We can get by doing the bare minimum.
Read over your notes a few times.
Highlight a few things.
We’re good to go for the test!
So when this approach no longer works in upper school, many students are confused.
It’s a massive shock to their system.
But there is a fundamental difference between upper school and your previous years of schooling. And it’s this …
Because if everything was easy, your brain wouldn’t grow. It simply wouldn’t develop in the ways it needs to be healthy and strong.
But here’s the interesting thing about your brain . . .
Your brain loves comfort and success. It rewards you when you do things that you’re good at (rather than the things you suck at).
But neurologists Doctors Dean and Ayesha Sherzai state your brain needs to be challenged daily. It needs to do things that make it feel uncomfortable (this prevents cognitive decline).
Learning challenging content is just what your brain needs. But with challenging content comes some discomfort and confusion.
Learning a new concept may require engaging in several of the following actions:
• Reading your textbook;
• Watching a video on YouTube of an expert explaining the concept;
• Going for a walk to let the ideas simmer away (i.e. diffuse mode thinking);
• Reading a simplified explanation on Ducksters;
• Explaining the concept to a friend,your dog and/or the wall;
• Asking the teacher or tutor questions to clarify; and
• Practising doing some past exams and testing yourself with some flash cards (i.e. retrieval practice).
You have a breakthrough moment. Suddenly, after all that mental wrestling, you reach a critical threshold. Finally, things start to make sense.
As you go about your studies, you’ll enter what author James Clear calls “the valley of disappointment”.
James Clear states:
“We often expect progress to be linear. At the very least, we hope it will come quickly. In reality, the results of our efforts are often delayed. It is not until months or years later that we realize the true value of the previous work we have done. This can result in a “valley of disappointment” where people feel discouraged after putting in weeks or months of hard work without experiencing any results. However, this work was not wasted. It was simply being stored. It is not until much later that the full value of previous efforts is revealed.”
When you’re struggling with a new concept, don’t see this as a waste of time. You’re just passing through the valley of disappointment. If you keep at it (one step at a time), you’ll arrive at a breakthrough.
Well, yes. It is. But that’s how the process goes. It takes time. It takes effort.
You just need to take things one step at a time. Set the bar at a reasonable level. Focus on the process (don’t worry about your results). Because a breakthrough moment is coming.
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Every holiday, I tend to pack either too much or too little.
At the start of the Easter long weekend, I was overwhelmed by the task of packing for a four-day trip.
To be fair, other things were on my mind, such as the chaotic state of the world and the chaos within my home (i.e., the mess I would be returning to).
I know what you might be thinking…
“Stop your whinging, Jane. What a privilege to be able to pack your bag to go away!”
Indeed, it is! An absolute privilege.
Yet, rather than experiencing gratitude, anxious thoughts swirled through my mind.
“Have I packed enough socks and undies?”
“Do I have enough food to avoid going into the crowded shops?”
“Will the traffic be bad?”
“Will my husband insist on getting hot chips at the Service Station?”
“What books should I take?”
Among these packing questions, one stood out: what books should I take? This question weighed heavily on my mind and here’s why.
When it comes to packing books, I tend to go overboard.
I overestimate how much I can read in a single weekend. I’ll weigh down my backpack with several heavy books, only to find that I don’t end up reading any of them. Ugh.
You’d think more books equal more reading. Wrong.
More books mean more choice. And more choice usually results in decision fatigue and overwhelm.
Determined to change my usual approach this holiday, I told myself it was time to be in reality. I gave myself strict orders: I could only pack what I could realistically read in the time I would be away. That was one book.
Fifteen minutes before I was due to set off, I selected this book: Reasons not to worry – How to be stoic in chaotic times by Brigid Delaney.
I’d purchased this book several years ago, and for whatever reason, I stopped reading it after just 20 pages. I wasn’t ready for it. And when it comes to reading certain books, it’s all about timing. Every book has its time.
Now, I was finally ready to listen to what these Stoic philosophers had to say about living well in times of chaos.
We are living in unstable times. I don’t need to lay out what’s going on. You’ve seen the headlines.
It’s easy to feel powerless and unsure about what to do.
Where should you focus your limited time and energy during chaotic times? How can you focus and study for an exam when the future feels uncertain?
