Communicating clearly on the Internet
without creating misunderstandings is a challenge.
One problem is that you haven't any facial expressions, body language, or environment to help you express yourself; 
another that there is little "give and take" for developing what you mean to say or are discussing

These guidelines hopefully will help you:

• Be clear
  Make sure the subject line (e-mail) or title (web page) reflects your content
• Use appropriate language
  If you have a question on whether or not you are too emotional,
  don't send the message, save it, and review it "later"
  Remember:  no one can guess your mood, see your facial expressions, etc.
  All they have are your words, and your words can express the opposite of what you feel
  Don't use ALL CAPITAL LETTERS--it's equal to shouting or screaming
• Be brief
  If your message is short, people will be more likely to read it
  Refer to the Guide on "Writing for the Internet"
• Make a good impression
  Your words and content represent you; review/edit your words and images before sending
• Be selective on what information
  you put in an e-mail or on a web site:
  Information on the Internet is very public, and can seen by anyone in the world including criminals, future employers, and governments
• Forward e-mail messages you receive
  only with permission of the sender
• Remember you are not anonymous
  What you write in an e-mail and web site can be traced back to you
• Consider others
  If you are upset by what you read or see on the Internet, forgive bad spelling or stupidity;
  If you think it violates the law, forward it to the FBI or your state's Attorney General
• Obey copyright laws
  Don't use others' images, content, etc. without permission
  Don't forward e-mail, or use web site content without permission
  Visit the Library of Congress' Guide on "Copyright Basics"
• Cite others' work you use
  Refer to the Guide on "Citation"
• Use distribution lists appropriately
  and with permission
• Do not send SPAM
  SPAM is posting or e-mailing unsolicited e-mail, often advertising messages, to a wide audience
  (another way of thinking of it is electronic junk mail)
• Don't forward chain letters
  If you receive one, notify your web master
• Don't respond to "flames" or personal attacks
  Contact your web master for action and referral

 

I. The Problem

The Internet is a relatively new and untested information and communication medium.  As such, we need to evaluate, expand, and adapt existing criteria for evaluating content, as well as develop new techniques.

The Internet is a ubiquitous medium:  aside from questions of affordability, it is very pervasive in both authorship and audience.  A web address is now an international  information and persuasion medium

The Internet can very well be an unregulated and un-regulatable medium. As such, it is the visitor to a website who must have both tools and responsibility to discern quality websites.

II.. Examples of the problem

Have you been to New Hartford, Minnesota?  (Probably only virtually...)

What do you think of the distinguished academic study "Feline Reactions to Bearded Men" by Catherine Maloney, Fairfield University, Fairfield, Connecticut, Sarah J. Lichtblau, University of Illinois, Champaign, Illinois Nadya Karpook,
University of Florida, Gainesville, Florida Carolyn Chou, University of Pennsylvania, Philadelphia, Pennsylvania, Anthony Arena-DeRosa, Harvard University, Cambridge, Massachusetts?

III. Eight basic types of website purposes:

1. Personal with biographic data, often called "vanity pages"
2. Promotional to sell a product
3. "Current" to provide extremely up-to-date information, as for newspapers' sites
4. Informational to share information on a particular topic or hobby
5. Advocacy/persuasive as propaganda to convert you to particular point of view
6. Instructional to teach a unit or course of study;
7. Registrational to register for courses, information, and/or products, accumulate a database of, and simplify communication with, registrants
8. Entertainment!

Characteristics of 5 types (outside links):

• personal
• business/marketing
• news
• informational
• advocacy

Jan Alexander and Marsha Tate,
Wolfgram Memorial Library,
Widener University

IV. Contexts of website evaluation:
header * body  *   footer * navigation

V. Five evaluative guidelines from the School of Journalism & Library Science:

Authority  Who is responsible for the page?
What are their qualifications and associations, and can you verify them?

Check the footer
for name of the web page author, his/her credentials and title, organizational affiliation. Is the information verifiable?

