There are numerous things that make a good student and these are top secrets you should get yourself acquainted with as a student. That said, are you looking for a place where there is detailed information on Things Students Should Know? Have you been looking for a long time without success? Find all the knowledge you need so you don’t have to worry anymore. Collegelearners offers facts every student should know, important things in a students life and more.

The typical college campus is a friendly place; but it is also a competitive environment. The education you receive there, and the attitudes you develop, will guide you for the rest of your life. Your grades will be especially important in landing your first job, or when applying to graduate school. To be a successful student requires certain skills; but, these are skills that can be learned.

facts every student should know

Things Students Should Know

The Basics of Being a Good Student

• Prioritize your life: Doing well in school should be your top priority.
• Study: There is no substitute.
• Always attend class.
• Do all of the homework and assigned reading.
• Develop self-discipline.
• Manage your time.

Self-Discipline Made Easy

Human beings are creatures of habit. Therefore, form a habit of doing what you reason you should do. Is it not foolish for your behavior to contradict your own reasoning? And what could be more harmonious than finding yourself wanting to do what you know you should?

Train yourself so there is an immediate reaction-mechanism within you:

You reason that you should do something, and thus you do it.

Other people who seem to have less difficulty with self-discipline probably have simply had more practice at it, thereby making it less difficult; because, practice is what it takes.

Time Management

No matter how you slice it, there are only 24 hours in a day. Good time-management requires:

1. Note taking on more than you can handle.
2. Reasonably estimating the time required to perform each of the tasks at hand.
3. Actually doing what needs to be done.

Only you can do these things. A couple of thoughts, though, that may help spur you on:

• A minute now is as precious as a minute later. You can’t put time back on the clock.
• If you’re not ahead of schedule, then you’re behind schedule. Because, if you try to remain right on schedule, then any mishap or misjudgment will cause you to fall behind—perhaps right at the deadline, when no recovery is possible.

Introspection

• Understand, and be honest with, yourself. All else follows from this.
• Be both athlete and coach: Keep one eye on what you are doing, and one eye on yourself.
• Take command of, and responsibility for, yourself.
• Face your insecurities head-on. Some common signs of insecurity: Asking a question to which you already know the answer; being artificially social with instructors or other students, when the real reason is to temporarily kill the pain.
• Form a positive self-image: Those students who are first entering college will probably have doubts about how well they will do. Try to do well immediately to instill an expectation of continuing to do well. Settle for nothing less. Nevertheless, try not be restricted by your past performance and experiences, good or bad. Learn from the past, but don’t be bound by it. Seek out your weaknesses and attack them. Be realistic about your limitations; but, don’t let this lead to becoming satisfied with them.

Taking a Course

Each student’s attitude is some mixture of the following:

• He/She wants to learn the material.
• He/She wants to get a good grade.
• He/She doesn’t care.

Each instructor’s attitude is some mixture of the following:

• He/She wants students to learn the material.
• He/She wants grading to be fair and reflect students’ knowledge and abilities.
• He/She doesn’t care.

In order to do well in a course, it is up to you (the student) to do two things:

1. Learn the material.
2. Learn the instructor.

As for the latter, pay attention in class to the instructor’s patterns, to what he/she emphasizes, etc. Gather information about the instructor from other students. A good instructor, however, will present their course in such a way that it will be of little benefit for the student to try to learn him/her, thereby forcing their students to learn the material.

Homework

• Keep in mind that your work is being graded by a human being. Thus:
  • Write legibly, orderly, and coherently.
  • Supply any commentary necessary to make it clear what you are attempting to do.

  Making the grader’s job easier will more likely lead to you getting the benefit of doubt when it occurs.

• Don’t think that getting the right answer to a homework problem implies that you have mastered the corresponding material. All you have done is solve one particular problem; that does not mean you have necessarily learned how to solve all such problems (such as the ones to appear on your exams). It’s up to you to view the homework problems from this wider perspective.
• If available, always go over the solutions provided by the instructor, even if you did well on the assignment. He/She may demonstrate methods (perhaps more efficient) or provide useful information that you hadn’t thought of.

