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In working with
adults who are preparing to take major examinations such as the GRE,
LSAT, MCAT, or bar exam, I have found that it takes more than good study
preparation to succeed. Highly successful students often already have
excellent study skills, but the heightened anxiety they experience in
facing “milestone” exams can sometimes sabotage their efforts
to earn acceptable scores. One cannot argue that these exams are “no
big deal” and that test takers should “just relax;”
after all, the tests ARE a big deal, and failure is a roadblock to the
student’s career path of choice. When formerly successful students
who have already performed poorly on a major exam come to the learning
assistance professional for help in preparing to retake it, they often
feel shaken, ashamed for having failed, ashamed in having to ask for
help, and frustrated because their tried-and-true study methods seemingly
did not work this time. Following are some suggestions for helping these
individuals to experience success in retaking the exam:
- First, assure the student that he/she as a person is NOT a failure.
Remind the student of his/her past successes, and that his/her successes
far outnumber his/her failures. A student whose self-image or self-esteem
is dependent on high academic achievement may be particularly shocked
by the failure, and he/she may feel depressed as a result.
- Ascertain why the student may have failed. Was it lack of study
in one or more areas? Not enough sleep? Poor diet? Lack of a certain
test-taking skill? Poor writing? Illness? Anxiety? Asking the student
specific questions regarding his/her test taking experience will help
the learning assistance professional help the student to create a
test preparation plan for the next exam.
- If the problem is test anxiety, the following suggestions may help
your student:
- Help change the student’s mindset regarding the failure.
(See Dennis Congos’s article in this issue, “Why It Is
Great to Fail.”) Remind the student that fear often stems from
not knowing what to expect. Because the student has already taken
the exam (at least) once, he/she KNOWS what the exam is like. Having
experienced the exam, analyzed what went well and what went wrong,
and having devised and followed a plan to fix the problems, the student
is BETTER EQUIPPED to succeed the next time!
- Have the student devise a timeline for retaking the exam, including
a written study plan, outlining what will be reviewed and when. The
student should attack his weakest or least favorite subjects/areas
first. The more familiar the subject matter becomes to the student,
the more comfortable he/she will be with it and the less test anxious
he/she is likely to be. Confidence =Comfort! It is important that
the student understands this, so he/she will be sure to stick to the
plan.
- Burning the midnight oil night after night is NOT a good idea when
preparing for a major test. According to Professor Carlyle Smith,
a sleep expert at Trent University, Ontario, Canada, students who
are sleep deprived do not learn as well. He says, “The best
predictor of how someone is going to do, be they at Harvard or wherever,
is not SAT scores, but whether or not they got a good night’s
sleep.” It is important to remind your student of this; he/she
is likely to be tempted to study harder rather than smarter! Persuade
him/her against study plans that necessitate sleep deprivation. In
addition, fatigue and/or excessive amounts of caffeine can increase
the propensity for anxiety.
- Creating a sense of control over the testing process itself is
also very important in lessening student anxiety. Creating a test
taking strategic plan that includes a time allocation plan for the
exam is key. This plan should ensure that the student spends the most
time on sections that earn the most points. (It may be necessary to
remind the student that his/her primary goal during the exam is to
earn the desired number of points, and that he/she should remain focused
on that goal.) If possible, the student should arrive a little early
and choose a seat where he/she is most comfortable. Students who are
easily distracted by others, for example, might be more comfortable
seated in the front of the room.
- It is important for the student to have a plan of action in case
he/she becomes anxious before or during the exam. Deep breathing can
help the student to retain his/her composure. During the test preparation
process, weeks before the exam, practice deep breathing with the student.
One method that I have used with students is Anthony Robbins’
1-4-2 deep breathing method. (Inhale for one count, hold for four
counts, exhale for two counts.) Have the student deeply inhale, using
his/her diaphragm, and then hold his/her breath for four counts. Then,
the student should exhale slowly for two counts, concentrating on
exhaling. (The rhythm of the cycle is: Inhale 1; Hold 2-3-4; Exhale
1-2.) The student should repeat this cycle several times. This technique
helps the student literally blow out the stress! Have the student
practice this technique daily, so that it becomes second nature. Then,
if the student experiences anxiety during the exam, he/she has a familiar
way to deal with it. Just knowing this will heighten the student’s
sense of control over the situation, and lessen his/her anxiety level.
- Advise your student to take advantage of opportunities for support:
review sessions, study buddies, friends and family, and of course
learning assistance. Let him/her know that you are behind him/her
100%!
- Last but not least, regularly follow up with this student until
after the exam, and be sure to celebrate his/her success!
References
Congos, Dennis. “Why it is Great to Fail.” The Learning
Center Exchange, March 2007.
Robbins, Anthony. “Breathe Your Way to a Healthier You.”
Accessed 26 February
2007 at http://www.anthonyrobbins.com/NextLevel/OCT04/SPIRITUAL/index.html
Smith, Carlyle, on “Frontline: Inside the Teenage Brain,”
accessed 26 February, 2007 at
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/
Questions or comments? Contact the author at mpelkey@learningassistance.com.
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