Distracted? These Four Learning Strategies Can Help
Procrastinating? Still? How a Tomato Timer Can Help You Stop Putting Things Off
Stop Putting Things Off: 5 Tips For Focus and Productivity
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These Four Learning Strategies Can Help","publishDate":1619421730,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction. ","status":"publish","parent":0,"modified":1619539876,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1690},"headData":{"title":"Distracted? These Four Learning Strategies Can Help - MindShift","description":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted? These Four Learning Strategies Can Help","datePublished":"2021-04-26T07:22:10.000Z","dateModified":"2021-04-27T16:11:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57734 https://ww2.kqed.org/mindshift/?p=57734","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/distracted-these-four-learning-strategies-can-help/","disqusTitle":"Distracted? These Four Learning Strategies Can Help","path":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_108","mindshift_21207","mindshift_20512","mindshift_20562","mindshift_873","mindshift_20790","mindshift_380","mindshift_20942"],"featImg":"mindshift_57735","label":"mindshift"},"mindshift_51765":{"type":"posts","id":"mindshift_51765","meta":{"index":"posts_1591205157","site":"mindshift","id":"51765","score":null,"sort":[1533540489000]},"guestAuthors":[],"slug":"procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off","title":"Procrastinating? Still? How a Tomato Timer Can Help You Stop Putting Things Off","publishDate":1533540489,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">LEARNING HOW TO LEARN: How to Succeed in School Without Spending All Your Time Studying\u003c/a>\" by Barbara Oakley, PhD, and Terrence Sejnowski, PhD, with Alistair McConville, published by TarcherPerigee, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright (c) 2018 by Barbara Oakley and Terrence Sejnowski.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>I’LL DO IT LATER, HONEST!\u003c/strong>\u003cbr>\n\u003cstrong>Using a Tomato to Beat Procrastination\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Back in the 1800s, murderers used to love a chemical called arsenic. (It’s pronounced “ARE-suh-nick,” and sounds like “parsnip.”) Arsenic poisoned and killed victims in a day. Painfully.\u003c/p>\n\u003cp class=\"p2\">In 1875 two men ate arsenic in front of an audience. People expected them to die. But to everyone’s surprise, they returned the next day, alive and well. How was that possible? How can something so harmful appear to do no damage?\u003c/p>\n\u003cp class=\"p2\">It was a mystery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">We’ll tell you later how the story of the arsenic eaters ended, but . . . spoiler alert: It didn’t end well for them.\u003c/p>\n\u003cp class=\"p2\">Arsenic is bad for us, but tomatoes are good, right? They are full of healthy nutrients. I’m going to show you how even a plastic tomato can be good for you. It can help you learn better. Sound crazy? All will soon become clear. But don’t eat any plastic tomatoes. That’s not the trick . . .\u003c/p>\n\u003cp class=\"p4\">\u003cb>The Problem with Putting Things Off\u003c/b>\u003c/p>\n\u003cp class=\"p2\">I want to tell you about procrastination. (It’s pronounced “pro-KRAS-ti-NAY-shun.” The last part rhymes with “nation.”) \u003cb>Procrastination means putting things off until later.\u003c/b> It is a problem for many students (and adults!) and gets in the way of good learning. Procrastination can be a natural thing to do. Why would you do something you don’t feel like doing? Especially if you know it’s going to be hard? Why study on Monday when the test is not until Friday? Won’t you forget it by then any way?\u003c/p>\n\u003cp class=\"p2\">Here’s the problem. If you procrastinate, you often run out of time. As you will learn later, time and practice work together to help you cement new ideas into your brain. If you run out of time, you not only can’t build learning structures, you also spend energy worrying about it. That’s a lose-lose situation. Procrastination is the enemy of high-quality learning. But many students still do it. I want to show you how to beat it.\u003c/p>\n\u003cp class=\"p2\">Here’s the good news. Your inner zombies are going to help you learn. Now don’t freak out. I don’t mean you have real zombies inside your skull. That would be gross. But it’s nice to imagine an army of tiny zombies up there, working hard for you. You want to make friends with them.\u003c/p>\n\u003cp class=\"p2\">So, we need a pinball machine, a headful of friendly zombies, and a plastic tomato? Who knew? Stay with me . . . I’m a professor!\u003c/p>\n\u003cp class=\"p4\">\u003cb>Procrastination and Pain\u003c/b>\u003c/p>\n\u003cp class=\"p2\">Do you groan when your mom or dad tells you to clean, or practice an instrument, or start your homework? This is because when you think about opening that book, or cleaning up, it actually hurts— researchers can see an area of the brain that experiences pain, the insular cortex, begin to light up. To your brain, thinking about cleaning your room feels like the start of a stomachache. But here’s what’s interesting. Once you get started on the task you didn’t want to do, the pain goes away after about twenty minutes. The insular cortex calms down when you start the task you were avoiding. It’s happy that you’re finally getting on with the job.\u003c/p>\n\u003cp class=\"p2\">So this is my number one top tip to become a good learner. Just get going. Don’t put work off until later.\u003c/p>\n\u003cp class=\"p2\">Easy for the professor to say, you’re thinking. How can I change my habits? I’m so used to them.\u003c/p>\n\u003cp class=\"p2\">The answer is . . . a tomato!\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=bDz7bUor51c\u003c/p>\n\u003cp class=\"p4\">\u003cb>The Pomodoro Technique\u003c/b>\u003c/p>\n\u003cp class=\"p2\">Has she gone crazy? you ask. How can a tomato make me a better learner?\u003c/p>\n\u003cp class=\"p2\">In the 1980s Francesco Cirillo came up with a way to help procrastinators. It’s called the Pomodoro Technique.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Pomodoro\u003c/i> is Italian for “tomato.” Cirillo developed a tomato-shaped timer, like the one here. Cirillo’s technique is simple, and it works. (Terry and I know. It is one of the most popular techniques in our course \u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">Learning How to Learn\u003c/a>.)\u003c/p>\n\u003cp class=\"p2\">First, you need a timer. The tomato-shaped timer is great, but any timer will do. I have a digital timer on my computer. Many people use Pomodoro apps on their smartphones or iPads.\u003c/p>\n\u003cp class=\"p2\">The technique works like this:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Shut off all distractions\u003c/b>—your phone, the TV, your music, your brother. Anything that gets in the way of your ability to focus. Find a quiet place to work where you won’t be interrupted. If you can afford them, consider noise-canceling earphones or cheaper but just-as-effective earmuffs or earplugs.\u003c/p>\n\u003cp class=\"p2\">2. Set the timer for \u003cb>25 minutes. \u003c/b>(If you are ten to twelve years old, you may want to start with ten- or fifteen-minute Pomodoros.)