Currency Are dates clear when the website was first created and edited?

Check the footer
for when the website was created, and when last edited.

Check the content
for news items, indications that the site is actively maintained, acknowledgements/responses to visitors

Coverage What is the focus of the site? Are there clear headings to illustrate an outline of the content?  Is the navigation within the website clear?

Check the header
for a clear title and web site description

Check the content
for headings and keywords

Check the navigation
to reflect content outline within the web site

Objectivity  Are biases clearly stated?  Are affiliations clear?

Check the content
for statement of purpose,
to determine the type of web site and potential audience
for outside links for information external to the website
for graphics and cues for affiliations

Check the header/footer and URL/domain (.gov .com .edu)
to determine organizational source of website and how this reflects on content type

Accuracy Are sources of information and factual data listed, and available for cross-checking

Check the content
for accuracy of spelling, grammar, facts(!), and consistency within website

Check content for a bibliographic
variety of websites (external links), of electronic media (electronic databases of references, established (print & on-line) journals, of electronic indexes (ERIC), and of books for comparative/evaluative purposes

VI. Bibliography (Author, web site, date last visited) related to evaluation:

 

Preparing yourself for an online course,
whether it is totally online or with some classroom time,
is a matter of asking a series of questions.

Studies have shown that it takes a certain amount of self discipline and motivation
to schedule and manage yourself through such a course. 
If this is your first experience with online or distance learning,
your skill set of experiences and expectations begin with your educational goals with the course.

Concept map of elements of
an online learning experience

What purpose does this online course serve in my education?
Think the process through!
You may have to work without face-to-face contact with your teacher,
your classmates, and possibly outside academic support

How confident am I of

• Managing my time?
• Keeping your focus on the course objectives and assignments?
• Taking responsibility for accomplishing tasks?
• Meeting unexpected problems or challenges?

The course syllabus provides information about

• Prerequisites
• Course objectives and priorities
• The teacher and language of instruction
• Course schedule
  or pacing as regards timelines for completing tasks
• Procedures for submitting assignments
• Requirements for interaction
  whether live or asynchronous contributions
  whether in person or online via
  email, text messaging, chat rooms, videoconferencing
  whether discussions, feedback on projects, Q&A sessions,
  whether with the instructor, course mates, experts
• Assessment & tests
  Grading scales
• Academic support, whether online or in person
  Study guides, help lines, reference works, research librarians
• Opportunities for feedback throughout the course.

What is this course electronic learning environment like?

• What are the course technical requirements
  hardware, software, specialized applications
• What is the optimal browser, and perhaps email client
• What training is necessary for the course applications?
• What training or orientation is available for the textbook website, CD, DVD, etc.
• What training or orientation is available for the course learning system, such as Blackboard, WebCT, Moodle, etc.
• What training or orientation is available for additional communications options?
  Conference or chat rooms, discussion boards, video conferencing, email, voicemail, text messaging, etc.

What is my home learning environment like?

• What hardware and software do I have at home?
• What access to the Internet and email do I have?
  How fast is the connection and what connection is necessary?
• What technology does this course require?
  If not explicitly stated, ask the teacher
• If I should have a computer failure (disk crash or virus attack),
  what is my back up?
• Can I schedule time to complete assignments without interference?
• What alternatives outside the home are available to me?

 

 

 

 

 

 

 

 

 

“Learning, for visual-spatial learners, takes place all at once, with large chunks of information grasped in intuitive leaps, rather than in the gradual accretion of isolated facts, small steps or habit patterns gained through practice. For example, they can learn all of the multiplication facts as a related set in a chart much easier and faster than memorizing each fact independently." ¹

Organizing:

• The visual/spatial perspective is the organizing principle
  Perfectionism for visual/spatial learners is a well-ordered and -designed space with each object in its place and appealingly so.
  They are uncomfortable, even restless, encountering incomplete or unsettled situations
• With an instinctive sense of balance and completeness
  they can tell when something is out of alignment, or not truly horizontal or vertical. 
  They are adept at working with mirror images and rotating images in their minds, and strive to bring order by constructing, arranging, color coding, or fixing things