Exams

• Preparation:
  • Roughly prioritize material as to its importance (primary, secondary, tertiary), and concentrate your studying on the most significant topics. Remember, the instructor only has a limited amount of time to test what you know and can do. Thus, keep in mind when preparing for an exam that the problems cannot be too complicated if they are to fit within the allotted time.
  • Study in ways that are suited to you.
    • Study with a group or alone based upon which is really best for you.
    • Do your most strenuous and important work during those times of the day that you work best.
  • Summarize or outline the course or text material in your own words. Writing a summary not only forces you to examine the subject matter in detail, but provides a compendium to review just prior to the exam.
  • Play it safe: Memorize somewhat more than what the instructor says is required. Bring a calculator even if it’s not suggested. Etc.
  • Study old exams if the instructor is known to give similar exams. But, don’t be fooled into thinking that since you were able to work through an old exam, it means you understand all the course material in general, and can perform in a test situation.
  • Bring your own paper and a watch.
  • Fighting exam anxiety: Convince yourself that all you can do is all you can do; but, don’t let that lead you to become complacent. Just be determined to be “on” for the duration of the exam. (Give yourself a pep-talk to this effect prior to each exam.)
• Starting the exam:
  • Read the instructions thoroughly and carefully.
  • Skim over the entire exam prior to beginning work.
  • Don’t necessarily do the problems in order. Instead, get those problems out of the way you feel confident you can do quickly and well. Observe how the problems are weighted, and direct your efforts to where you believe you can pick up points most easily. This does not necessarily mean attempting the most heavily weighted problem first; rather, it means first doing the problem for which you can accumulate points at the fastest rate. Indeed, there is a good chance that this is not the most heavily weighted problem, since many instructors dislike giving any one problem significantly greater or fewer points than the average, thereby underweighting the harder problems and overweighting the easier ones.
  • Before writing on any given problem, think. A small investment in time at the beginning can save time overall (for you might thereby choose a more efficient method of solving the problem).
  • Do precisely what is requested. In particular, don’t waste time doing things that will not receive credit. For example, unless explicitly required, do not rewrite the exam problems on your paper.
• Pace yourself through the exam. Example: On a 50-minute exam worth a 100 points, you should be accumulating 2 points per minute; thus, a 26-point problem should be completed in 13 minutes. Do this calculation at the start of the exam if the problem weights are given.
• If only for psychological reasons, most graders use nonlinear grading by which the early points of a problem are easier to get:Therefore, always write something (meaningful) down for every problem, if only a little. At the other end, even with linear grading, there are diminishing returns in terms of points-per-effort in trying to squeeze every last point out of a given problem; if time is low, it may be better to move on.
• Communicate with the grader. In particular, if you are running out of time, state the steps you would perform if you were to continue the problem.
• Show your work and make clear your reasoning in order to have a chance to receive partial credit.
• As with homework, and even more importantly, neatness counts.
• In courses on subjective material (e.g., humanities), just regurgitate the material from class and the text(s). Supplying you own opinions may sound good in theory, but it has the risk of running counter to the opinions of the instructor or grader. Conversely, restatements of the class/text material are easy for the grader to recognize as something deserving credit. Remember: Unless the exam is multiple-choice, then a human being—who typically wants to grade the many exams in front of him/her as quickly and painlessly as possible—is doing the grading.
• Always check over your answers if you have time.