\u003c/p>\n\u003cp class=\"p2\">3. Get going, and \u003cb>focus\u003c/b> on the task as well as you can. Twenty-five minutes is not long. You can do it!\u003c/p>\n\u003cp class=\"p2\">4. Now for the best part. After 25 minutes, \u003cb>reward\u003c/b> yourself.\u003c/p>\n\u003cp class=\"p2\">Watch a dance video or listen to your favorite song. (Maybe dance to it yourself!) Cuddle with your dog. Or chat with friends for five or ten minutes or so. The reward is the most important part of the whole Pomodoro process. When you’re looking forward to a reward, your brain helps you focus better.\u003c/p>\n\u003cp class=\"p2\">We’re going to call this whole process, including the reward, “doing a Pomodoro.”\u003c/p>\n\u003cp class=\"p2\">When you “do a Pomodoro” forget about \u003ci>finishing\u003c/i> the task. Don’t say, “I’m going to finish all my homework during this Pomodoro.” You might finish whatever you’re working on. But don’t worry about it if you don’t. Just work as hard as you can for 25 minutes. When the timer goes off, take a break. Dip into your diffuse mode with that reward.\u003c/p>\n\u003cp class=\"p2\">You may need to do another Pomodoro later, but that’s okay. You’re doing the right thing just by working hard on the task. Don’t worry about how much you do. You will finish. But leave yourself plenty of time. Don’t wait until the last minute.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">\u003cimg class=\"alignright wp-image-51806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Learning-How-to-Learn-cover-art-e1533330033558.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>When I do a Pomodoro, my thoughts sometimes wander off. That’s perfectly normal. As soon as I catch my thoughts wandering, I just bring them back to the task. It’s only 25 minutes, after all. Anyone can do 25 minutes of studying. If I find my thoughts wandering to other tasks I want to do, or websites I want to check, I make a note on a piece of paper so I won’t forget, and then I continue with the Pomodoro.\u003c/p>\n\u003cp class=\"p2\">I’ll admit that if I want to keep working after the time is up, I go ahead. Getting into the flow, where I’m really into doing the task, is a good thing. But when I stop, I always reward myself. It’s diffuse mode time! If I’ve been writing (like this book), I listen to a favorite song. Or I get up and make a cup of tea and look out the window. I don’t write during my break. That way, the “writing” part of my brain gets a rest.\u003c/p>\n\u003cp class=\"p2\">It’s a good idea to do something during your break that’s very different from what you have been focusing on. You want to give a rest to the area of your brain that’s been doing the focusing. If you’ve been sitting while you study, breaks where you move your body around are often the best.\u003c/p>\n\u003cp class=\"p2\">Some people like Pomodoro timers that make a ticking sound. This reminds them that time is passing and they are getting closer to their break. The ticking keeps them focused.\u003c/p>\n\u003cp class=\"p2\">How many Pomodoros should you do in a day? That depends on you. If you’re pretty self-motivated and just need an occasional poke to get going, try doing just one or two Pomodoros a day, when you need them. Some people keep careful count of how many Pomodoros they do in a day—they often use Pomodoro apps that collect the day’s Pomodoros, kind of like badges. Look up Pomodoro apps and find one that you like—one of the most popular ones we know of is called “Forest.”\u003c/p>\n\u003cp class=\"p2\">By the way, don’t switch between tasks when you’re doing your Pomodoro. Pick a task and work at it until the bell rings. (Of course, if you finish a task during a Pomodoro, you can start another.) Some students think they can do several tasks at once, or switch back and forth between several tasks at once. This is called multitasking. But the idea of multitasking is a mistake. Your focus can only be on one thing at a time. When you switch your attention, you waste mental energy, and you will perform worse. It’s like a pinball machine where two balls have been released instead of one, and you have to crazily try to manage both the balls. You inevitably fail and both balls drop.\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>Good Zombies and Bad Zombies\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">This takes me back to zombies. Sometimes they have a bad reputation. People think of them as monsters—scary-looking creatures who are under the control of something or someone else.\u003c/p>\n\u003cp class=\"p2\">But zombies (at least in our book!) are just your habits. There are good, neutral, and bad zombie habits. (Okay, maybe the bad zombies really aren’t that bad—they’re just not helpful sometimes.)\u003c/p>\n\u003cp class=\"p2\">What do all zombies have in common? They work automatically toward their goal (which generally involves eating brains). Nothing distracts them. They never give up. It’s like they’re on autopilot.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">\u003cimg class=\"alignnone size-full wp-image-51807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Zombies.png\" alt=\"\" width=\"1063\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies.png 1063w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-768x468.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-1020x622.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-960x585.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-240x146.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-375x229.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-520x317.png 520w\" sizes=\"(max-width: 1063px) 100vw, 1063px\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">We all have a zombie mode—fortunately, it usually doesn’t involve eating weird substances, like with real zombies. We do things automatically because we’ve done them so many times before. What are your zombie mode habits? Throwing your shoes down as you come in from school? Falling into a favorite chair in front of the TV? Or reaching for your phone as soon as it vibrates? No thinking. No discussion. That’s you in zombie mode.\u003c/p>\n\u003cp class=\"p2\">Imagine being as focused as a helpful zombie on your studies during the time you’re supposed to be studying. Practicing the Pomodoro Technique will help you get there. But you need to defeat your bad zombie habits on the way.\u003c/p>\n\u003cp class=\"p2\">Studying and texting in the same time frame is a bad habit. It’s your bad “study while texting” zombie. To defeat it, you can instead train a helpful zombie—get used to turning your phone off, silencing it, or leaving it in another room. The new good zombie can allow you to overcome the bad one!\u003c/p>\n\u003cp class=\"p2\">If your brother interrupts you, train your helpful inner zombie to tell your brother you’re “doing a Pomodoro.” Ask your brother to stay away until you’ve finished. If you know you get hungry, have a snack before you do a Pomodoro. Instead of mindlessly jumping into a new chapter of your textbook, first do a picture walk, and then take notes on the paper that your good zombie mode has thoughtfully placed beside you. Replace your bad zombie habits with ones you know will make things better for you.