It's already late in the evening, and the lessons haven't been done yet? Just don't panic. Now I will share with you the secrets that will help you quickly solve your "homework".

Take a deep breath, sit back, and carefully study these 3 homework tips.

You wake up to school in the morning not from insomnia, but from your “favorite” alarm clock. Make time for class and set an alarm. This way you will know when to start doing homework and when to finish.

When you hear the alarm clock, you will begin to tune in to work. In addition, when you hear the signal to start, you can complete all the tasks and start solving the lessons. And then I myself know how it happens - " now I’ll chat with my girlfriend for another 5 and go do my homework”, “oh, cool clip, I’ll watch it - and immediately for the lessons” etc.

Also, the alarm clock will help you take a break. Set a timer for 45-60 minutes and take a break from work for 10 minutes when you call. After even such a short break, you will feel that your head has become fresher and the material is remembered faster and easier.

Mobile phone, radio and television should be in another room and not distract you. The less distractions you have, the faster you will learn your lessons.

If you are working on a computer, close all tabs in your browser that you do not need to do your homework (even " "). So you can fully focus on doing your homework and spend significantly less time.

Good luck! And remember, the more productive you work, the more time you will have for fun (for example, ;))

Each person periodically faces the need to learn material of various content and volume. This is easy for some, but the vast majority of people face difficulties, not knowing how to quickly memorize a given amount of text.

The work of the human brain has not yet been 100% studied, we only know that we use a small part of the brain's abilities. The psychological processes that take place in the human mind are amenable to daily training. Memory and other mechanisms of consciousness can be developed to unprecedented heights. A strong memory will make it possible to achieve success in any area of ​​human life, it will be needed in "everyday" life, study, it will easily increase intellectual abilities.

To learn a text, artistic or scientific content, you will need constant memory training with exercises specially designed for this. Human memory is divided into visual, auditory, olfactory, gustatory and tactile. It is the ability to memorize and store any amount of information.

Each type of memory develops differently in people. It is easier for someone to memorize the text by saying it out loud, and for someone, on the contrary, it is better absorbed after visualizing what has been read. Therefore, it is important to understand which type of memory is better developed in order to use it for memorization in the future.

The same information can be learned well in several ways. There are three ways to remember the necessary material in a short time.

• Method of rational memorization;

It is based on the use of logical memory. In the process of rational memorization, the semantic and logical connection of the material with life experience is fixed in the mind. With rational memorization, there is an awareness of the read text and information is easier to perceive. This method helps to remember the material by heart, trains intellectual abilities and increases knowledge.

• Method of mnemotechnical memorization;

This is the most interesting of the three. It helps to remember non-semantic information, due to processing into images and associative links. Mnemotechnical memorization is based on the life experience gained, translating the text into images familiar to the mind. This method helps to remember a large amount of material that does not carry a semantic load. It can be dates, phone numbers, names, addresses. It helps fight everyday forgetfulness by increasing the possibility of rote remembering what is happening.

• mechanical memory method.

This method involves memorizing the material. It is considered ineffective and difficult to train, as it can fail at any moment, “falling out” of memory. With age, the ability to rote memorization deteriorates.

memorization techniques

To quickly assimilate the text, different memorization methods are used. One of the most effective methods of thoughtful reading. It is well suited for memorizing large and small volumes. This method is used by actors who, like no one else, need to know how to quickly memorize a text.

• First, slowly and carefully read the text that needs to be remembered. Better to read it aloud. When reading, it is necessary to understand the main idea of ​​the text, its main plot, so that you can remember it faster.
• If the amount of material is large, we break it into semantic parts. Each part must be learned separately, finding in them the main words or phrases in meaning. This will help in the future, restore all the text in order.
• After that, you need to rewrite the entire text, manually. This should be done slowly, delving into the essence of what is written.
• After everything is rewritten, we retell what we remember. You need to remember the smallest details, based on keywords. If you can’t remember some moment, it’s better not to peep into the records, but try to do it yourself. You can only watch in case of emergency.
• Further, we rewrite for the second time only what we remembered without prompting.
• At the last stage, we carefully reread the text again and retell it. It's best to do this before bed.