Further Suggestions

• Unify and simplify your knowledge: A textbook presents the subject in a particular form, as does an instructor. By their very natures, however, textbooks and lectures tend to present subjects sequentially. Take the extra step of understanding the material in your terms, which may involve recognizing relationships that could not be conveniently expressed in the order presented in the text(s) and lectures.
• Remember, almost every logically consistent topic is simple at its foundation. Try to recognize the simple underlying relationships in the subject at hand; these are often left unstated by instructors and textbooks.
• Try to learn general principles and methods. Learning by examples (putting the new in terms of the familiar) can only take you so far.
• Learn as many methods of problem-solving as you can. This is especially helpful for exams, when time is of the essence.
• Ask yourself questions. Why didn’t the instructor or text(s) do this or that? Explore your own ideas. Try to understand the course material in detail.
• It is often said that the best way to learn something is to teach it. Do you know the subject matter well enough to explain it clearly and completely to someone else?
• Learn by observing others. Notice what works for them and consider incorporating those methods into yourself. Ask yourself “Why didn’t I think of that?”, and try to develop the related ability.
• Attempt to be methodical, neat, legible, deliberate, precise, knowledgeable, and reliable on the one hand, and creative, spontaneous, imaginative, smart, clever, articulate, and flexible on the other. The first mentality thrives on order, and inherently tries to do well what it already knows how to do; the second mentality thrives on disorder, and inherently tries to expand upon its abilities. Adopt the best of these two mentalities. Remember, every tool is a potential crutch. The first mentality may rely too heavily on already-mastered skills; but, the second mentality may fail to carefully apply those same skills.
• Think about and question everything, even the statements appearing here (and, yourself!). But, realize that it is equally foolish to be different merely for the sake of being different, as it is to mindlessly conform to the norm.
• For maximum efficiency, have several projects going at once. Then, if you get tired, frustrated, or bored working on one item, you can easily move onto something else, thereby staying productive as well as giving pending problems a chance to work themselves out subconsciously.
• Anticipate. For example, you may need to ask the instructor about the present assignment, but he/she is only guaranteed to be available at certain times; therefore, you should look over the assignment early.
• Forget pulling “all-nighters”. These merely amount to borrowing from tomorrow, at which time you will find yourself considerably less functional. All-nighters are really an indication of not having properly planned your activities.
• If possible, bring your textbook(s) to class.
• Take your lecture notes in pencil, since any modifications can then be made quickly and neatly.

Closing

Overall, there is one basic trait that distinguishes successful students from those that are not:

Successful students force themselves to understand.

They do not merely go through the motions of attending class, reading the text(s), and doing the homework, expecting these actions to necessarily suffice. Rather, they are continually asking, “Do I really understand what’s going on here?” They ask this question of themselves honestly, applying an internal barometer formed from experience to detect the slightest lack of understanding, be it ignorance or confusion. And, if the answer is “No”, then the situation is viewed as unacceptable, and more effort is the response.

important things in a students life

What Are the Most Important Things Students Should Learn in School?

What is the most important thing you have learned in school? How has this knowledge affected your life? How do you think it will help your success in the future?

In “The Two Codes Your Kids Need to Know,” Thomas L. Friedman writes:

A few years ago, the leaders of the College Board, the folks who administer the SAT college entrance exam, asked themselves a radical question: Of all the skills and knowledge that we test young people for that we know are correlated with success in college and in life, which is the most important? Their answer: the ability to master “two codes” — computer science and the U.S. Constitution.

Since then they’ve been adapting the SATs and the College Board’s Advanced Placement program to inspire and measure knowledge of both. Since the two people who led this move — David Coleman, president of the College Board, and Stefanie Sanford, its chief of global policy — happen to be people I’ve long enjoyed batting around ideas with, and since I thought a lot of students, parents and employers would be interested in their answer, I asked them to please show their work: “Why these two codes?”

Their short answer was that if you want to be an empowered citizen in our democracy — able to not only navigate society and its institutions but also to improve and shape them, and not just be shaped by them — you need to know how the code of the U.S. Constitution works. And if you want to be an empowered and adaptive worker or artist or writer or scientist or teacher — and be able to shape the world around you, and not just be shaped by it — you need to know how computers work and how to shape them.

With computing, the internet, big data and artificial intelligence now the essential building blocks of almost every industry, any young person who can master the principles and basic coding techniques that drive computers and other devices “will be more prepared for nearly every job,” Coleman and Sanford said in a joint statement explaining their initiative. “At the same time, the Constitution forms the foundational code that gives shape to America and defines our essential liberties — it is the indispensable guide to our lives as productive citizens.”

Students, read the entire Opinion piece, then tell us:

— In your opinion, what are the most important things students should learn in school?

— Do you agree with the leaders of the College Board, as explained by Mr. Friedman, that knowledge of coding and the U.S. Constitution are the most critical skills and knowledge young people will need to be successful in college and in life? What aspects of their argument do you find most convincing or effective? Which aspects are less so?

— How much do you know about coding and the Constitution? Does the column persuade you to pursue these subjects more fully? Why or why not?

— Does your school currently teach or emphasize these subjects?

— Mr. Friedman proposes two codes for success in college and life; are there other skills or knowledge that are equally important, in your opinion?

— What are the most important skills and knowledge you have learned in school? What class has been the most beneficial to you?

— How much is your school preparing you for your future?