\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>Back to the Arsenic Eaters\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Remember the arsenic eaters? How did they eat arsenic and not die on the spot? And what does eating a deadly poison have to do with something as seemingly harmless as putting things off— procrastination?\u003c/p>\n\u003cp class=\"p2\">The arsenic eaters ate a little bit of poison each day. They trained their bodies to expect it. They were building up an immunity. They thought they were getting away with it because they didn’t feel ill.\u003c/p>\n\u003cp class=\"p2\">They didn’t realize it, but they were gradually poisoning themselves.\u003c/p>\n\u003cp class=\"p2\">A little bit of arsenic won’t kill you right away. But it’s very unhealthy. Over time it does serious damage—cancer and other damage to your internal organs. Don’t eat arsenic!\u003c/p>\n\u003cp class=\"p2\">How is this like procrastination?\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>It doesn’t seem like it hurts if you put off your studies a little longer. Or spend another “few minutes” on social media. But if you get used to procrastinating, it will make learning harder, because you will have less time when you do buckle down to learn. You’ll get stressed, miss deadlines, and not learn things properly. You can get really behind. All this will make you a less effective student.\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Remember, you can build an army of helpful zombies up there, working hard for you if you make short periods of focused concentration into a habit. So learn to love that plastic tomato! Or the Pomodoro app on your phone.\u003c/p>\n\u003cp>\u003cem>\u003cb>Barbara Oakley\u003c/b> is a professor of engineering at Oakland University in Rochester, Michigan, and Ramón y Cajal Distinguished Scholar of Global Digital Learning at McMaster University. Dr. Oakley teaches two massive open online courses (MOOCs), “\u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">Learning How to Learn\u003c/a>” (the world’s most popular course) and “Mindshift” alongside legendary neuroscientist \u003ca href=\"https://www.salk.edu/scientist/terrence-sejnowski/\">Terrence Sejnowski\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Procrastination is painful. But setting a timer for 25 minutes, focusing deeply and then rewarding yourself can help students accomplish their goals. According to educator Barbara Oakley, \"Anyone can do 25 minutes of studying.\"","status":"publish","parent":0,"modified":1533540489,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":2368},"headData":{"title":"Procrastinating? Still? How a Tomato Timer Can Help You Stop Putting Things Off | KQED","description":"Procrastination is painful. But setting a timer for 25 minutes, focusing deeply and then rewarding yourself can help students accomplish their goals. According to educator Barbara Oakley, "Anyone can do 25 minutes of studying."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Procrastinating? Still? How a Tomato Timer Can Help You Stop Putting Things Off","datePublished":"2018-08-06T07:28:09.000Z","dateModified":"2018-08-06T07:28:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51765 https://ww2.kqed.org/mindshift/?p=51765","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/06/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off/","disqusTitle":"Procrastinating? Still? How a Tomato Timer Can Help You Stop Putting Things Off","path":"/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">LEARNING HOW TO LEARN: How to Succeed in School Without Spending All Your Time Studying\u003c/a>\" by Barbara Oakley, PhD, and Terrence Sejnowski, PhD, with Alistair McConville, published by TarcherPerigee, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright (c) 2018 by Barbara Oakley and Terrence Sejnowski.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>I’LL DO IT LATER, HONEST!\u003c/strong>\u003cbr>\n\u003cstrong>Using a Tomato to Beat Procrastination\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Back in the 1800s, murderers used to love a chemical called arsenic. (It’s pronounced “ARE-suh-nick,” and sounds like “parsnip.”) Arsenic poisoned and killed victims in a day. Painfully.\u003c/p>\n\u003cp class=\"p2\">In 1875 two men ate arsenic in front of an audience. People expected them to die. But to everyone’s surprise, they returned the next day, alive and well. How was that possible? How can something so harmful appear to do no damage?\u003c/p>\n\u003cp class=\"p2\">It was a mystery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">We’ll tell you later how the story of the arsenic eaters ended, but . . . spoiler alert: It didn’t end well for them.\u003c/p>\n\u003cp class=\"p2\">Arsenic is bad for us, but tomatoes are good, right? They are full of healthy nutrients. I’m going to show you how even a plastic tomato can be good for you. It can help you learn better. Sound crazy? All will soon become clear. But don’t eat any plastic tomatoes. That’s not the trick . . .\u003c/p>\n\u003cp class=\"p4\">\u003cb>The Problem with Putting Things Off\u003c/b>\u003c/p>\n\u003cp class=\"p2\">I want to tell you about procrastination. (It’s pronounced “pro-KRAS-ti-NAY-shun.” The last part rhymes with “nation.”) \u003cb>Procrastination means putting things off until later.\u003c/b> It is a problem for many students (and adults!) and gets in the way of good learning. Procrastination can be a natural thing to do. Why would you do something you don’t feel like doing? Especially if you know it’s going to be hard? Why study on Monday when the test is not until Friday? Won’t you forget it by then any way?\u003c/p>\n\u003cp class=\"p2\">Here’s the problem. If you procrastinate, you often run out of time. As you will learn later, time and practice work together to help you cement new ideas into your brain. If you run out of time, you not only can’t build learning structures, you also spend energy worrying about it. That’s a lose-lose situation. Procrastination is the enemy of high-quality learning. But many students still do it. I want to show you how to beat it.\u003c/p>\n\u003cp class=\"p2\">Here’s the good news. Your inner zombies are going to help you learn. Now don’t freak out. I don’t mean you have real zombies inside your skull. That would be gross. But it’s nice to imagine an army of tiny zombies up there, working hard for you. You want to make friends with them.\u003c/p>\n\u003cp class=\"p2\">So, we need a pinball machine, a headful of friendly zombies, and a plastic tomato? Who knew? Stay with me . . . I’m a professor!\u003c/p>\n\u003cp class=\"p4\">\u003cb>Procrastination and Pain\u003c/b>\u003c/p>\n\u003cp class=\"p2\">Do you groan when your mom or dad tells you to clean, or practice an instrument, or start your homework? This is because when you think about opening that book, or cleaning up, it actually hurts— researchers can see an area of the brain that experiences pain, the insular cortex, begin to light up. To your brain, thinking about cleaning your room feels like the start of a stomachache. But here’s what’s interesting. Once you get started on the task you didn’t want to do, the pain goes away after about twenty minutes. The insular cortex calms down when you start the task you were avoiding. It’s happy that you’re finally getting on with the job.