What is one example of applying free time to your studies? Review notes and readings just before class This may prompt a question or two about something you don’t quite understand, to ask about in class, or after. It also demonstrates to your teacher that you are interested and have prepared.

How would you make time to review?
Is there free time you can use? Review lecture notes just after class
Then review lecture material immediately after class. The first 24 hours are critical. Forgetting is greatest within 24 hours without review! How would you do this?

Is there free time you can use?

Review your ten applications above. Select one, and develop a new study habit. Try something you have a good chance of following through and accomplishing. Nothing succeeds like a first successful try!

Try the University of Minnesota’s Assignment Calculator Develop criteria for adjusting your schedule to meet both your academic and non-academic needs

Effective aids:

Create a simple “To Do” list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.
Daily/weekly planner

Write down appointments, classes, and meetings on a chronological log book or chart. If you are more visual, sketch out your schedule, First thing in the morning, check what’s ahead for the day, Always go to sleep knowing you’re prepared for tomorrow, Long term planner, Use a monthly chart so that you can plan ahead.
Long term planners will also serve as a reminder to constructively plan time for you.

Prioritize your assignments
When studying, get in the habit of beginning with the most difficult subject or task. You’ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in “reaction time” when you can get feedback on assignments before they are due.

What subject has always caused you problems?

Achieve “stage one”–get something done!
The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch the project! Second, by starting, you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Another adage is that “perfection is the enemy of good”, especially when it prevents you from starting! Given that you build in review, roughly draft your idea and get going! You will have time to edit and develop later.

What is a first step you can identify for an assignment to get yourself started?

Postpone unnecessary activities until the work is done!
Postpone tasks or routines that can be put off until your school work is finished!
This can be the most difficult challenge of time management. As learners we always meet unexpected opportunities that look appealing, and then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying “no” learn to say “later”.

What is one distraction that causes you to stop studying?

Identify resources to help you
Are there tutors? An “expert friend”? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? What about professionals and professional organizations. Using outside resources can save you time and energy, and solve problems.
Write down three examples for that difficult subject above?

Be as specific as possible.

Use your free time wisely
Think of times when you can study “bits” as when walking, riding the bus, etc. Perhaps you’ve got music to listen to for your course in music appreciation, or drills in language learning? If you are walking or biking to school, when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.

Developing time management skills is a journey that may begin with this Guide, but needs practice and other guidance along the way. One goal is to help yourself become aware of how you use your time as one resource in organizing, prioritizing, and succeeding in your studies in the context of competing activities of friends, work, family, etc.

First: try our exercise in time management: How do you spend your time each day?

Strategies on using time: These applications of time management have proven to be effective as good study habits. As we go through each strategy, jot down an idea of what each will look like for you:

Blocks of study time and breaks

As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some difficult material may require more frequent breaks. Shorten your study blocks if necessary—but don’t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl? Jot down one best time block you can study. How long is it? What makes for a good break for you? Can you control the activity and return to your studies?

Dedicated study spaces

Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up space that you can escape to, like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.

What is the best MBA study space you can think of? What is another?

Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them! What is the best time in a week you can review?

In the present world scenario, in most of the places, people have been using English (American, British, Australian, etc) for business communication. There are a few pockets in this world, where English is not spoken. But, majority of the people in the world speak, read, and write English; they also use it to further their business needs, skills, and requirements. People who are from non-native English speaking countries need to learn this language separately as their second language, whereas native speakers, whose first language is English, not only speak it fluently since their childhood but also use it in their day-to-day interactions. Read further to know the list of the strategies using which you can develop your English language:

English Language Learning Tip 1: The easy and best way to learn English is to have a single novel, which is full of conversation-related stuff and read it as many time as possible; while doing this, try to remember the conversations and also the contexts for which they are being used.

This strategy has been helpful to a lot of non-native English speakers and is already in use. People, who adapt this strategy, need to read a novel or a book, which holds lot of conversational stuff, for a number of times. Reading a novel for a number of times makes one’s mind to remember the conversations as it is. This strategy mainly works for those people, who want to concentrate on spoken English.

English Language Learning Tip 2: Imagine a situation and try to jot down all the words (terminology) you need to explain the situation in English; once you write the stuff, haunt for the meaning of English words in a good dictionary and read them as many times as possible.

This is a proactive strategy; one needs to imagine a situation, for example, like attending a phone call. Try to gather the words and sentences used in this context like “Could you please hold for a minute, May I know who is on the line, etc.” After collecting all the words and sentences related to the said context, review and use them as frequently as you can in your daily interaction.

