i physically can’t do my homework

i physically can’t do my homework

Strategies for Overcoming Homework Challenges

1. Identifying the reasons for inability to do homework

There are many students who are unable to do their homework because they don’t understand the purpose of the assignment. This could happen because the homework is too difficult and the student couldn’t understand it, or perhaps the homework is not challenging enough. However, the most common reason why students are unable to do their homework is because the assignment simply wasn’t understood. In order to identify the true reason for this, the student should ask their teacher if they can provide any assistance on the assignment. If that isn’t enough, it would be best if the student ask their parents for help and if that doesn’t work then maybe you could ask the teacher if the assignment could be explained in further detail. Another common issue is a bad procrastination habit. Procrastination is the downfall of many students who are unable to do their homework. They may put it off for too long and end up being too tired to complete it. Other times, they may be more tempted to do something else (like watching TV or playing video games) and ignore the homework entirely. In this case one must determine which activity is taking up a lot of time and eventually replace that activity with doing the homework. This will require considerable willpower and self-discipline, but the goal is to get the homework done as soon as possible so it won’t be on the student’s mind later. It might also help for the student to do small pieces of work at a time. For example, if the assignment is a large packet of math problems, do 5 problems before taking a break to rest; then do another 5 problems and so on. This way the student won’t burn out a lot of energy and can still get the work done.

2. Seeking support from teachers and parents

Seeking advice and support from teachers and parents can be very helpful. As teachers have to deal with many students, they often have perspective which can be useful. Parents, on the other hand, can be more sympathetic and have greater insight about the child’s feelings and experiences. By working together, parents and teachers can provide the best support for a child having difficulties with homework. It is important to approach teachers in a constructive, problem-solving way. Parents can begin by explaining the homework difficulties their child is experiencing. Try to find out from the teacher whether there may be an underlying problem. Is it a question of your child not understanding the work set? Might it be worth discussing with the teacher possible tuition to catch up on areas which your child finds difficult? Maybe the work is taking your child an unusually long time. It could be worth discussing the possibility of your child doing the work in shorter, daily sessions with some extra time spent on the subject matter at school. Teachers’ help for homework problems might take many forms. For example, they may all agree to open lines of communication, so that you can contact them if homework is unclear. Teachers may give additional time and support for children who have not understood the set homework. In some cases special arrangements may be made between the school and parents (learning support assistants can be funded for some children with special educational needs). Teachers might also set up additional homework sessions after school to help those pupils who find the work particularly difficult. If your child’s teacher is not very sympathetic, it may be best to speak with them less about the homework, so that they can save face. You may then decide it could be best to find an alternative solution to the problem, with this teacher. However, this should only be done as a last resort and with other teachers’ agreement. Remember that a good relationship between school and home is vital for a child’s education.

3. Exploring alternative learning methods

It can be frustrating for a parent or teacher to watch a bright student struggle with a concept in a typical school. Perhaps the student needs to approach the subject in a non-traditional way. Non-traditional methods can be effective for students with learning disabilities, especially those with specific language-based learning disabilities. These students often do poorly with traditional school methods yet can become successful when they employ alternative methods. Non-traditional methods engage many of the student’s senses and often activate the right-brain which can be under functioning in students with learning disabilities. For example, students may use building materials to make a diorama that represents the concept, games or movement activities to solidify a learning concept, an art project to illustrate a story, or a hands-on science experiment. When alternative learning methods are being considered, it is important for students with learning disabilities and parents/teachers to brainstorm and research all of the viable methods. The best method is one that effectively helps the student to understand and retain the information. Students should choose methods that best suit their learning style and the task at hand. Alternative learning methods can also help to better develop organization and study skills.

4. Developing effective time management skills

Set your priorities. A common disempowering belief in students is that school is something that is forced upon them, therefore their work is not their own. Schooling is a law for all persons under a certain age which means you should have a goal. What do you want to get out of your schooling? Again goals may differ between parents and their children but it is important for students to set goals and break that long-term goal into manageable segments. This will make schoolwork seem more purposeful and the student will be less anxious. Goals and priorities greatly affect how a person manages their time so it is important to keep them in mind when deciding how to spend time. An hour spent playing computer just might seem less enjoyable when there is a test to study for.

Of that my homework took much less time when I was working harmoniously with my learning style. It is important for both parents and students to understand that not all study methods are created equal. You should experiment with what works for you. Time your study sessions to discover how long you work most effectively. Many students feel that they should take a break as soon as they become bored or frustrated with a task. The key is to determine the point of diminishing returns. At that point a short break would be productive. Find out how much study you can get done in a focused, effective session and schedule that time for the subjects that are most difficult for you. Learn to say “No.” Plan your time carefully. If you have a lot of homework to do, you might want to do some work while there is still daylight or before it gets late. You will be surprised to find how much time can be wasted in an afternoon or evening. A good plan can be the difference between a focused homework session and a night wasted. Too many students get a homework assignment and then easily take a break. This makes it feel like you are constantly working on that assignment. Sense of impending doom. An assignment will be over and done with in half the time if it’s done continuously. Remember to make plans for a well-rounded day. If all you do is school and homework, you might become a more tired student and burn out faster. We all need sports and clubs and TV and friends. A good plan can retain time for those activities and the guilt-free knowledge that work has been done.

5. Implementing self-care practices to improve focus and motivation

Starting with the first step, it is important to look at what the student is consuming in terms of food and drink. The body requires certain nutrients and vitamins to function properly, and this is no different for brain function. Though the brain only accounts for 2% of the body’s mass, it uses up to 20% of the body’s energy. This fact alone shows the brain’s high requirements for energy, and thus it is best for us to fill this requirement. Although this next step may vary for individuals, it is not recommended to rely on sugar and caffeine as this will lead to a ‘crash’ and provoke an exhausted state. Step two can be achieved by foregoing the use of sugar and caffeine stimulants as your source of energy. Over the course of a few weeks when your body has adjusted to the loss of these stimulants, overall mental focus and fatigue will improve. Step three is another dietary factor which involves meal size. Consumers usually feel drowsy after a big meal, but hungry and lacking of focus from a small one. The effective solution here is to consume smaller more frequent meals, feeding your body enough, but not giving it the chance to siphon energy to digest a big meal. Small frequent meals will maintain higher energy levels throughout the entire waking day. This can now lead into several facets of physical activity. Exercising to maintain the healthy state of the mind and body is a concept most understand. And during periods of intense mental activity, stepping away from work to partake in physical activity will prevent fatigue and improve focus in both short and long run scenarios. Lastly, it is important to keep a regular sleep schedule. Though the exact requirement can vary, there is enough medical evidence to show that the benefits of proper sleep are critical for academic performance. Brain energy and glucose are in fact restored to a higher extent during sleep than relaxation while awake. Proper rest enables improved mental capacity, memory, and cognitive function. All of these practices will improve physical and mental health, resulting in improved focus and motivation.

Improving focus and motivation requires a multi-faceted approach that addresses the many factors that influence academic performance. One often-overlooked area is the routine to which a student subjects his or her body and mind. This encompasses several levels and areas of focus, but all will feed into maintaining an extended period of this focus necessary to get schoolwork done. Breaking the work down into smaller more manageable tasks, and time management are factors that can range in effectiveness or ease of accomplishment.