This is why I felt open to wisdom of the ancient Stoics. The Stoics, such as Seneca, Epictetus, and Marcus Aurelius, had many great ideas for dealing with the challenges of everyday life and for facing life’s disappointments with grace. This is what I desperately needed!
On my trip, I read most of Reasons not to worry—a breakthrough in itself! Even more powerful, however, were the book’s ideas, which left me feeling calmer.
In this blog, I want to share the most powerful idea I learnt from the Stoics: the control test—a tool that helps you focus on what you can control and let go of what you can’t.
The Stoics believed the secret to happiness and tranquillity was to focus on the things you can control and not worry about the rest. As Bridget Delaney writes in Reasons not to worry:
“The step the Stoics took first, before taking action, was to run everything through a basic test. Called the ‘control test’ or the Dichotomy of Control, the Stoics assessed what they could and could not control about a situation, and focused their attention on areas they could control.”
Delaney provides the following useful image to illustrate the control test.
This image shows that you have full control over three things: 1) your character; 2) your reactions; and 3) how you treat others.
If something relates to one of these three things, it’s within your control and you can take action.
Stoic philosopher Epictetus was a strong proponent of the control test. He believed knowing what you can control and what you can’t was the key to living a tranquil life. In his manual The Art of Living, he lays out what’s within our personal control:
“Within our control are our opinions, aspirations, desires, and the things that repel us. These areas are quite rightly our concern, because they are directly subject to our influence. We always have a choice about the content and character of our inner lives.”
In contrast, what other people think and do is out of our control. Epictetus believed that if we focus on trying to control or change these things, we will torment ourselves and waste our precious time and energy.
Thinking back to the start of the Easter long weekend, I can see that if I had run my anxious thoughts through the control test, I would have felt a lot more relaxed.
Instead of telling myself, “You’re so bad at packing!”, I could have viewed packing as a skill, as something I could work at becoming better at.
For my next trip, I could make a packing list. I could also start packing my bag the night before or even two nights before. Those things are within my control.
It’s also within my control to lower my expectations about packing. Is it really the end of the world if I don’t pack enough socks and undies? Couldn’t I just wash them if I run out?
As for concerns about the traffic being bad, this is out of my control! I can’t control how many cars are on the road or how fast they’re going. However, what I can control is my own driving ability (e.g., sticking strictly to the speed limit and taking regular breaks to recharge).
What about my husband buying overpriced hot chips at the Service Station? It is within my control to encourage him to buy a healthier snack, but ultimately, it’s my husband’s choice. If he wants hot chips, I can’t stop him. But it is within my control not to eat those hot chips.
Since reading Reasons not to worry, I’ve been applying the control test to my life several times a day. When I notice I’m feeling worried, upset, or unhappy about something, I ask myself, “Is this within my control?”
This simple practice has helped me to chill out, conserve my energy, and be less of a control freak. As a result, I feel better, and so does the rest of my family.
As Delaney writes:
“Used well, the control test will change how you use your energy and where you place your care and attention. Your energy should be focused on the first part of the equation: doing the thing well. And you should not direct any energy or worry to things out of your control, such as the outcome or people’s response to what you do, because that is wasted energy. You will only end up with your tranquillity disturbed”.
The control test can help us prepare effectively for tests and exams. You can’t control the way your grades are scaled, the exact questions you’ll be asked on the exam, what your exam timetable will look like, or if you’ll have back-to-back exams. Those things are externals, so the Stoics would say don’t waste your energy worrying about them.
But what you can control is how much you prepare for your exams, how much study you do, how much sleep you get, the strategies you use to learn the information, whether you refer to the syllabus, and how focused you are as you study.
How you prepare is within your control. And the more prepared you are, the better you will do in your exams.
Does the Control Test mean you shouldn’t try to help others in your community or push for environmental, social, or political change?
Not at all.
Delaney writes:
“. . . Stoics were not passive people. Historically they were people of action: political leaders, emperors and soldiers. But they knew that even if they trained hard, acted with integrity, built alliances and put in a lot of effort, they couldn’t control the outcome. They could only control their own character, own actions (and reactions) and how they treated others.”
