Transition. Decision. Salvage and Optimize.

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Reading week or break week is past, and you are on the brink of getting ready for the long and final term ahead.

Transition: 

You are at a turning point in the term. Take a few moments to debrief yourself on this term’s break: Did you get more done than in previous break weeks? About the same? Worse? With the complexities of COVID, it may very well be that in spite of your intentions and plans, your social and academic hopes were not completely met.

Take a breath. Rate your break week from 1 to 10. Next term will be different. To lay the groundwork for next term, finish your debrief by listing what worked and what didn’t. What do you recommend you would do differently in the future? What would you do the same?

Decision:

Debrief done. On to the future. I’ve heard from students, “Help Steve! I’m further behind than I was before reading week!” Fears of never catching up, of failing, of not getting a good GPA, of withdrawing. If this is a decision you are considering, you will have to weigh many factors before deciding whether to stay or withdraw. 

I would encourage you strongly not to make that decision based on fear. Acknowledge your anxiety-driven right side of the brain, then kick the left side of your brain into gear. You’ve gone this far, so you do indeed have the proven ability to think things through.

The critical question at this point is whether to withdraw or not.  There are three critical questions to ask:

  • What is your status–how bad is it?
  • Is the term salvageable?
  • How do you go about salvaging it?

It’s back to the time management drawing board, prioritizing (a) what must get done, (b) when it must get done, and (c) how good is “good enough.”

Salvage and Optimize:

Spend an hour or so drawing up a plan to salvage and optimize the term. Pull out your term calendar and each syllabus.   List what is due in order of due dates. Note what counts the most in each course–you don’t want to spend hours and hours drawing a map that is only worth 5 percent. If you are overwhelmed by too much to do in too little time, think about what effective shortcuts you could take.

Here are some pointers that are less than perfect from a scholarly perspective, but have helped students salvage a course or a term:

  • Wherever you can, reduce reading time by reading headings and skimming. Then summarize each section by phrasing a possible exam question or two.
  • For written work, read the rubric, skim the material and write out your main points, giving yourself only 10 minutes. The next day, read the rubric, then speed write the assignment as though you are writing a timed exam. Polish and revise in a couple of days–again under a self-imposed time limit.

[If you have extra time later, you can polish these two areas to a more scholarly standard.]

  • If class participation is key, instead of aiming to be brilliant by reading above and beyond and coming up with ideas that show your superior analysis, just read enough to know what is going on, and build on other students’ contributions.
  • Review your syllabus and notes, jotting down syllabus statements and hints from the professor about what will be on the exam.
  • Make sure you make full use of accommodations.
  • Reduce your job schedule where possible.
  • Revise your weekly schedule–maintain sleep, some exercise, breaks, and daily self-affirmation time.
  • Find a secure thought: “I still have time to withdraw.” “A ‘B’ is better than a ‘W’.” “A ‘C’ is better than an ‘F’.” 
  • Know the withdrawal deadline date.
  • Attend all classes.

Whether you are targeting to revive a sorry situation or aiming for a 4.0, these 10 tips will boost your odds. 

Contact me to discuss how we can strategize your next six to eight weeks toward your academic goals. It’s what I do. [email protected]