— Mr. Friedman concludes his column with the following paragraphs:

Sanford grew up in Texas and was deeply affected as a kid watching video of the African-American congresswoman Barbara Jordan arguing the case against Richard Nixon in Watergate. What she remembered most, said Sanford, was how Jordan’s power “emanated from her command of the Constitution.

“Understanding how government works is the essence of power. To be a strong citizen, you need to know how the structures of our government work and how to operate within them.” Kids are getting it: An A.P. U.S. Government and Politics class at Hightstown High School in New Jersey was credited in a Senate committee report with contributing content to a bill, the Civil Rights Cold Case Records Collection Act, which was signed into law last month.

Sanford cites it as a great example of her mantra: “‘Knowledge, skills and agency’ — kids learn things, learn how to do things and then discover that they can use all that to make a difference in the world.”

How important do you think the last part of the equation is: agency? Has your school encouraged you to use your knowledge and skills to make a positive difference in the world? If yes, please explain. If no, do you think your school should?

23 Things Top Students Do

They are the ones you catch out of the corner of your eye. They get their exam back, calmly flip through the few (if any) errors they made, and swiftly place their 94% into their bag.

That’s right, I’m talking about the top students who make it look so easy.

What we don’t realize is that under the surface there is a collection of positive habits and mindsets that make that person so successful in class. Not just a few, but an accumulation of many habits that combine to produce high-level academic performance.

Here are 23 habits of top students that you can use as tips to do better in school:

1. They don’t always do all of their homework.

In college, homework assignments generally make up 5-20% of your grade, but can be the biggest time-suck for most students. Yes, working problems is one of the best ways to turn new concepts into working knowledge, but a large majority of those problems that take you hours and hours to work through, you’ll never see on an exam.

2. They never “read through” the textbook.

Per time spent, reading the textbook is one of the least effective methods for learning new material. Top students use the examples and practice problems, but otherwise use Google, lecture notes, and old exams for study materials.

3. They Google EVERYTHING.

It’s like an automatic reaction. New concept = go to Google for a quick explanation. Don’t think just because your professor gives you a textbook and some examples on the blackboard that you’re limited to that information. You have a massive free search engine at your fingertips, so make use of it.

4. They test themselves frequently.

Testing yourself strengthens your brain’s connections to new material, and gives you immediate and clear feedback on whether you know something or not. Bottom line, repeated self-testing significantly improves long-term retention of new material.

5. They study in short bursts, not long marathons.

Studying in short bursts tends to help you focus intensely because you know there is at least a short break coming.

This also fits in nicely with our Ultradian Rhythm, the natural activity/rest cycle of our bodies, which makes studying continuously for multiple hours on end counterproductive.

6. They reverse-engineer solved problems.

It’s one thing to follow and memorize a set of steps to solve a calculus problem. It’s an entirely different thing to understand what a derivative is, be able to take derivates of complex functions, know when to use the chain rule vs. the product rule, etc. The problem with simply following the steps the professor provided, or the textbook outlines, is that you’re only achieving a surface-level knowledge of the problem. Top students, instead, take solved problems and work backwards, from solution to question, asking “why.”

Why did this get this value?
Why did they simplify this expression?
Why did they use that type of derivative rule?

By following this process, you begin to understand the interconnections of the concept, and how to directly apply that to a problem. This “working knowledge” of a concept is key to performing well on exams, especially on problems that you haven’t seen before.

7. They don’t own a highlighter.

Highlighting anything = unengaged reading. If you want to note something that stands out, underline and write a corresponding note to go along with it. Or better yet, write yourself a note summarizing the item in your own words.

8. They sleep–a lot.

The daily routines of top performers, in any field, are characterized by periods of intense work (4-6 hours per day) followed by significant quantities of high-quality sleep (9 hours per night). You see this trend in top violin prodigies and chess champions, as well as elite athletes. The idea is to alternate periods of intense work with rest, so that you create tons of new connections in your nervous system, and then allow adequate time to assimilate those gains.

9. They engage themselves by asking questions.

What happens if I tell you, “Thomas Jefferson almost single-handedly drafted the Delcaration of Independence in 1776.”?

You might say “Hmm.. that’s interesting”, try to remember it for later, maybe even write down a note or two.

But what if I ask you, “Who was Thomas Jefferson?” What changes?