The control test can help you to stop stressing about things that are out of your control and worrying about what other people think. In the spirit of the Stoics, focus your energy on doing your best work, being the best version of yourself, and treating people with kindness.
I experienced this firsthand when I was an exchange student living abroad. When I was 16, I travelled to the south of Italy to live in a small village called Spinazzola.
This had been my dream, and my parents forked out over $2,000 to make it come true (thanks, Mum and Dad!).,
I wanted to make the most of this once-in-a-lifetime opportunity, so I set off with an ambitious goal to come back fluent in Italian.
Before I left for Italy, several people had told me that I would pick up the language “just like that!”. I was told that I’d be fluent in no time.
I took their words as gospel truth.
So I became concerned when, after just a few days in Italy, I wasn’t speaking like the locals. I thought, “Why am I not fluent in Italian by now? What’s going on? Is something wrong with me?”
Panic and worry set in. I became stuck in an anxiety loop. Thoughts rolled through my head, such as:
“Am I learning the language fast enough?”
“Am I going to come back knowing enough?”
“How will I compare to the other Australian exchange students? What if my Italian sucks?”
This anxiety spilled over into almost every amazing experience I found myself in: a trip to the local pizzeria with my new friends from school, family dinners, and day trips with other exchange students.
To counteract my fears, I doubled down on my study, carrying a mini pocket Italian dictionary with me everywhere I went (this was well before mobile phones and Google Translate existed).
About a month into my student exchange experience, out of the blue, a young man snatched the pocket dictionary out of my hands.
This man was called Gianluca. He was my host sister’s 18-year-old cousin who had travelled with his parents from Milan to spend Christmas with my host family.
Gianluca was a character. He had wild, voluminous curly hair, a cheeky smile, and a sense of style.
Gianluca was also a slightly arrogant man. He would say whatever was on his mind, seemingly without caring if he upset or offended others.
For example, one of my first interactions with Gianluca was when I sat down on a stool, thereby exposing my white socks. He gasped loudly and said in Italian:
“Jane Christine, white socks with black shoes is a fashion crime! No, No, No!”
I took his words very seriously and have never repeated this fashion faux pas.
But it was the moment when Gianluca snatched the dictionary out of my hands that I remember more than anything else. This moment had a profound impact on the rest of my exchange experience, and I am deeply grateful to him for that.
It was late in the evening. A group of us had been talking and playing Italian card games. Remember, these were simpler times (there were very few mobile phones back in those days and no social media).
I was struggling to follow the conversation in Italian, so I picked up my dictionary to look up a word, but Gianluca stopped me. He grabbed hold of the dictionary and said:
“Put the dictionary down. You don’t need this! Just be here in this moment!”
Gianluca was trying to tell me to relax. To stop hiding behind my dictionary. To stop trying so hard to learn Italian.
He was right. Sometimes, when you try too hard and are too fixated on achieving a future goal, it can get in the way of actually doing what you need to do (in my case, learning Italian).
Oliver Burkeman writes about this in his book Meditations for Mortals. He argues that there are benefits in not trying so hard. He writes:
“The less I’m trying to get something out of an experience, the more I find I can get into it, and the more I can be present for other people involved.”
Those first few weeks in Italy, I had been trying too hard to master the language and get the most out of my student exchange experience. I was trying to frantically get to a place where I could tick the ‘Fluent in Italian’ box.
I can now see clearly that by trying so hard to learn Italian, I was sacrificing my enjoyment in the present moment. I was also undermining my ability to learn Italian.
You’ve probably heard the phrase “La Dolce Vita”. This directly translates to “The Sweet Life”.
But what it means is a relaxed, easy-going approach to life. An approach where you enjoy the simple things: a hearty, simple meal shared with your family, a reviving nap in the middle of the day, and an evening stroll (‘passeggiatta’) down the main street with friends.
Whenever I picked up my dictionary, which was frequently during those first few weeks in Italy, I embodied the polar opposite of “La Dolce Vita”. I transformed a potentially fun, rich moment into an anxiety-fuelled study session.
I also took myself out of the present moment. And effective learning (and living) is all about being present.
Gianluca’s words – “Put the dictionary down!” – hit home. That evening, I put my pocket dictionary away and gave up on trying to master Italian in a day. I took the pressure off myself and relaxed into the experience.