\u003c/p>\n\u003cp class=\"p2\">So this is my number one top tip to become a good learner. Just get going. Don’t put work off until later.\u003c/p>\n\u003cp class=\"p2\">Easy for the professor to say, you’re thinking. How can I change my habits? I’m so used to them.\u003c/p>\n\u003cp class=\"p2\">The answer is . . . a tomato!\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bDz7bUor51c'\n title='//www.youtube.com/embed/bDz7bUor51c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p4\">\u003cb>The Pomodoro Technique\u003c/b>\u003c/p>\n\u003cp class=\"p2\">Has she gone crazy? you ask. How can a tomato make me a better learner?\u003c/p>\n\u003cp class=\"p2\">In the 1980s Francesco Cirillo came up with a way to help procrastinators. It’s called the Pomodoro Technique.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Pomodoro\u003c/i> is Italian for “tomato.” Cirillo developed a tomato-shaped timer, like the one here. Cirillo’s technique is simple, and it works. (Terry and I know. It is one of the most popular techniques in our course \u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">Learning How to Learn\u003c/a>.)\u003c/p>\n\u003cp class=\"p2\">First, you need a timer. The tomato-shaped timer is great, but any timer will do. I have a digital timer on my computer. Many people use Pomodoro apps on their smartphones or iPads.\u003c/p>\n\u003cp class=\"p2\">The technique works like this:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Shut off all distractions\u003c/b>—your phone, the TV, your music, your brother. Anything that gets in the way of your ability to focus. Find a quiet place to work where you won’t be interrupted. If you can afford them, consider noise-canceling earphones or cheaper but just-as-effective earmuffs or earplugs.\u003c/p>\n\u003cp class=\"p2\">2. Set the timer for \u003cb>25 minutes. \u003c/b>(If you are ten to twelve years old, you may want to start with ten- or fifteen-minute Pomodoros.)\u003c/p>\n\u003cp class=\"p2\">3. Get going, and \u003cb>focus\u003c/b> on the task as well as you can. Twenty-five minutes is not long. You can do it!\u003c/p>\n\u003cp class=\"p2\">4. Now for the best part. After 25 minutes, \u003cb>reward\u003c/b> yourself.\u003c/p>\n\u003cp class=\"p2\">Watch a dance video or listen to your favorite song. (Maybe dance to it yourself!) Cuddle with your dog. Or chat with friends for five or ten minutes or so. The reward is the most important part of the whole Pomodoro process. When you’re looking forward to a reward, your brain helps you focus better.\u003c/p>\n\u003cp class=\"p2\">We’re going to call this whole process, including the reward, “doing a Pomodoro.”\u003c/p>\n\u003cp class=\"p2\">When you “do a Pomodoro” forget about \u003ci>finishing\u003c/i> the task. Don’t say, “I’m going to finish all my homework during this Pomodoro.” You might finish whatever you’re working on. But don’t worry about it if you don’t. Just work as hard as you can for 25 minutes. When the timer goes off, take a break. Dip into your diffuse mode with that reward.\u003c/p>\n\u003cp class=\"p2\">You may need to do another Pomodoro later, but that’s okay. You’re doing the right thing just by working hard on the task. Don’t worry about how much you do. You will finish. But leave yourself plenty of time. Don’t wait until the last minute.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">\u003cimg class=\"alignright wp-image-51806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Learning-How-to-Learn-cover-art-e1533330033558.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>When I do a Pomodoro, my thoughts sometimes wander off. That’s perfectly normal. As soon as I catch my thoughts wandering, I just bring them back to the task. It’s only 25 minutes, after all. Anyone can do 25 minutes of studying. If I find my thoughts wandering to other tasks I want to do, or websites I want to check, I make a note on a piece of paper so I won’t forget, and then I continue with the Pomodoro.\u003c/p>\n\u003cp class=\"p2\">I’ll admit that if I want to keep working after the time is up, I go ahead. Getting into the flow, where I’m really into doing the task, is a good thing. But when I stop, I always reward myself. It’s diffuse mode time! If I’ve been writing (like this book), I listen to a favorite song. Or I get up and make a cup of tea and look out the window. I don’t write during my break. That way, the “writing” part of my brain gets a rest.\u003c/p>\n\u003cp class=\"p2\">It’s a good idea to do something during your break that’s very different from what you have been focusing on. You want to give a rest to the area of your brain that’s been doing the focusing. If you’ve been sitting while you study, breaks where you move your body around are often the best.\u003c/p>\n\u003cp class=\"p2\">Some people like Pomodoro timers that make a ticking sound. This reminds them that time is passing and they are getting closer to their break. The ticking keeps them focused.\u003c/p>\n\u003cp class=\"p2\">How many Pomodoros should you do in a day? That depends on you. If you’re pretty self-motivated and just need an occasional poke to get going, try doing just one or two Pomodoros a day, when you need them. Some people keep careful count of how many Pomodoros they do in a day—they often use Pomodoro apps that collect the day’s Pomodoros, kind of like badges. Look up Pomodoro apps and find one that you like—one of the most popular ones we know of is called “Forest.”\u003c/p>\n\u003cp class=\"p2\">By the way, don’t switch between tasks when you’re doing your Pomodoro. Pick a task and work at it until the bell rings. (Of course, if you finish a task during a Pomodoro, you can start another.) Some students think they can do several tasks at once, or switch back and forth between several tasks at once. This is called multitasking. But the idea of multitasking is a mistake. Your focus can only be on one thing at a time. When you switch your attention, you waste mental energy, and you will perform worse. It’s like a pinball machine where two balls have been released instead of one, and you have to crazily try to manage both the balls. You inevitably fail and both balls drop.\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>Good Zombies and Bad Zombies\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">This takes me back to zombies. Sometimes they have a bad reputation. People think of them as monsters—scary-looking creatures who are under the control of something or someone else.\u003c/p>\n\u003cp class=\"p2\">But zombies (at least in our book!) are just your habits. There are good, neutral, and bad zombie habits. (Okay, maybe the bad zombies really aren’t that bad—they’re just not helpful sometimes.)\u003c/p>\n\u003cp class=\"p2\">What do all zombies have in common? They work automatically toward their goal (which generally involves eating brains). Nothing distracts them. They never give up. It’s like they’re on autopilot.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/563935/learning-how-to-learn-by-barbara-oakley-phd-and-terrence-sejnowski-phd-with-alistair-mcconville/\">\u003cimg class=\"alignnone size-full wp-image-51807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Zombies.png\" alt=\"\" width=\"1063\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies.png 1063w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-768x468.