Observing/experiencing:

• Visual/spatial learners are good at seeing the “big picture”
  of both simple and complex systems. Overviews or summaries are their specialty, often at the expense of remembering details or constructing sequences
• Personal presentation (dress, grooming, even gestures) is important
  Their own presentation/dress is as important as what they notice about others.  They establish eye contact when speaking, though can be distracted by their surroundings.  So also background sounds can disrupt their listening skills, and they often doodle during lectures, at meetings, etc.
• They prefer to read and work under subdued or natural lighting
  and in comfortable conditions, and are uncomofrtable with glare/harsh lighting, rough clothing, drafts, and temperature extremes

Learning strategies:

• Focus on the learning objectives of the class
  Meet with the teacher to understand and apply these to your situation
• Request advanced organizers
  to help you relate to new material with what you already know
• Look for opportunities to work with, manipulate and/or engage new material
  • Hands-on approach manipulating forms or objects
  • Using visual clues or landmarks rather than (verbal) sequential steps
• Look for visual/spatial dimensions in your study:
  Example: geometry has more visual components than algebra in mathematics;
  physics rather than chemistry in science;
  graphic applications in computer science and technology fields;
  studio arts in the creative arts, architecture, mechanics, aeronautics, engineering, urban planning
• Seek out independent and open-ended studies,
  problem-based learning, case studies, or ways you can be more active with the material to be learned and have alternative strategies of assessment or demonstrating learning

Study habits

• Always have the "big picture" before you
  especially when studying its parts or details
• When trying to remember things,
  close your eyes to get a “picture” or image of the information to facilitate recall or use flash cards with limited information so that you can "picture" details and concepts
• Once a concept is grasped,
  Practise applying the information to new situations or progressive stepped learning
  in place of routine drill and practice that will challenge your attention span
• Use mind or concept maps (rather than outlines)
  to organize writing assignments to visualize ideas, their connections, sequences, and conclusions
  Brainstorm using illustrations, mind maps and models
• Look for alternative sources of visual material when you study
  videos, overheads and PowerPoint demonstrations, graphs, maps, and media programs

Using technology:

• Take advantage of the visual elements
  of the computer in studying or locating information
• Take advantage of stop/start/replay
  in mediated programs
• Produce your own mediated programs
  in place of written reports
• Develop and apply graphical and/or three dimensional models
  to understand new material

For lectures

• Avoid visual distractions
  in classroom seating (windows, open doorways, etc.)
• Look for opportunities to break up lectures
  with reflective though active exercises (question-write-pair-share) and brain-storming sessions
• Illustrate your notes
  with images and graphs
• Review and organize your notes after class
  with concept maps
• Keep and organize a file of handouts
  and summary documents after lectures for review
• Request "guided notes" or blanks in handouts
  that provide you with cues for completion

Reading text books

• Look through titles, charts, graphs, and pictures
  to get an overall idea of the content before reading a chapter
• Use color highlighers
  to emphasize important material
• Write or illustrate in the margins
  to emphasize important material

Test taking/assessment

• Write out/illustrate steps in a sequence
  as a checklist to keep on task
• Think of visual cues and associations in remembering information
  (You may also see the location of an answer rather than the answer itself!)
• If you are challenged by standardized and/or timed tests,
  meet with your teacher to discuss alternatives for assessment
• Essay and/or short answer tests, or class presentations/demonstrations may be optional assessment techniques

 

Self-discipline
Self-discipline can be considered a type of selective training,
creating new habits of thought, action, and speech toward improving yourself and reaching goals. 
Self-discipline can also be task oriented and selective.
View self-discipline as positive effort, rather than one of denial.

Schedule a small task for a given time of the day;
Practice deliberate delaying.

• Schedule a particular task in the morning and once in the evening.
• The task should not take more than 15 minutes.
• Wait for the exact scheduled time.
  When the schedule time is due, start the task.
• Stick to the schedule for at least two months.