You start searching your memory, sifting through images of old guys, founding fathers, thinking about the Declaration of Independence. You come up with your own narrative, and then realize that you have gaps.

When was he around again?
And why was he so important?

You’ll probably find yourself going to Google to fill in the gaps. Through that process your learning will be much more deeply seated in your brain than anything your history teacher ever told you about him. That’s the power of asking questions.

10. They make the best out of lecture.

Yes, your professor sucks. Yes, lectures are boring. Yes, it’s either too fast so you can’t keep up and miss all the important stuff, or it’s way too slow and you start zoning out because you already understand everything.

The best students look at this this way: I’m going to be there no matter what, so what’s the best use of my time while I’m in the classroom? Ask questions, bring the textbook and look stuff up, focus on the important practice problems to copy down in your notes, try to anticipate what the professor is going to say, make note of anything they put emphasis on as a potential exam topic. All of these things make the time you have to spend in lecture more productive and engaging. And that’s less time you have to spend studying later on.

11. They over-learn.

School is hard enough, with the amount of studying and homework you have to do. And on top of all of that Facebooking you have to get done? It might seem ridiculous to suggest learning more than you have to.

What!? Are you insane!?

But this is precisely what top students do. And paradoxically, they end up spending less time trying to understand how to do homework problems, and less time studying for exams because of it. Because when you “over-learn” past what’s presented in class, you build a better framework for the subject.

Think of trying to remember some details about Abraham Lincoln’s life. You try to remember the dates of the Civil War, or what he said in the Emancipation Proclamation. You study the same facts over and over and over again… but it’s just boring, and you quickly forget. But what if you knew his whole life’s story? About how Lincoln suffered from bouts of depression, and his relationship with his wife suffered? You start to learn that the dude was human, and you start to relate to the things he did and the struggles he went through. Now you’ve constructed a story in your head. And studies show that humans learn best through stories. So yes, it’s more information, but your brain knows what to do with it now that all those random facts are linked together. More learning, but less rote memorization and struggling to remember random facts.

12. They immediately study their exam mistakes.

Most students get their exam grade back, flip through to see if the professor made any mistakes they can argue about, and then promptly shove it into their notebook, never to be seen again until the mad scramble at the end of the semester to study for the final.

Instead, top students ignore what they got right, and use their mistakes as an indicator of what to improve on.

13. They’re busy with work and side projects.

Yes, to do well in a course, you need to focus and put in the hours. But like many geniuses throughout history have shown, involvement in a diverse set of subjects, activities, and skill sets keeps you active, and provides you with a rich and diverse set of mental models to pull from.

Also, as they say, “If you need to get something done, give it to the busy person.” If you stay active in multiple areas, you don’t have time to procrastinate, and are forced to be efficient with your study time. This generally translates into quicker learning and better performance throughout the semester.

14. They use lecture as a detective mission.

Though completely unaware of this fact, your professor has tells. Yes, like in poker. Tells during lecture will hint at particular types of concepts and problems that will be emphasized on the midterm or final exam. The best students pay attention to topics professors spend a seemingly inordinate amount of time on and make note. Chances are you’ll see something related on the final.

15. They don’t wait for motivation to strike.

Motivation comes and goes, but studying for a degree requires persistence and consistency. Just like Olympic athletes train even on their worst days, the best students figure out how to get their coursework done when it’s the last thing they want to do.

16. They practice under test conditions.

The old adage “practice makes perfect” isn’t totally true. Deliberate practice under the right conditions, with the correct mindset, is more like it. Instead of reading through all of the lecture notes and redoing old homework problems, top students make themselves practice exams, and rehearse their exam performance, under time pressure and in similar conditions (no notes, uncomfortable chair, quiet room, etc.) to what they’ll see on test day.

17. They use old exams.

Professors aren’t the most inventive folk. Along with coming up with lecture material and departmental responsibilities, they’re also primarily concerned with research. So typically midterms and final exams more or less look alike for similar courses year-to-year and even across universities. Because of this, old exams are a gold mine of opportunity for figuring out what problems you should be able to solve and study from.

18. They make their own study guides.

The best students don’t simply use the study guide the teacher provides, they create their own.