English Language Learning Tip 3: The radical way to improve your English and also tease your brain for creativity is to jot down a list of 5 or 10 words randomly from dictionary; start writing a story using those words.

This is quite an advanced strategy. The minimum requirement to adapt this kind of strategy is to understand, read, write, and speak good grammatical English. As this process involves creative writing also, one should be a little bit well-versed with English. The strategy involves collecting 5 or 10 random English words; understand their meaning and try to build a storyline around these words. Make sure the words used should fit the context.

Tips & Tricks Try to explain every context in a few short sentences. It is so important that you need to explain, write, and present each context in short sentences. Readers are not interested to read lengthy sentences; one more point is that lengthy sentences confuse readers. Whatever the context is, break it into small parts, and try to explain those small parts in a few short sentences. The battle to explain things in English is half-won the moment you start using this strategy.

Think how I can explain this situation in English. The main problem non-native English speakers face while learning English is that they think in their mother tongue and try to explain thoughts in English. They also use the same logic to construct sentences in English just like how they do the same in their mother tongue. The solution for this problem is to start thinking in English. If you don not have the habit of thinking in English, cultivate it now.

Read, understand, and digest the verbs of any new language, you want to learn. To grasp and learn a new language, concentrate on its verbs first; the secret lies there. Familiarize yourself with the verbs and their meanings. Then, try to attentively listen to the native speakers while they speak. Slowly, you may start understanding their conversation.

As English is becoming more and more widely used in business communications, it is better to learn it and join the bandwagon of millions of English speaking people all over the world.
Source: http://EzineArticles.com/?expert=Pavan_M_Kumar

In the present world scenario, in most of the places, people has been using English (American, British, Australian, etc) for business communication. There are a few pockets in this world, where English is not spoken. But, the majority of the people in the world speak, read, and write English; they also use it to further their business needs, skills, and requirements. People who are from non-native English speaking countries need to learn this language separately as their second language, whereas native speakers, whose first language is English, not only speak it fluently since their childhood but also use it in their day-to-day interactions.

English Language Learning Tip 1: Memorizing English word with the related mother tongue word through rote learning.

This is normally followed by most of the people while learning English in the initial stages. People, who have good memory power can benefit from this kind of rote learning. The ultimate achievement in learning a language is to use it in regular day-to-day life. So, people who are good at this strategy need to concentrate on how to use the words, they learn from time-to-time, in their regular life.

English Language Learning Tip 2: Understanding and memorizing English word and its meaning; all in English only.

People using this strategy are one step ahead of those, who memorize English word with the related mother tongue word through rote learning. This strategy requires people to understand English better and have at the same time good memory power and retention skills.

English Language Learning Tip 3: Understanding, memorizing English word and forming your own sentence using the same word.

This strategy is for those people who are able to understand English and are also capable of constructing grammatically correct sentences with a few words. Ideally speaking, this kind of learning increases the retention capacity of the mind because, following this strategy, the person is trying to link the word with a known context, that also, in English.

English Language Learning Tip 4: Memorizing English words just by following a blind logic (for ex: preparing a list of words by following logic like starting every word with the ending letter of its preceding word)

Normally, one can see this kind of strategy in English learning books, magazines, etc. This again comes under rote-learning strategy. One way, it allows one to memorize a few words. While remembering the words, one can also learn meanings of each word.

English Language Learning Tip 5: Studying the root word and its related words and memorizing them by using the same in sentences and also by reviewing

This is also an advanced strategy. There are few good English-learning books out there, which had followed this kind of strategy. Readers of these books need to understand the root word for a particular group of words; by understanding the logic, not only one can easily memorize a few groups of words within a short span of time but also learn their related meanings.

English Language Learning Tip 6: Gather beautiful phrases from your readings; review and use them in your day-to-day life

This is a different kind of advanced strategy; people who can understand, speak and write an average-level of English can follow this one. This strategy involves reading a lot; whatever you read and whenever you come across beautiful phrases (a sequence of two or more words that does not contain subject, verb, etc, but acts as a unit in a sentence) jot them down, try to understand the meaning, and use them quite often in the relevant contexts, wherever possible.

English Language Learning Tip 7: Gathering and jotting down new words wherever and whenever you come across them.

This is a helpful strategy for everybody who wants to improve their English vocabulary. This strategy involves reading a lot; where and when a new word appears, jot it down, haunt its meaning in dictionary, and use it in your day-to-day interaction.
Source: http://EzineArticles.com/?expert=Pavan_M_Kumar

Practice makes a man perfect.