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-1020x622.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-960x585.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-240x146.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-375x229.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Zombies-520x317.png 520w\" sizes=\"(max-width: 1063px) 100vw, 1063px\">\u003c/a>\u003c/p>\n\u003cp class=\"p2\">We all have a zombie mode—fortunately, it usually doesn’t involve eating weird substances, like with real zombies. We do things automatically because we’ve done them so many times before. What are your zombie mode habits? Throwing your shoes down as you come in from school? Falling into a favorite chair in front of the TV? Or reaching for your phone as soon as it vibrates? No thinking. No discussion. That’s you in zombie mode.\u003c/p>\n\u003cp class=\"p2\">Imagine being as focused as a helpful zombie on your studies during the time you’re supposed to be studying. Practicing the Pomodoro Technique will help you get there. But you need to defeat your bad zombie habits on the way.\u003c/p>\n\u003cp class=\"p2\">Studying and texting in the same time frame is a bad habit. It’s your bad “study while texting” zombie. To defeat it, you can instead train a helpful zombie—get used to turning your phone off, silencing it, or leaving it in another room. The new good zombie can allow you to overcome the bad one!\u003c/p>\n\u003cp class=\"p2\">If your brother interrupts you, train your helpful inner zombie to tell your brother you’re “doing a Pomodoro.” Ask your brother to stay away until you’ve finished. If you know you get hungry, have a snack before you do a Pomodoro. Instead of mindlessly jumping into a new chapter of your textbook, first do a picture walk, and then take notes on the paper that your good zombie mode has thoughtfully placed beside you. Replace your bad zombie habits with ones you know will make things better for you.\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>Back to the Arsenic Eaters\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Remember the arsenic eaters? How did they eat arsenic and not die on the spot? And what does eating a deadly poison have to do with something as seemingly harmless as putting things off— procrastination?\u003c/p>\n\u003cp class=\"p2\">The arsenic eaters ate a little bit of poison each day. They trained their bodies to expect it. They were building up an immunity. They thought they were getting away with it because they didn’t feel ill.\u003c/p>\n\u003cp class=\"p2\">They didn’t realize it, but they were gradually poisoning themselves.\u003c/p>\n\u003cp class=\"p2\">A little bit of arsenic won’t kill you right away. But it’s very unhealthy. Over time it does serious damage—cancer and other damage to your internal organs. Don’t eat arsenic!\u003c/p>\n\u003cp class=\"p2\">How is this like procrastination?\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>It doesn’t seem like it hurts if you put off your studies a little longer. Or spend another “few minutes” on social media. But if you get used to procrastinating, it will make learning harder, because you will have less time when you do buckle down to learn. You’ll get stressed, miss deadlines, and not learn things properly. You can get really behind. All this will make you a less effective student.\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Remember, you can build an army of helpful zombies up there, working hard for you if you make short periods of focused concentration into a habit. So learn to love that plastic tomato! Or the Pomodoro app on your phone.\u003c/p>\n\u003cp>\u003cem>\u003cb>Barbara Oakley\u003c/b> is a professor of engineering at Oakland University in Rochester, Michigan, and Ramón y Cajal Distinguished Scholar of Global Digital Learning at McMaster University. Dr. Oakley teaches two massive open online courses (MOOCs), “\u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">Learning How to Learn\u003c/a>” (the world’s most popular course) and “Mindshift” alongside legendary neuroscientist \u003ca href=\"https://www.salk.edu/scientist/terrence-sejnowski/\">Terrence Sejnowski\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20942","mindshift_21159","mindshift_21190"],"featImg":"mindshift_51808","label":"mindshift"},"mindshift_42783":{"type":"posts","id":"mindshift_42783","meta":{"index":"posts_1591205157","site":"mindshift","id":"42783","score":null,"sort":[1449463912000]},"guestAuthors":[],"slug":"stop-putting-things-off-5-tips-for-focus-and-productivity","title":"Stop Putting Things Off: 5 Tips For Focus and Productivity","publishDate":1449463912,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Putting off work that needs to get done is perhaps one of the most \u003ca href=\"http://www.newyorker.com/magazine/2010/10/11/later\" target=\"_blank\">common human experiences\u003c/a>. Adults do it and kids do it, but delaying important tasks too frequently can cause anxiety and negative feelings about one’s self and one’s ability to finish work. Cycles of delay can be very disempowering, and in extreme cases can be detrimental to a person’s life. Many students put off work they aren’t excited to do, and over time develop poor study habits that affect them in the long-term.\u003c/p>\n\u003cp>Often people call this kind of delay “procrastination,” but psychologists have a very specific definition for procrastination that doesn’t fit the popular use of the word.\u003c/p>\n\u003cp>“When I procrastinate I’m putting something off voluntarily, and I recognize that putting it off is going to put me in a worse position,” said \u003ca href=\"http://http-server.carleton.ca/~tpychyl/\" target=\"_blank\">Tim Pychyl\u003c/a>, professor of psychology at Carleton University in Canada and author of \"Solving the Procrastination Puzzle,\" on \u003ca href=\"http://www.kqed.org/a/forum/R201509031000\" target=\"_blank\">KQED’s \u003cem>Forum\u003c/em> program\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'People are looking for a way to organize their tasks away, but that doesn’t work. At some point you have to do them.'\u003c/aside>\n\u003cp>Psychologists are careful to note that true procrastination is a complex set of behaviors that could stem from depression and is often related to overcoming some kind of adversity. It’s hard to know why people procrastinate without knowing the details of their experience, but recognizing when it’s happening and working to break the cycle could be important for both work and academic productivity.\u003c/p>\n\u003cp>“If you have that sense of guilt, this cognitive dissonance -- you intended to do something and you don’t do it -- that provokes feelings of guilt,” Pychyl said. “Then you are probably recognizing that you’re engaged in some kind of self-deception. At that point I think you’re procrastinating and you’re probably going to be worse off for that delay.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Perfectionism lies at the root of many people’s procrastination. The fantasy that the work will be perfect and well received by everyone makes it difficult to get started. People often find it easier to do something else instead. If a student waits long enough, desperation sets in and the fantasy of perfection disappears, making it possible to complete the task.