet subject driving us we tend to learn on our own to recognize words we thought we where familiar interpreted wrongly in the first place intended for the context of the sentence by the author. We can appreciate with out any resentment the clue to the meaning is in the link words between sentences. We tend to feel necessary the meaning needs to be double checked in a dictionary to be sure. Often we learn all sorts of discoveries learning tricks to our study on our own all the time. Extreme interest in a pet subject students often discover how to study developing the value of dictionaries on their own.