When certain forms of languages have become automatic with learner, he will be able to reproduce them at his will. The teacher should therefore, give drill and ample practice in the basic patterns of language so that they become automatic with the pupils. The questions and answers also help in developing the power of expression.

In order to acquire the ability to speak English the students must possess:

• Sufficient vocabulary
• A reasonable command of English idiom
• Reasonably correct pronunciation and intonation
• A proper sense of sentence structure

The skillful use of language requires endless repetition and practice. It is due to the absence of this mode of learning a skill that most of students can hardly speak a sentence of English even after graduation which means at least nine years of study of the English language. So the must possess the following qualities and follow these suggestions to speak good English. Pronunciation, Practice, Correction of mistakes and learning by games.

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Know your speech : Prepare yourself physically : Picture yourself giving a great speech : Remember that you are the expert : Do not admit nervousness to the audience : Slow down.

1. Preparation. Show the learners a picture of two people conversing in a familiar casual setting. (The setting will be determined by a prior needs assessment.) Ask them to brainstorm what the people might be discussing (i.e., what topics, vocabulary, typical phrases).

2. Presentation. Present several video clips of small talk in casual situations. Have learners complete a worksheet in which they describe or list the topics discussed, the context in which the speech is occurring, and any phrases that seem to typify small talk. Follow up with a discussion of the kinds of topics that are appropriate for small talk, the factors in the specific situations that affect topic selection (e.g., relationships of participants, physical setting), and typical phrases used in small talk. Chart this information.

3. Practice. Give learners specific information about the participants and the setting of a scenario where small talk will take place. In pairs, have them list topics that might be discussed by the participants and simple phrases they might use. Learners then engage in improvised dialogues based on these simple phrases.

4. Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from š. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both.

5. Extension. Have learners go individually or in small groups into various contexts in the community (work, school, church, bus stop) and record the conversations they hear. Ask them to report their findings back to the class, and then have the class discuss these findings.

The cooperative principle states that conversations will be satisfying when the contributions made by the conversationalists are in the line of the purpose of the conversation (Grice,1975,pp.44-46). Based on this principle, H.Paul Grice describes the following four conversational maxims (requirements):

Quality maxim-requirement to provide information which is truthful Quantity maxim- requirement of the sufficient amount of necessary information, not too much and not too less. Relevancy maxim-requirement to provide information that is relevant to the topic being discussed, Manner Maxim-requirement to be specific and organized when communicating thoughts, Morality maxim- requirement to speak in ways that meet ethical/moral guidelines, Politeness maxim- requirement to be courteous to other participants.

Presentations “Almost anyone can become an excellent speaker”

For a success at speaking, following “3Ps” is must: Prepare carefully : Practice often : Perform with enthusiasm: Guidelines for Preparation and Delivery: Know your listeners, Prepare three stages of presentation: beginning, middle, and end, Stick to a few main points, Put your outlines on cards, paper, or overhead, Practice, practice, practice, Speak vigorously and deliberately, Avoid filler words, Use rhetorical questions, Maintain eye contact, Use appropriate gestures and postures, Guidelines for Presenting Graphics, Discover listeners preference, Think about graphics early, Keep the message simple, Many any wording brief and visible, Use colors carefully, Leave graphics up long enough, Avoid handouts, Maintain eye contact while using graphics Include all graphics in your practice session.

Attending: Attend to important information |Ready themselves mentally and physically |Listen objectively regardless of emotional involvement|Listen differently depending on situations |Understanding |Assigned appropriate meaning to what is said |Seek out apparent purpose, main points and supporting information |Ask mental questions to anticipate information Silently paraphrase to solidify understanding |Seek out subtle meanings based on non-verbal cues |Remembering |Retain information |Repeat key information |Take notes |Evaluating |Listen critically |Evaluate inferences | Responding empathically | Provide supportive comforting statements.

Bad Listeners : May not hear what a person is saying, Fidget in chairs, look out the windows, and let their minds wander, Visibly react to emotional language, Listen the same way regardless of the type of material, Hear what is said but are unable to understand or assign different meaning to the type of words, Ignore the way information is organized, Fail to anticipate coming information, Seldom or never mentally review the information, Ignore non-verbal cues, Interpret message accurately but forget it, Assume they will remember, Rely on memory alone, Understand but unable to weigh or consider it, Accept information at face value, Pass of joy or hurt, change the subject.

Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.

Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence).