REVIEW AND STUDY FOR 6 HOURS EVERYDAY UNTIL YOU TAKE THE LICENSURE EXAM
POSTED on November 8, 2017
55 out of 734 high-ranking government officials passed this exam. The passing percentage was 7.5. I passed it.
You can pass your licensure exams. Just put in the hard work from the very first day you enter college until the very last day before the date of the licensure exam.
The key is to study and review for 6 hours every day in addition to your class hours.
You can do it.
In 1995 I took up the Career Service Executive Eligibility Examination (CSEE), the third level eligibility which the Civil Service Commission administers to government employees with the Salary Grade of 22 or higher. The eligibility will entitle the holder to the appointment of Director up to the level of Undersecretary. I did not really have much idea about the nature of this examination. I cannot remember where I got the information but somebody told me to get a reviewer on the Scholastic Achievement Test or SAT. When I got a copy of the reviewer for myself I started reviewing. I made it a point to review for at least 6 hours every day for almost 8 months before the examination date.
I did not have any inkling on how tough the exam would be. It was multiple choice with interlinked questions, meaning, that one question is a continuation of the previous. There were 200 items in the exam, to be answered in 3 hours or 180 minutes so the examinees must answer each item in less than one minute each.
During the last 30 minutes, Data Analysis appeared in the test booklet. This portion requires the examinees to analyze statistical and mathematical data. No calculators were allowed.
After less than 3 hours, I finished the exam, exhausted. I was so tired I did not know how I drove home in my car. Upon reaching home I did not eat lunch anymore and slept until it was night.
This is when I realized that my self-imposed training and review of 6 hours per day strengthened my ability to endure hours of analyzing the questions in the exam.
Yesterday I called Dr. Julius Meneses, CED Dean, and Dr. Salve Pachejo, VPAA, to the office. I told them it is not enough that we administer the review classes to our graduating students in the CED. I asked them to aim for greater success. I told them they should help these students pass the Licensure Examination for Teachers. I told them this is our mission, to give these students the opportunity to have a bright future, and passing the LET after 4 years of study should be the best way to achieve the aim. I asked them to motivate their students to study for 6 hours every day until the day of the exam.
6 hours every day.
How can I study more than 6 hours a day without losing concentration? https://www.quora.com/How-can-I-study-more-than-6-hours-a-day-without-losing-concentration
Many students complain that they just can’t concentrate, and that minds race from one thing to another and their thoughts are all over the place – except on their studies.
But everyone has the ability to concentrate. Think of a time when you were totally engrossed in something you really enjoyed, for example a movie, a book, a game of rugby or netball. The trick is to use the right strategies to unlock your natural ability to concentrate and apply these to your studies.
- Your choice of study space can influence your level of concentration. Choose a study space with good lighting and ventilation, which is a tidy, organised and pleasant place to work. This will help reduce distraction.
- Leave your cell phone outside or turn it off.
- If you like music that’s okay, just ensure it is not a distraction.
Make a plan
- Draw up a study timetable that takes into account your energy levels at different times of the day, and stick to it.
- Divide your work into logical sections that have a beginning and an end. Our brains are holistic, so you’ll find it easier to work on something that forms a whole, rather than something that’s left hanging midway.
Set goals for each study session
- Before you begin studying, take a few minutes to think about what you’ll achieve.
- Write down your goals for the study period. For example: ‘Summarise pages 40-65’ or ‘Complete the outline of Assignment 1’.
- Set yourself a time limit before you start. For example: ‘I’ll summarise Chapter 2 in 40 minutes’. By doing this, you’re setting yourself a goal and your subconscious mind will start working on completing the task in the time available.
Research has shown that people:
- Remember best when they study for shorter periods then recap and consolidate what they learned, as opposed to studying for longer periods.
Learn better at the beginning and end of a study period.
So, plan to study for about 30-45 minutes, review what you have learnt, then take a five to 10 minute break.
Build in variety
- Change the subject or study strategy every few hours. This will lessen the chance of your becoming bored.
- Use your study break for exercise (or perhaps housework). This changes the pace and helps to get rid of extra adrenalin.
- Alternate reading with more active learning exercises. For example: mind mapping or writing model answers.
Just say ‘Stop‘
- Every time you notice your thoughts wandering, tell yourself to ‘stop’. Then consciously bring your thoughts back to your studies. Initially, you might have to do this many times each study session, but with practice you’ll find you are able to focus for longer periods.
- If you find it almost impossible to re-focus try taking a break, switching to another subject or topic, or using a different study strategy.
Schedule worry time
Allow yourself time to worry but decide beforehand when and for how long you’re going to worry. Then, when something distracts you while you’re studying, or if you start to feel anxious about something during the day, write your thoughts down and set them aside, telling yourself you’ll deal with them during your worry time.
To help you concentrate and remember, learn actively. Active learners do something with what they have learnt, this may include:
- Putting what they learned into their own words.
- Comparing what they are learning with what they already know.
- Linking new facts to what they already know.
- Applying what they are learning to their own situation, and
- Using the new information.