This memorization method is suitable for learning text verbatim. It will help students, pupils of the school and everyone who needs to know how to learn a large amount of information in a short time. Theater and film actors use this method to remember their roles.

Tricks for quick memorization

There are some more simple but very effective tricks for memorizing the entire text, based on the nuances of how our brain works. For this you need:

• Highlight the main points in the text with a bright marker;

This will allow you not to be distracted by the extra part of the text. Actors thus highlight their phrases in the script.

• Sing words or text;

This is a non-standard memorization method. Having sung the material, he will better get into memory and it can be remembered faster.

• You need to read until the meaning becomes completely clear;

It is very important to feel the feelings and emotions, if it is fiction, that the characters experience.

• After reading, ask yourself questions about the content;
• Read aloud with expression;
• Write the text with the other hand;

If you are left-handed, write with your right, if you are right-handed, write with your left. This tricky way will make the brain spend more effort on analyzing all the written material.

• Find a training partner;

Actors rehearse in pairs, it helps in the work. You can also ask a friend to test you on the knowledge of all the material. In a company, learning by heart is more interesting and much easier.

• Record the text on the voice recorder;

Record the text on a recording device and listen to it during the day, while doing ordinary activities or during a trip. This will help you memorize a voluminous text without being distracted from other things and without wasting extra time.

Memory needs to be constantly trained. Remembering information consists of encoding it and sending it to a special part of the brain for further storage. If information is needed, it is easy to remember. When it is not used for a long time, the brain will remove it as unnecessary. Forgetting is inherent in a person, it happens after a certain time. This is a natural mechanism of the brain and it helps not to overload the brain with unnecessary information, and if it is not used, then it disappears from memory over time.

The school year is in full swing: the post-holiday stress has passed, the repetition of the past has passed. You need to seriously take up books and really learn the lessons. Here are most of the questions about homework that parents send to the editorial office.

"What if the child prefers to cry for an hour instead of sitting down and memorizing a little paragraph on history in fifteen minutes?" - asked the mother of a sixth grader.

“He doesn’t want to learn lessons, he’s ready to do anything: help around the house, go to the store, if only he doesn’t sit down for lessons ...” - a question from another mother.

And here is the grandmother’s question: “What to do, the daughter-in-law and granddaughter are learning lessons, but almost every day everything ends in tears. Both cry, I calm one and the other.”

All of these questions are typical. They were asked by parents concerned about "laziness", "unwillingness to do homework", "scandals and punishments" because of twos for unlearned lessons or unfulfilled exercises.

Let's try to figure it out, and start with the first very small homework assignments that a first-grader must complete. Let's make a reservation right away: for him they are no less difficult than the tasks of high school students.

First-graders can work for 10-15 minutes without being distracted

There are several options for parents to think about when and how lessons should be taught. The first - according to the principle "did the job - walk boldly." At the same time, the child immediately after school, at best having lunch, but it happens that lunch is postponed, sits down for lessons. The explanation is simple - "there is nothing to delay, then you will not get together" and the excuse - "the task is simple, half an hour, and you will get off." As a rule, quickly and efficiently does not work. And this is quite understandable. The child is very tired after school, not less than adults after a working day. For example, in the first weeks of school classes, the tension of the cardiovascular system can be compared with the workload of astronauts, and this is not an exaggeration, but real scientific research data. Fatigue does not allow the child to concentrate, be attentive and, most importantly, makes it difficult to perform complex and precise movements.

Written work is an indispensable component of homework. When tired, even the simplest sticks and hooks do not turn out to be clear, even, beautiful. Remember how an adult's handwriting is broken when a person is tired or absent-minded. And the child is not only tired, but very quickly understands that everything "does not work out", and the mother often sits behind her back, saying: "Try not to be distracted, you will have to rewrite!" They rewrite, but always the next version is worse than the previous one. "Don't try!" - Mom is indignant and is not far from chagrin, resentment, tears.

It is not difficult to imagine how such a situation is repeated day after day, forming in the child not only the fear of a mistake, another dissatisfaction of adults, but gradually an aversion to homework.