Soon after, I asked my host mother Rosa if I could join a local exercise class. I knew that movement always made me feel better. It relaxed me. I was so happy when Mamma Rosa agreed.
At this class, I’d slip on some special socks over my shoes and slide from side to side on a slippery mat (a slide board).
I took this crazy exercise class with a bunch of middle-aged Italian women wearing spandex and leg warmers (it was Winter). Occasionally, someone would lose control on their slide board and fall to the ground.
For 60 minutes, I was able to get out of my head and get grounded in my body. This exercise class, as strange as it was, made all the difference. It relieved my anxiety and fears straightaway. It calmed my mind and made me feel like I was doing okay.
Ironically, once I felt calmer and less pressured to ‘learn Italian’, I started to pick things up. Learning the language became easier and easier. It didn’t happen in an instant. But it was happening. Slowly but surely, my language skills improved.
When I came back to Australia, I hadn’t mastered Italian (can you ever really master anything?), but I could hold a solid conversation with my nonna in Australia.
The whole student exchange experience fundamentally changed me. I learnt so much more than just Italian.
I learnt the power of a good nap after lunch (strictly enforced by my host mother), the importance of connection and community, and that if you’re having pasta, you must mop up the last bit of sauce with some bread (this Italian tradition is called ‘scarpetta’).
But I also learned not to try so hard. Instead of rushing to get to a specific destination, it’s okay to just explore, learn, and grow at your own pace.
“Mappa ferr Spinazzola-Barletta” (Used in Image 1) by Arbalete is licensed under CC BY-SA 3.0
This usually comes with shiny new pens, fresh notebooks and renewed hope and optimism. But I recently heard someone say:
“I can’t believe it’s already the end of January . . . so much has happened. I feel tired.”
Can you relate?
A lot has been happening in the world. It’s easy to feel overwhelmed by the news, let alone the tsunami of information we’re bombarded with online.
If you’re feeling overwhelmed and tired (like many people are), let’s try to make life a little easier for ourselves. In this article, I share a strategy you can use to make difficult things feel easier to do. I also share how you can apply the strategy to studying challenging subjects.
I remember having a brief conversation with a year 11 student at the start of the pandemic. It went something like this . . .
Me: How are you feeling given the situation (i.e., COVID-19)?
Year 11 Student: Some of us are stressed but not because of COVID. It’s because of what our teachers have just said to us.
Me: What have your teachers been saying to you?
Year 11 Student: They keep saying this year is going to be really hard. The subjects are going to be much, much harder.
Driving home from the talk, I couldn’t stop thinking about what this student had said as well as the worried look in her eyes.
Here’s what happened . . .
I was booked to deliver a presentation to 150 year 10 students. My talk was scheduled for the last period of the school day.
In case you’re not aware, the last period of the school day is not an ideal time slot for a guest speaker. It’s usually a tough gig, as students are tired and they just want to go home.
When I arrived at the venue to set up my gear, I spotted two teachers. I approached them and introduced myself to them as the guest presenter. One of them said in an alarmed, panicky tone:
“Oh! You’re the guest speaker? I need to warn you that these students are a horrible group. They do not warm to guest speakers!”
She continued. . .
“Does your talk have a structure to it? Do you know what you’re talking about? These year 10s are a really hard group to work with!”
I felt my stress levels begin to rise, and by accident, I knocked my glass of water off the stage, and it broke. Glass shattered everywhere. Instead of helping me pick up the glass, the teacher said:
“Look! It’s a sign of things to come!”
At this point, the young IT guy arrived to help connect my laptop to the AV system. He overheard this teacher talking about what a bunch of ratbags these students were. His expression was a combination of shock and horror. He said to her:
“Why are you saying this to our guest presenter? I don’t think it’s helpful.”
The teacher reacted defensively. She blurted out, “She needs to know! It’s important we tell her!” and then she left in a hurry.
I took some deep breaths and continued setting up my stuff.
The students arrived.
I delivered the talk.
The talk went really well. Phew!
It turns out these students weren’t horrible at all. They were a normal group of students who happened to be a bit tired and over it (it didn’t help that it was a boiling hot day).