Advantages:  Scheduling helps you focus on your priorities. 
By focusing on starting tasks rather than completing them, you can avoid procrastination.

• Schedule a task and hold to its time;
  Avoid acting on impulse.
• Track your progress;
  At the end of the allotted time, keep a record of accomplishment that builds over time.

  Advantage: Building a record will help you track how much time tasks take.

• If you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other tasks, etc.

Harness the power of routine.

• Instead of devoting a lot of hours one day, and none the other and then a few on an another day and so on, allocate a specific time period each day of the week for that task.
• Hold firm.
• Don't set a goal other than time allocation,
  simply set the habit of routine.
• Apply this technique to your homework or your projects, you will be on your way to getting things done

Advantage:  You are working on tasks in small increments, not all at once.  You first develop a habit, then the habit does the job for you.

Use self discipline to explore time management

Time management can become an overwhelming task.
When you do not have control over your own self, how can you control time?
Begin with task-oriented self-discipline and build from there.

Advantage: As you control tasks, you build self-discipline.
As you build self-discipline, you build time management.
As you build time management, you build self-confidence.

Maintain a self-discipline log book.

• Record the start and end times of the tasks.
• Review for feedback on your progress

Advantage:  This log book can be a valuable tool to get a better picture over your activities in order to prioritize activities, and realize what is important and not important on how you spend your time.

Schedule your work day and studies.

• When you first begin your work day, or going to work take a few minutes and write down on a piece of paper the tasks that you want to accomplish for that day.
• Prioritize the list.
• Immediately start working on the most important one.
• Try it for a few days to see if the habit works for you.
• Habits form over time:  how much time depends on you and the habit.

Advantage: When you have a clear idea as to what you want to achieve for the day at its start, the chances are very high that you will be able to proactively accomplish the tasks.  Writing or sketching out the day helps.

Discouragement:

• Do not be intimidated; do not be put off by the challenge
• If you slip, remember this is natural
• Take a break and then refresh the challenge

Tricks:

Associate a new habit with an old one:
If you drink coffee, make that first cup the time to write out and prioritize your tasks.

Advantage: Association facilitates neural connections!

Tick your progress:
On a calendar in your bathroom, on a spreadsheet at your computer, on your breakfast table:
Check off days you successfully follow up.  If you break the routine, start over!

Advantage: Visualizing is a ready reinforcement of progress

Role models:
Observe the people in your life and see to what extent self discipline and habits help them accomplish goals.
Ask them for advice on what works, what does not.

 

Concentration: the ability to direct your thinking

The art or practice of concentration,
no matter if studying biology or playing pool,
is to focus on the task at hand and eliminate distraction

We all have the ability to concentrate -- sometimes. Think of the times when you were "lost" in something you enjoy: a sport, playing music, a good game, a movie. Total concentration.

But at other times,

• Your mind wanders from one thing to another
• Your worries distract you
• Outside distractions take you away before you know it
• The material is boring, difficult, and/or not interesting to you.
• See the Flash distraction (needs high speed connection)

These tips may help: They involve

1. What you can control in your studies
2. Best practices

What you can control in your studies:

• "Here I study"
  Get a dedicated space, chair, table, lighting and environment
  Avoid your cellphone or telephone
  Put up a sign to avoid being disturbed or interrupted
  If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive)
• Stick to a routine, efficient study schedule
  Accommodate your day/nighttime energy levels
  See our Guide on Making a schedule and setting goals
• Focus
  Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment
• Incentives
  Create an incentive if necessary for successfully completing a task,
  such as calling a friend, a food treat, a walk, etc.
  For special projects such as term papers, design projects, long book reviews, set up a special incentive
• Change topics
  Changing the subject you study every one to two hours for variety
• Vary your study activities
  Alternate reading with more active learning exercises
  If you have a lot of reading, try the SQ3R method
  Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions?
  Ask your teacher for alternative strategies for learning. The more active your learning, the better.
• Take regular, scheduled breaks that fit you
  Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area
• Rewards
  Give yourself a reward when you've completed a task

Best Practices:

• You should notice improvement in a few days
  But like any practice, there will be ups, levels, and downs:

• It will benefit other activities you do!