Another, but equally unfortunate option is lessons in the evening when adults return from work. The situation is different, but the problems are the same. By evening, the child gets even more tired, even if after school he “beat the buckets”, and everything repeats: failures, tears, resentment.

The endless repetition of failures and the incessant dissatisfaction of parents will discourage even the most diligent student from doing homework. Moreover, parents are unshakable in their confidence: "Maybe, but he doesn't want to!"

Let's recall the lines from the first letter: "A child prefers (?!) to cry for an hour instead of sitting down and learning in fifteen minutes." Most likely, the boy has long been convinced that he will not cope in 15 or 30 minutes. Moreover, he is afraid of failure. Meanwhile, it should be remembered that the expectation of failure, increased anxiety disrupts all cognitive processes: attention, thinking, memory, and, therefore, the more a child is worried, afraid of failure or discontent of adults, the more difficult it is to learn lessons, remember something, beautifully and competently. write exercises, solve the problem.

I have no doubt that if your child "prefers" an hour to cry, this is no longer just a fear of punishment, but a serious violation of the state of the nervous system. I can assume that this child has not only "tears close", but there are other manifestations of nervous tension: long falling asleep, restless sleep, poor appetite, complaints of headache and abdominal pain, impaired speech tempo, stuttering, difficulty concentrating, fast fatiguability. Perhaps there are so-called "obsessive movements": twitching of the muscles of the face, biting the lips, grunting or coughing. All these symptoms do not appear together, and if you do not carefully observe the child, they are not always noticeable, but I repeat, all this is a manifestation of trouble in the state of the nervous system.

So, unwillingness to learn lessons, tears, attempts to delay time and other tricks of our children do not arise suddenly or from the first days of study, but the fear of failure very quickly forms a desire to avoid trouble in any way. The reactions of babies are simple and understandable, and as they get older, they are looking for more and more sophisticated ways of protection.

What about those whose children are just starting to learn lessons? By the way, there should be no homework in the first half of the first grade.

So, the best time to do homework is from 15:00 to 17:00. After school, the child should have lunch and rest (it is better to take a walk). It is not recommended for primary school students to prepare lessons in the evening.

You need to start doing homework with the easiest, most enjoyable, with what will definitely work out. This allows not only to quickly get involved in work, but will give positive emotions, will allow you to believe in yourself.

The time of continuous work in children of different ages is different. First-graders can work for 10-15 minutes without being distracted. Therefore, you should not restrain them - "do not turn around, do not be distracted." It is better to teach them to change their posture: stretch out, stand up, do a few simple exercises that relieve eye strain (look away, squint, relax).

Older children will be able not to be distracted for about 20 minutes. But it depends on the condition of the child. For example, if he is upset about something, if he feels bad or tense, then the time for effective work is sharply reduced. Adolescents are also not very diligent, and this is due to the peculiarities of the psychological and functional changes that occur at this age. Fifteen-sixteen-year-olds will be able to work hard for 30-40 minutes, but then they also need to take a break. Working in one sitting, on the principle of "you won't get up until you're done," is ineffective and creates additional stress.

And further. Do not stand behind your back, tracking every movement. It’s better to sort out the tasks together and leave (go about your own business), but the child must be sure that you will definitely help if something is not clear. In addition, let him know that you will calmly explain one, two, and three, without showing impatience and irritation. Then your baby will not be afraid to ask you for help.

Prepared by Elena Novoselova

Ekaterina Dodonova

Business coach, blogger, memory and speed reading instructor. Founder of the educational project iq230

1. Understand

Very often people try to memorize unfamiliar words and phrases without even understanding their meaning. Perhaps this is enough for a few days, say, to pass an exam. Unless, of course, the lecturer asks to explain what you mean by ablation and what are the signs of those same chromosomal aberrations from the first ticket.

The brain perfectly remembers words connected associatively. He discards incomprehensible letter combinations like garbage, not wanting to waste time on them.

For this reason, most people have difficulty learning. A strange-sounding word does not evoke native and understandable pictures to the heart.