Creating the study guide is half the battle, requiring you to go through your notes, consolidate them, and organize them in a way that you understand–all valuable study activities. You’ll also be able to use your equations sheet much more effectively on the exam itself (if allowed) because you know exactly where everything is.

19. They actually write on paper.

Writing out notes on a laptop is efficient. Too efficient. Because it’s so easy to quickly type out exactly what the professor is saying, you don’t have to do the work of trying to figure out how to consolidate the information into your own shorthand. Some also believe that the act of writing helps retain more information.

20. They use the 80/20 rule.

Yes, some students who get good grades do every reading assignment, finish every practice problem, and attend every study session they can get their hands on. But these students are missing the point. There will always be an endless amount of information you could learn given the time and effort, but having the ability to discern what is worth learning will truly set you apart.

Top students identify the 20% of concepts they need to learn deeply, in order to determine 80% of their final grade. They focus intently on those few things, and simply ignore the rest. This is a formula for high performance, without hours and hours of busywork. And it translates seamlessly into the real world too.

21. They don’t complain.

Complaining simply has no place in the smart student’s repertoire. If something sucks, change it or ignore it, but don’t waste your time, energy, and mental state talking about it. Got a crappy professor? Either switch class sections or focus on teaching yourself. Horrible textbook? Find alternate resources (Google is free in case you hadn’t heard).

22. They learn by doing.

Any technical subject can only truly be internalized through use. Just like learning a new language, learning to be fluent in algebra or calculus requires active application of rules and formulas. Top students know there is a big difference between knowledge, and applied knowledge.

23. They take personal responsibility for learning the material.

The best students understand that they, and only they are truly responsible for their own education. So waiting to be spoon-fed by your professor and doing the homework assignments will never be enough. Despite your school’s best intentions, they’ll never be as committed to your academic success as you can be.

10 HABITS OF SUCCESSFUL STUDENTS

1. Get Organized. Making a plan for what you’re going to do and when you’re going to do it will make sure you’re always ahead of the curve – literally.
2. Don’t multitask. Studies have shown that multitasking is physically impossible.
3. Divide it up. Studying isn’t fun to begin with, and forcing yourself through a study marathon will only make it worse. Dividing your work into manageable chunks and rewarding yourself when you finish each chunk will make studying (more) fun.
4. Sleep. Don’t underestimate the importance of those eight hours of zzz’s every night! Getting a good night’s rest will sharpen your focus and improve your working memory.
5. Set a schedule. Do you work better right after school or after you’ve eaten dinner? Are you more productive in 90-minute blocks or half-hour spurts? Find a schedule that works for you, and stick to it.
6. Take notes. Taking notes will not only keep you more engaged during class, but will also help you narrow down what you need to study when exam time rolls around. It’s much easier to reread your notes than to reread your entire textbook!
7. Study. This one might be obvious, but did you know that there’s a right and a wrong way to study? Review your material several days ahead of time, in small chunks, and in different manners (for example, write flashcards one day and take practice tests the next). In other words, don’t cram.
8. Manage your study space. Find a place that will maximize your productivity. Look for places away from the television and other distractions. Whether it’s your local library or just the desk in your bedroom, set aside a study space that you’ll want to spend time in.
9. Find a study group. Sitting down with a group of people who are learning the same things as you is a great way to go over confusing class material or prepare for a big test. You can quiz each other, reteach material, and make sure that everyone is on the same page. After all, teaching someone else is the best way to learn.
10. Ask questions. You’re in school to learn, so don’t be afraid to do just that! Asking for help – from a teacher, a tutor or your friends – is a surefire way to make sure you truly understand the material.

-Your professor is human, too. They’re just like you, except that they’ve been given the privilege of leading this class and getting paid to do it. Don’t be afraid to ask questions or express your confusion—it’s expected!

-If you don’t understand something, don’t be afraid to ask for clarification. Professors love when students ask questions because it shows that you’re really trying to understand the material. If you don’t understand something in class, ask your professor about it at their office hours.

-Don’t take notes during lectures unless they specifically tell you not to (this is usually because they want you focused on them). Take notes during class if it helps you retain information better or if it’s a lecture with a lot of information that might be hard to remember later on.

-Don’t feel bad if there are things you don’t understand—that’s normal! If there’s something in particular that doesn’t make sense but isn’t confusing the rest of what was said, feel free to ask about it after class (or email them later).