Be here now | Worry time | Tally Card | Energy level | Visualize

Be Here Now
This deceptively simple strategy is probably the most effective.

When you notice your thoughts wandering astray, say to yourself

"Be here now"

and gently bring your attention back to where you want it.

For example:
You're studying and your attention strays to all the other homework you have, to a date, to the fact that you're hungry. Say to yourself

"Be here now"

Focus back on subject with questions, summarizing, outlining, mapping, etc. and maintain your attention there as long as possible.

When it wanders again, repeat

"Be here now"

and gently bring your attention back, and continue this practise, repeatedly. It will work!

Do not try to keep particular thoughts out of your mind. For example, as you sit there, close your eyes and think about anything you want to for the next three minutes except cookies. Try not to think about cookies...When you try not to think about something, it keeps coming back. ("I'm not going to think about cookies. I'm not going to think about cookies.")

You might do this hundreds of times a week. Gradually, you'll find that the period of time between your straying thoughts gets a little longer every few days. So be patient and keep at it. You'll see some improvement!

Do not constantly judge your progress. Take it easy on yourself. Good practice is enough to say that you did it, and that you are on the road. The mind is always different and the practice unfolds over time with many ups and downs.

Worry or Think Time
Research has proven that people who use a worry time find themselves worrying 35 percent less of the time within four weeks.

1. Set aside a specific time each day to think about
   the things that keep entering your mind and interfering with your concentration.

2. When you become aware of a distracting thought,
   remind yourself that you have a special time to think about them,

3. Let the thought go,
   perhaps with "Be here now,"

4. Keep your appointment
   to worry or think about those distracting issues

For example, set 4:30 to 5 p.m. as your worry/think time. When your mind is side-tracked into worrying during the day, remind yourself that you have a special time for worrying. Then, let the thought go for the present, and return your focus to your immediate activity.

Tallying your mental wanderings.

Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label them "morning," "afternoon," and "evening."

Each time your mind wanders, make a tally in the appropriate section. Keep a card for each day. As your skills build, you'll see the number of tallies decrease

Maximize your energy level

When is your energy level at its highest? When are your low energy times?
Study your most difficult courses at your high energy times. Sharpest early in the evening? Study your most difficult course then. Later in the evening? Work on your easier courses or the ones you enjoy the most.

Most students put off the tough studies until later in the evening when they become tired, and it is more difficult to concentrate. Reverse that. Study hard subjects at peak energy times; easier ones later. This alone can help to improve your concentration

Visualize

As an exercise before you begin studying, think of those times when concentration is not a problem for you--no matter what situation. Now try to feel or image yourself in that situation. Recapture that experience immediately before your studies by placing yourself in that moment.. Repeat before each study session.

 

The world can be your classroom—through home or school.
Explore these options to find strategies that match your interests, strengths and challenges, whether in or out of the classroom. Using the Internet and technology as an environment can make your goal and tasks fun and interesting.

Skills include listening, speaking, memorization, reading, writing, and test taking. At the beginning memorization and repetition are important, but do not be discouraged if you seem to go too slowly.

Listening and understanding

• Practice listening!
  Infants “listen” for more than a year before they can say anything close to “mom” or “dad”.
  Watch videos and listen to music in your language, download Internet files with “speech” in the language. Try to recognize words, even sounds. Don’t bother trying to understand, just get used to the sound of the language.
• Use the language lab.
  Prepare yourself by reading exercises, then put them aside and listen.
  Only speak or write when asked to.
• When others in class speak,
  listen for what they say and mentally build images of their answers—in the language itself.
• Listen while a tutor or friend reads to you—
  maybe even something as simple as a children’s book.