\u003c/p>\n\u003cp>“It's easier to change what you’re thinking about than to change what you’re doing,” said \u003ca href=\"http://john.jperry.net/\" target=\"_blank\">John Perry\u003c/a>, author of \"The Art of Procrastination: A Guide to Effective Dawdling, Lollygagging and Postponing,\" on \u003cem>Forum.\u003c/em> “So the first step to change what you’re doing is to change what you’re thinking about.”\u003c/p>\n\u003cp>He suggests fantasizing about completing the task perfectly as a way of fulfilling that need. Then fantasize about how it will feel to wait until the last-minute, as well as how it would feel to send it off the first day it’s assigned. Playing out the different scenarios intentionally might help overcome the perfectionist barrier.\u003c/p>\n\u003cp>Another big reason students put off tasks is that they are busy. There are so many tasks competing for attention that some are necessarily pushed to the bottom of the “to-do” list. That’s a perfectly reasonable form of delay, Pychyl said, and students juggling many demands will inevitably have to learn how to prioritize.\u003c/p>\n\u003cp>However, it’s worth noting that one common way of putting off the most important work is to do other productive work. It’s a kind of “moral substitution,” according to Pychyl, substituting cleaning or doing laundry, instead of sitting down to write a dreaded report.\u003c/p>\n\u003cp>A lot of procrastination stems from some kind of adversity and is often worse when the task is boring or has no meaning for students.\u003c/p>\n\u003cp>“Procrastination is an emotional regulation behavior,” said Mohsen Haghbin, a recently graduated doctoral student who worked with Tim Pychyl. “You try to postpone it, but that doesn’t resolve the problem.”\u003c/p>\n\u003cp>Delaying the task makes students \u003ca href=\"http://www.wsj.com/articles/to-stop-procrastinating-start-by-understanding-whats-really-going-on-1441043167\" target=\"_blank\">feel better in the short-term\u003c/a> -- they can do something they like better -- but in the long-term they know it will harm them. Accepting this premise makes it easier to identify the environment, personality and task involved and to pinpoint where the adversity is coming from and what might help to remove that barrier.\u003c/p>\n\u003cp>\u003cstrong>IS DELAYING ALWAYS BAD?\u003c/strong>\u003c/p>\n\u003cp>Researchers like Pychyl and Haghbin dislike how the various forms of delay stemming from many different motivations get lumped under the single term “procrastination,” which has a negative connotation. Inevitable delays from a busy life aren’t necessarily bad. And, some delays actually help people complete work more efficiently when they are finally ready to sit down and do it.\u003c/p>\n\u003cp>For example, when writing, sometimes ideas need a little more incubation time. By leaving the keyboard, engaging in a different task and coming back later, a student might actually have saved a lot of agonizing over why she couldn’t write. In those moments, Pychyl said, it’s unnecessary and unhelpful to beat oneself up as a “procrastinator.”\u003c/p>\n\u003cp>“Those people who self-forgive when they procrastinate are more likely to try again,” Pychyl said.\u003c/p>\n\u003cp>Haghbin has his own hypothesis about procrastination that he hasn’t been able to prove through research. He believes that procrastinators may be more creative.\u003c/p>\n\u003cp>“Maybe those who have lower levels of conscientiousness, they are more willing to try and do other things, they are more creative, they are less likely to be put in a box,” Haghbin said.\u003c/p>\n\u003cp>In this case, procrastination might be a form of self-actualization, although it’s important to note that a scenario in which a student doesn’t complete a task because he doesn’t find it important, and then doesn’t feel bad about it, is not procrastination. That delay didn’t cause negative emotions, so it falls into a different category of behavior.\u003c/p>\n\u003cp>\u003cstrong>TIPS TO OVERCOME DELAY TEMPTATION\u003c/strong>\u003c/p>\n\u003cp>There are lots of strategies that might help students stay on task or improve their focus. Tricking oneself in various small ways is a common technique.\u003c/p>\n\u003cp>“You’re treating yourself like you teach your teenagers,” explained Perry. \"You don’t just expect them to spontaneously do what they should do. You set up the structure so that they really have motivation to do that.”\u003c/p>\n\u003cp>He says the current self needs to be the parent to the future self, manipulating the future self, who will inevitably be in the throes of procrastination. For example, Perry hates waking up in the morning. He knows he will hate it and that he’ll press snooze and miss his meetings. So the night before, when he’s not in the middle of putting off getting up, he sets his alarm clock and puts it in another room. When it goes off in the morning, he’ll have to get up and get out of bed to shut it off. He has manipulated his future self into getting up.\u003c/p>\n\u003cp>Thinking about delaying as a choice can also make refocusing very empowering.\u003c/p>\n\u003cp>“It’s all prioritization, and of course there are other things like avoidance going on, but to me it’s really about being clear about what things you really need and want to do, and setting aside time to do those,” said Joshua Zerkel, productivity expert for the note-taking app Evernote, on \u003cem>Forum.\u003c/em>\u003c/p>\n\u003cp>He works with employees at the company to analyze their choices, set realistic goals and timeframes for meeting them, and offer focusing tips.\u003c/p>\n\u003cp>He says tools like \u003ca href=\"https://www.rescuetime.com/\" target=\"_blank\">RescueTime\u003c/a>, which allows an employee to block certain websites from himself for a set amount of time, can be helpful to some people. “A more useful thing than blocking websites is for a person to be mindful of the time,” Zerkel said. “How long does it take to work on a given task? How much time have you set aside and is it enough?”\u003c/p>\n\u003cp>As \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">other educators have noted\u003c/a>, online distractions like social media sites are here to stay, so helping students find techniques to meaningfully focus their time is key.\u003c/p>\n\u003cp>John Perry suggests a “Power Hour” of work as an effective way to focus. Get all the things you need, refocus on why the task is important, and then sit down and work on it for a full hour without doing anything else. Perry also makes sure there are lots of small productive tasks on his to-do list, so if he’s procrastinating on a larger project, at least he’s doing so productively.\u003c/p>\n\u003cp>For many people, starting the task is the hardest part. Some people tell themselves they’re just going to work for five minutes, but inevitably once they get going they work for much longer. It’s a way of tricking the self to get over the starting barrier.\u003c/p>\n\u003cp>“I say to myself, if I was going to do this task what’s the first thing I’d have to do? Open a clean piece of letterhead. I keep it that simple and just get going,” Pychyl said. He also uses mantras to remind himself of things like “it’s not going to be easier tomorrow.”