Therefore, for better memorization, you must first parse and understand all new terms. Try to feel the word and associate it in your imagination with familiar concepts.

2. Come up with an association

The presence of fantasy is one of the most powerful tools for remembering information. Mnemonics greatly facilitate the process of memorizing important reports, presentations, texts, including those in foreign languages, due to artificial associations.

Take the word "Monday". What frames are running on your internal screen? It could be the morning, terrible traffic jams, a thought pulsing in my head, a day on the calendar, a page in my childhood diary, or a buzzing office anthill. What do you see?

To make associative connections strong and durable, you can use the five-finger rule. Each finger has its own association, filled with one or another content.

Fingers	Association
Large	"Raisin". Original, absurd, absurd
Pointing	"Emotions". Use only positive
Average	"About yourself beloved." Feel free to associate the object of memorization with yourself
Nameless	"Feel". Connect the senses: sight, hearing, smell, taste, tactile sensations
Little finger	"In move". Make your subject move. The brain remembers information faster in dynamics

Thus, the necessary information will be imprinted in your memory at once at all levels of feelings, which will allow you to use it for a long time.

3. Fool the magic number 7 ± 2

The famous American psychologist George Miller found that short-term human memory cannot remember and repeat more than 7 ± 2 elements. The mode of constant information overload reduces this number to 5 ± 2.

Nevertheless, there is a simple way to deceive the laws of short-term memory: the use of the method of stories, which involves the logical linking of disparate memory objects into one chain. You can have a funny, incredible and completely impossible story in real life. The main thing is that with it you can remember more than 15 elements at a time.

As conceived by the director in the next scene, you should swim in a pool filled to the brim with semolina. Yes, just imagine this madness in bright colors. Feel with your skin how semolina sticks to your skin. How hard it is to swim in this warm liquid, although the porridge is not too thick. As in the air it smells of milk, butter and childhood.

4. Repeat correctly

Our brain can be programmed - it's a scientific fact. It requires awareness and daily work in the chosen direction. Therefore, if you have firmly decided that it is extremely important for you to learn English in six months, then the brain has already tuned in to intensive memorization. But in addition to regular training, regular repetition of the material covered is also important.

Use certain time intervals for the best memorization: repeat the material immediately after learning, then after 15-20 minutes, after 6-8 hours (preferably before bedtime) and the last time after a week.

5. Tune in

Perhaps there is nothing worse when a person thinks about himself in negative terms: “I will never cope with this”, “It is impossible for me to remember this”, “I will not be able to learn such a difficult report”. Use only positive affirmations when programming your brain for work and results.

Tune in correctly, tell yourself: “I remember!”, “I have a good memory. I will remember”, “I will remember and easily retell in my own words in two hours”. Customize yourself. The resource state of the brain is your area of ​​responsibility.

Knowing the five secrets of memory, you can easily learn to memorize really complex and versatile materials. In addition, there are many interesting and natural ways for a person to train memory and consolidate the necessary memory objects, which Ekaterina Dodonova also talks about in detail in her book.

Happy reading and have a great memory!

My son is naturally reticent and shy. As soon as he got into an unfamiliar environment or “to the public”, he clamped down. The lesson learned the day before immediately flew out of my head. In elementary school, the teacher, knowing this feature, tried to interview him at recess, after school. In high school, this was no longer the case.

It might be advised to teach oral lessons in such a way that they "bounce off the teeth." The son already in a week began to learn the given poem, and knew it as a multiplication table. Chattered quickly, without expression, looking over the heads of the listeners so as not to be distracted. And again, the rating is “satisfactory”.

No matter how we taught oral lessons, public speaking was a real punishment. The problem was not in the knowledge of school subjects, but in the ability to tell them. The son is tired of close attention to oral subjects. No matter how hard I tried, I never got more than three. But he knew the subject! Knew! Remember the eternal, school, on the exhale: "Well, I taught !!!"

The task was to learn how to behave freely in front of an audience, to speak in front of an audience on any topic. I picked up some useful exercises - games. Sometimes we played in the evening, but mostly on the way, on the way somewhere.