That day, I learnt an important lesson: Worrying about how difficult something might be doesn’t help. It just uses up your precious brainpower and energy, which you could have spent doing something else (i.e., something more productive).
Whenever I fixate on how hard something will be, I’m filled with fear. Imposter syndrome and self doubt kick in (“Will I be able to do this? What if I fail and it turns out to be a total flop?”). This usually leads to a bad case of avoidance and procrastination.
In the book Make It Stick, Peter Brown explains:
“A fear of failure can poison learning by creating aversions to the kinds of experimentation and risk taking that characterize striving, or by diminishing performance under pressure, as in a test setting.”
If you feel worried that you’re not going to be able to perform well in a subject, this is going to use up a big part of your working memory capacity. Instead of thinking about the content, you’ll be thinking, “Am I going to be able to do this? What if I can’t? Should I drop the subject?”.
In short, you’ll have dramatically less brainpower available for learning.
There’s a simple question I ask myself when something feels hard. And it’s this . . .
How can I make this behaviour easier to do?
Professor BJ Fogg calls this the Breakthrough Question. According to Fogg, there are three ways you can make any behaviour easier to do:
In his book Tiny Habits, Fogg explains:
“Regardless of what your aspiration is, increasing your skills, getting tools and resources, and making the behaviour tiny are what makes things easier to do. . .
Sometimes all you’ll need is the right tool to make a new habit easier to do, like using skinny floss [for flossing teeth], and other times all you have to do is scale the behaviour back to its tiniest version, such as flossing just one tooth. Think of making something easy to do as a pond with three different ways to enter the water. Whether you jump off the dock, wade in at the beach, or drop in from a rope swing, you’ll soon be swimming in the same water.”
In other words, you have options!
There are many things you can do to make studying those ‘hard’ subjects a little easier.
With that in mind, here is a short list of behaviours and ideas that will help you get a better handle on your challenging subjects:
If you can focus better, you can learn and retain more information. If you constantly check your phone, put it on silent and away from your body before you sit down to study. My phone lives in pocket number 1 of a vertical wall hangar in my dining room (well away from my workspace).
Study strategies such as active recall (e.g., flashcards) and dual coding (e.g., mind mapping) are more effective than rereading and highlighting your notes. Like any new skill, they take a little time to get used to, but they’ll save you a lot of time in the long run.
Some textbooks explain ideas better than others. The textbook on your school booklist is not the only one or necessarily the best one out there. You don’t need to feel wedded to it. Check out other study guides and resources.
A good night’s sleep allows you to focus better in class, retain more information and feel better. Make sleep your top priority. Here are some behaviours I engage in to get more and better sleep:
In the evening, I put my phone away in another room to charge (and I don’t touch it until the next day)
I don’t look at any screens at least one hour before bed
I go to bed at the same time and wake up at the same time everyday
Create a system to organise your notes, past exam papers and handout sheets. Over time, you may need to tweak and refine your system, but that’s okay. I’ve been tweaking and refining my system for years.
For example, I used to store all my mind maps in an A3 flip file (in no particular order). But when things started to get out of control, I switched to cataloguing them alphabetically.
If you’re confused, don’t suffer in silence. Ask your teacher for help. That’s their job. If you feel shy asking a question in front of the class, approach your teacher after class.
Make life easier for your future self by jotting down key ideas in class. If something is confusing, make a note (you can focus on that in a study session at home). Your memory has limits, and if you don’t write it down, chances are you won’t be able to remember it.
If you feel overwhelmed by the idea of doing several hours of study each day, start with just five minutes. Five minutes of study is infinitely better than doing nothing!
Once you’ve developed the habit of sitting down and studying for 5 minutes, you can ramp it up. But start small.
When you manage to sit down and do a little study, congratulate yourself. Say to yourself, “Good job!” This positive reinforcement makes us feel good, which helps us establish a study habit.
When your teachers say, “This subject is going to be really hard”, I think they’re trying to communicate to you, “You need to sit down and study. You can no longer wing it.” They may be afraid that you’re not taking things seriously.
Instead of worrying, be in action. Pick up some flashcards and start testing yourself. Tidy your desk. File away your notes from today. You’ll feel better and do better if you focus on doing the things that make studying that subject a little bit easier.