\u003c/p>\n\u003cp>Zerkel has also experimented with lyricless music to focus attention, which he says works for some people and not others. Task list apps can also be helpful, although he notes that people can get a little app crazy, writing their tasks down in 20 different ways. “People are looking for a way to organize their tasks away, but that doesn’t work,” Zerkel said. “At some point you have to do them.”\u003c/p>\n\u003cp>For students, visualization can be helpful in a number of ways. Ask them to remember another time they were successful. What did they do? How did it feel? This process can help restore the student’s sense of self-efficacy.\u003c/p>\n\u003cp>“They need to imitate the times they have been successful and remind themselves of times when they have been effective,” said Haghbin. This is how he overcomes his own moments of delay.\u003c/p>\n\u003cp>Haghbin also notes that the university is a time when anxious procrastination often increases. Students are often on their own for the first time, without parents or high school teachers helping them organize their time. In a study, he found that between 34 and 39 percent of university students experience high levels of irrational delay. For some of them delaying work is a new experience, and so it is particularly anxiety-provoking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Haghbin worries most about this group of students, who haven’t adapted to delayed ways of working and are putting huge amounts of emotional stress on themselves with negative feelings about their procrastination.\u003c/p>\n\n","blocks":[],"excerpt":"There are many reasons why people procrastinate, but understanding those reasons can help individuals accomplish more in school, work and life. ","status":"publish","parent":0,"modified":1449463912,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1874},"headData":{"title":"Stop Putting Things Off: 5 Tips For Focus and Productivity | KQED","description":"There are many reasons why people procrastinate, but understanding those reasons can help individuals accomplish more in school, work and life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stop Putting Things Off: 5 Tips For Focus and Productivity","datePublished":"2015-12-07T04:51:52.000Z","dateModified":"2015-12-07T04:51:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42783 http://ww2.kqed.org/mindshift/?p=42783","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/06/stop-putting-things-off-5-tips-for-focus-and-productivity/","disqusTitle":"Stop Putting Things Off: 5 Tips For Focus and Productivity","path":"/mindshift/42783/stop-putting-things-off-5-tips-for-focus-and-productivity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Putting off work that needs to get done is perhaps one of the most \u003ca href=\"http://www.newyorker.com/magazine/2010/10/11/later\" target=\"_blank\">common human experiences\u003c/a>. Adults do it and kids do it, but delaying important tasks too frequently can cause anxiety and negative feelings about one’s self and one’s ability to finish work. Cycles of delay can be very disempowering, and in extreme cases can be detrimental to a person’s life. Many students put off work they aren’t excited to do, and over time develop poor study habits that affect them in the long-term.\u003c/p>\n\u003cp>Often people call this kind of delay “procrastination,” but psychologists have a very specific definition for procrastination that doesn’t fit the popular use of the word.\u003c/p>\n\u003cp>“When I procrastinate I’m putting something off voluntarily, and I recognize that putting it off is going to put me in a worse position,” said \u003ca href=\"http://http-server.carleton.ca/~tpychyl/\" target=\"_blank\">Tim Pychyl\u003c/a>, professor of psychology at Carleton University in Canada and author of \"Solving the Procrastination Puzzle,\" on \u003ca href=\"http://www.kqed.org/a/forum/R201509031000\" target=\"_blank\">KQED’s \u003cem>Forum\u003c/em> program\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'People are looking for a way to organize their tasks away, but that doesn’t work. At some point you have to do them.'\u003c/aside>\n\u003cp>Psychologists are careful to note that true procrastination is a complex set of behaviors that could stem from depression and is often related to overcoming some kind of adversity. It’s hard to know why people procrastinate without knowing the details of their experience, but recognizing when it’s happening and working to break the cycle could be important for both work and academic productivity.\u003c/p>\n\u003cp>“If you have that sense of guilt, this cognitive dissonance -- you intended to do something and you don’t do it -- that provokes feelings of guilt,” Pychyl said. “Then you are probably recognizing that you’re engaged in some kind of self-deception. At that point I think you’re procrastinating and you’re probably going to be worse off for that delay.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perfectionism lies at the root of many people’s procrastination. The fantasy that the work will be perfect and well received by everyone makes it difficult to get started. People often find it easier to do something else instead. If a student waits long enough, desperation sets in and the fantasy of perfection disappears, making it possible to complete the task.\u003c/p>\n\u003cp>“It's easier to change what you’re thinking about than to change what you’re doing,” said \u003ca href=\"http://john.jperry.net/\" target=\"_blank\">John Perry\u003c/a>, author of \"The Art of Procrastination: A Guide to Effective Dawdling, Lollygagging and Postponing,\" on \u003cem>Forum.\u003c/em> “So the first step to change what you’re doing is to change what you’re thinking about.”\u003c/p>\n\u003cp>He suggests fantasizing about completing the task perfectly as a way of fulfilling that need. Then fantasize about how it will feel to wait until the last-minute, as well as how it would feel to send it off the first day it’s assigned. Playing out the different scenarios intentionally might help overcome the perfectionist barrier.\u003c/p>\n\u003cp>Another big reason students put off tasks is that they are busy. There are so many tasks competing for attention that some are necessarily pushed to the bottom of the “to-do” list. That’s a perfectly reasonable form of delay, Pychyl said, and students juggling many demands will inevitably have to learn how to prioritize.\u003c/p>\n\u003cp>However, it’s worth noting that one common way of putting off the most important work is to do other productive work. It’s a kind of “moral substitution,” according to Pychyl, substituting cleaning or doing laundry, instead of sitting down to write a dreaded report.\u003c/p>\n\u003cp>A lot of procrastination stems from some kind of adversity and is often worse when the task is boring or has no meaning for students.\u003c/p>\n\u003cp>“Procrastination is an emotional regulation behavior,” said Mohsen Haghbin, a recently graduated doctoral student who worked with Tim Pychyl. “You try to postpone it, but that doesn’t resolve the problem.”