Exercise 1: game "Improvisation for a word"

Any word caught by the eye or read is given. The son must quickly, almost without hesitation, “throw” associations on him. Say the first thing that comes to mind.

For example, "train". Associations: transport, road, travel, recreation, sun, sea, holidays…

The result is evaluated in two ways: how many minutes the speaker can list words without stopping, or the number of words.

Exercise 2: the game "Improvisation with a proposal"

In this game, you need to make a sentence with a complete thought, add a second, third sentence to it. “The train is a form of transport. He transports long distances. It helps to shorten the road and make our journey more enjoyable. What a great way to travel by train! You can look out the windows and dream about the sun, the sea, about the upcoming holidays ... "

It is important not to interrupt the speaker, as he goes, so let him go. No need to correct stylistic errors, repetitions, incidents and inconsistencies. It is important at this stage to remove the blockage that exists, our conviction that it is always necessary to speak only the right and smart. Here you need to catch a buzz, as speech splashes, it splashes, where it leads, no one knows.

At first, the son spoke such nonsense that I could hardly restrain myself so as not to interrupt his verbal flow. We practiced this game for a long time, until improvisation began to take on more meaningful forms. The son, having enjoyed verbal nonsense and realizing that one can talk about nothing for a long time and beautifully, began to slowly build sentences more consciously, wrapping them in a logically regular structure.

Finally, we began to insert linking words into speech so that the speech was better structured. For example: "speaking about, summing up, in general, naturally, as you know, assuming, as a rule, firstly, secondly, etc."

Exercise 3: Chess tournament game

The meaning of the game: first, one pronounces an association to a given word and reveals it within 30 seconds, then the second, then again the first takes the initiative.

This game was interesting because the son had the opportunity to listen to how an adult builds an associative connection, what he emphasizes, how he inserts linking words, how he plays intonation. The son also strove easily, without straining to talk about everything.

Sometimes we complicated this game with a condition: to insert into speech only visible associations, what surrounded us at the moment. This exercise was successful when traveling by car. Some theme was chosen: space, robots, sphinxes... And it had to be tied, introduced into the surrounding landscape: into fields and copses, or superimposed on an urban plot: houses, cars, people...

The task was difficult: to connect the unconnected. What do sphinxes have in common with the withered grass of the Moscow region? This exercise was easier for my son than for me. I turned on the logic, looking for a connection, and he "worked" on associations, on color, shape, smell, image. For example, he easily connected the fallen grass with the sphinxes through the blowing winds, through the feeling of eternity.

Exercise 4: the game "Beads"

One writes a set of words on a piece of paper, the other must come up with a logical story using these words. The game can be made more difficult by setting the theme of the story.

Exercise 5: Clap Game

When playing "Beads", one says the text, the other interferes with him in every possible way, tries to divert his attention to the side: to distract, scare, make him laugh. You can sharply clap your hands, sneeze, make faces, turn your back, demonstrating boredom and lack of interest. The narrator, despite the intrigues of the listener, tries to continue his story without being distracted.

Exercise 6: Newspaper headline game

The meaning of the game is to talk long and beautifully about nothing on the topic of a headline that has been found in a newspaper or magazine. Another interrupts, asking questions that have nothing to do with the topic of the title. The speaker must answer the questions in the heading key of the article.

Exercise 7: Algorithm Game

After analyzing textbooks on oral subjects, we noticed that they are built according to a general principle.
In biology: there is a certain object to which a definition is given, then species, subspecies are listed and where it occurs is described. Examples are given.
In history: there is an event, the year when it happened, how the events developed, what were the consequences.
The algorithm for transmitting information on a particular school discipline is the same. By remembering it, you can help yourself with oral and written answers.

Having practiced in retelling using an algorithm, we began to come up with our own storytelling algorithm. I showed my son, for example, a potato that I was peeling. He built an algorithm for answering the topic “potatoes”. What is a potato? When did he appear? Where was it brought from? What varieties are there? Where is it used? What is useful?

The practice of such exercise games helped my son. He began to feel more confident in front of the audience, which could not but affect his studies.