How to use the next few weeks most effectively ahead of  Leaving Cert exams

OVER the coming weeks, thousands of Leaving Cert students will begin their final preparations for their exams. This can be an extremely stressful time for both the students and their families.

Managing the remaining time effectively while ensuring that students feel as prepared as possible can be challenging, however, by focusing on what is important and becoming as organised as possible, it can give Leaving Cert students the greatest chance of doing the best that they can.

There are a number of strategies students can use to ensure that they use the remaining time as effectively as possible, but it is also important that students manage their stress levels to enable them to engage fully with the revision they need to complete.

Many young people begin to spend less time doing the things that help them manage their stress as the exams approach, but it is important to make some time for exercise and connecting with friends and family during this time.

A lack of exercise and isolation from supportive people in our lives will inevitably increase our stress, especially during times we might find challenging. That is why it is important to make time for wellbeing as well as revision in the coming weeks.

Using the remaining time efficiently

Over the final weeks before the exams, it is important to use the time left as effectively as possible. Creating realistic study plans, focusing on the areas that need the most attention, will help students focus on what is important.

In order to create an effective study plan, it is important to take a realistic look at each area of study, look at strengths and weaknesses, and plan out the revision needed to ensure that you can answer as broad a range of questions in each exam.

At this point, it is also a good idea to focus revision around past exam papers. By revising a topic then attempting a previous exam question, students will reinforce their learning while also gaining insight into the best methodologies for answering exam questions.

Completing tasks to improve motivation

Progress is a fantastic motivator. When we feel we are making progress towards an objective, we become more motivated to work harder towards it.

Many students view the amount of time they spend revising as the best indicator of how much progress they are making, however, this can often lead to frustration, and unplanned study for long periods of time results in procrastination, distraction and loss of focus.

When students focus on revision tasks that they are able to complete, such as revising a particular topic and then attempting an exam question, not only will they feel an increase in motivation, they will also see an improvement in their ability to retain information and answer exam questions to a higher standard.

Progress rather than time

When students develop a task rather than time-orientated mindset in relation to revision, it allows students to reflect on their progress and develop a sense of control over the study they need to do before the exams.

Many students become overwhelmed at this time of year, often not due to lack of ability, but in frustration about the lack of progress they are making.

In order to become more successful in exams, students need to learn what they need to know and how they need to apply this information when answering an exam question. This is known as success criteria.

Being able to understand what is required to answer a question to a high standard not only improves revision and exam performance, but also helps students improve how they organise and plan their revision.

Using the support available

Unfortunately, many students that become stressed and overwhelmed at this time of year, and for many reasons, do not reach out for help when needed. Often, there is a sense that the exams are so close that it’s not worth asking for support, or sometimes students believe that it is a lack of ability that is creating difficulties for them.

Young people often tend to catastrophise difficulties that they are experiencing, which makes challenges they face seem insurmountable. However, more often than not when a student asks for help from a teacher or parent, they quickly realise that their worry was focusing on a small aspect of the exams that they were having difficulty with, and the reality is they are in a much better position to do their best in the exams than they believed.

Sometimes, a difficulty can be academic, where a student is finding a certain subject or topic challenging and teachers are available to help their students understand the areas they are having difficulty in.

Other difficulties can be perspective, meaning that the student is focusing on a small area where they are struggling, but by talking with someone they trust - parent, teacher or friend - it gives them the opportunity to reflect and see not only where they are struggling, but also their strengths.

Alan White is a second level teacher, 6th Year Head, and wellbeing author at Bishop stown Community School. He also facilitates wellbeing workshops for companies and or ganisations. Find him on linkedin Alan White or Changes Wellbeing on Facebook.