\u003c/p>\n\u003cp>Delaying the task makes students \u003ca href=\"http://www.wsj.com/articles/to-stop-procrastinating-start-by-understanding-whats-really-going-on-1441043167\" target=\"_blank\">feel better in the short-term\u003c/a> -- they can do something they like better -- but in the long-term they know it will harm them. Accepting this premise makes it easier to identify the environment, personality and task involved and to pinpoint where the adversity is coming from and what might help to remove that barrier.\u003c/p>\n\u003cp>\u003cstrong>IS DELAYING ALWAYS BAD?\u003c/strong>\u003c/p>\n\u003cp>Researchers like Pychyl and Haghbin dislike how the various forms of delay stemming from many different motivations get lumped under the single term “procrastination,” which has a negative connotation. Inevitable delays from a busy life aren’t necessarily bad. And, some delays actually help people complete work more efficiently when they are finally ready to sit down and do it.\u003c/p>\n\u003cp>For example, when writing, sometimes ideas need a little more incubation time. By leaving the keyboard, engaging in a different task and coming back later, a student might actually have saved a lot of agonizing over why she couldn’t write. In those moments, Pychyl said, it’s unnecessary and unhelpful to beat oneself up as a “procrastinator.”\u003c/p>\n\u003cp>“Those people who self-forgive when they procrastinate are more likely to try again,” Pychyl said.\u003c/p>\n\u003cp>Haghbin has his own hypothesis about procrastination that he hasn’t been able to prove through research. He believes that procrastinators may be more creative.\u003c/p>\n\u003cp>“Maybe those who have lower levels of conscientiousness, they are more willing to try and do other things, they are more creative, they are less likely to be put in a box,” Haghbin said.\u003c/p>\n\u003cp>In this case, procrastination might be a form of self-actualization, although it’s important to note that a scenario in which a student doesn’t complete a task because he doesn’t find it important, and then doesn’t feel bad about it, is not procrastination. That delay didn’t cause negative emotions, so it falls into a different category of behavior.\u003c/p>\n\u003cp>\u003cstrong>TIPS TO OVERCOME DELAY TEMPTATION\u003c/strong>\u003c/p>\n\u003cp>There are lots of strategies that might help students stay on task or improve their focus. Tricking oneself in various small ways is a common technique.\u003c/p>\n\u003cp>“You’re treating yourself like you teach your teenagers,” explained Perry. \"You don’t just expect them to spontaneously do what they should do. You set up the structure so that they really have motivation to do that.”\u003c/p>\n\u003cp>He says the current self needs to be the parent to the future self, manipulating the future self, who will inevitably be in the throes of procrastination. For example, Perry hates waking up in the morning. He knows he will hate it and that he’ll press snooze and miss his meetings. So the night before, when he’s not in the middle of putting off getting up, he sets his alarm clock and puts it in another room. When it goes off in the morning, he’ll have to get up and get out of bed to shut it off. He has manipulated his future self into getting up.\u003c/p>\n\u003cp>Thinking about delaying as a choice can also make refocusing very empowering.\u003c/p>\n\u003cp>“It’s all prioritization, and of course there are other things like avoidance going on, but to me it’s really about being clear about what things you really need and want to do, and setting aside time to do those,” said Joshua Zerkel, productivity expert for the note-taking app Evernote, on \u003cem>Forum.\u003c/em>\u003c/p>\n\u003cp>He works with employees at the company to analyze their choices, set realistic goals and timeframes for meeting them, and offer focusing tips.\u003c/p>\n\u003cp>He says tools like \u003ca href=\"https://www.rescuetime.com/\" target=\"_blank\">RescueTime\u003c/a>, which allows an employee to block certain websites from himself for a set amount of time, can be helpful to some people. “A more useful thing than blocking websites is for a person to be mindful of the time,” Zerkel said. “How long does it take to work on a given task? How much time have you set aside and is it enough?”\u003c/p>\n\u003cp>As \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">other educators have noted\u003c/a>, online distractions like social media sites are here to stay, so helping students find techniques to meaningfully focus their time is key.\u003c/p>\n\u003cp>John Perry suggests a “Power Hour” of work as an effective way to focus. Get all the things you need, refocus on why the task is important, and then sit down and work on it for a full hour without doing anything else. Perry also makes sure there are lots of small productive tasks on his to-do list, so if he’s procrastinating on a larger project, at least he’s doing so productively.\u003c/p>\n\u003cp>For many people, starting the task is the hardest part. Some people tell themselves they’re just going to work for five minutes, but inevitably once they get going they work for much longer. It’s a way of tricking the self to get over the starting barrier.\u003c/p>\n\u003cp>“I say to myself, if I was going to do this task what’s the first thing I’d have to do? Open a clean piece of letterhead. I keep it that simple and just get going,” Pychyl said. He also uses mantras to remind himself of things like “it’s not going to be easier tomorrow.”\u003c/p>\n\u003cp>Zerkel has also experimented with lyricless music to focus attention, which he says works for some people and not others. Task list apps can also be helpful, although he notes that people can get a little app crazy, writing their tasks down in 20 different ways. “People are looking for a way to organize their tasks away, but that doesn’t work,” Zerkel said. “At some point you have to do them.”\u003c/p>\n\u003cp>For students, visualization can be helpful in a number of ways. Ask them to remember another time they were successful. What did they do? How did it feel? This process can help restore the student’s sense of self-efficacy.\u003c/p>\n\u003cp>“They need to imitate the times they have been successful and remind themselves of times when they have been effective,” said Haghbin. This is how he overcomes his own moments of delay.\u003c/p>\n\u003cp>Haghbin also notes that the university is a time when anxious procrastination often increases. Students are often on their own for the first time, without parents or high school teachers helping them organize their time. In a study, he found that between 34 and 39 percent of university students experience high levels of irrational delay. For some of them delaying work is a new experience, and so it is particularly anxiety-provoking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Haghbin worries most about this group of students, who haven’t adapted to delayed ways of working and are putting huge amounts of emotional stress on themselves with negative feelings about their procrastination.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42783/stop-putting-things-off-5-tips-for-focus-and-productivity","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20693","mindshift_20784","mindshift_1040","mindshift_20942"],"featImg":"mindshift_42996","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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