Speaking

• Reading silently is not productive:
  use your voice! Read aloud: think of it as training your mouth to make the new sounds!
• Drills:
  Learn a short standard sentence, then substitute vocabulary, even words you look up for fun.
  Subject and verbs can change (I am going; you are going; etc.)
  Objects can change (I buy a car; I buy a CD; etc.)
• In class, if your “answer” does not come to mind
  repeat the question in the language, or use your new language to say that you don’t know, or need help! For this last, prepare a standard response that you can fall back on, but be prepared to respond to a question that follows your response! Stay in the mind set of the language, giving your brain time to work in the new language.

Vocabulary

• Be inventive in acquiring new words
  Post note cards around your room to learn and identify what is in the room, refrigerator, computer, car, etc. Speak the list, and if the word has gender, or is singular/plural, make sure you use the article!
• Create a visual thesaurus.
  Draw an image of a new vocabulary word
  Create a concept map of a word with synonyms, opposites, images, scenes, etc.
• Look up new words
  and their definitions in the new language’s dictionary or online, not in language pairs (for example, French-English). Write out the definition.
  Add one synonym or antonym.

• Memorizing:
  acronym, acrostic, rhymes, loci, keywords, image-naming, chaining

Reading

• Do not read word-by-word, or translate word-by-word.
  Prepare yourself for a reading:
  study its vocabulary first; review the advance questions.
  Then put aside everything and just read, even twice.
  Do not look up vocabulary while reading.
  Read a phrase or sentence as a “thought” to get its sense or meaning.
• Do not write in your text book or reading.
  Separately develop a vocabulary list as above.
• Go beyond your textbook!
  Children’s books are illustrated and easy to read!
  Websites are rich opportunities to explore your hobbies in other languages,
  and have common vocabulary that gives you a sense of what is written.
  (Google advance search will let you enter key words and choose a language for results!)
• Read/sing song lyrics of the language!
• As your skills advance, read novels,
  but read for the story, not vocabulary.
  Read a chapter, then if you see repetitive vocabulary, look it up and then read again.
  As you advance through the novel, you will forget about vocabulary for the most part.

Writing

• Some languages have unfamiliar alphabets and ways of writing.
  Practice writing these alphabets to both learn correct orthography (correct writing), and vocabulary!
• Develop writing assignments with the seven stages in your language
• Write out sentences you have practiced orally.
  Carefully construct patterns and then write out the sentences with substitute words--multiple times. If you have spell check and the “autocorrect” grammar feature in your word processing, use it!
• When you get corrections, re-write them.
  Correct what you got wrong, even repeating in order to embed it in your mind.

Technology

• Create flash cards
  whether digital or on paper
• Explore using your IPod, MP3, CD in the language
  in your car, and at moments when you are waiting or walking or biking, etc.
  Some studies have even showed results during sleep!
• Check out iPhone apps!
• Use the Internet; search for websites.
  Play games, read newspapers, look up your hobby, research for other subjects you are studying, etc.
• Watch videos and movies in your new language.
• Learn the words to popular songs and sing along!

Environment

• Immersion!
  Think of creating an environment in your room where you can be in contact with your language.
• Visit centers and organizations that cater to foreign nationals and immigrants
  International student centers, neighborhood and education centers, language  and bi-lingual associations, national halls, consular offices, library, etc.
• Study daily—develop a foreign language habit
  Think of studying as you would for a sport or music: a series of skills that need practice!
• Don’t miss a class!
  And get to know at least one other student to study with.
• Risk! Be fearless in making mistakes, and getting correction.
  Would an athlete object when his or her coach corrected certain moves?
  So also learning an instrument needs direction from a popular musician.
  This is the role of a teacher or native speaker!
• Think of building your skill set
  Basics lead to more complicated variations:
  for example, use “old” vocabulary to practice new grammar
• Study with a friend, in a group,
  involving yourself in speaking and listening. Play a game online or in the group in the language
• Relax and enjoy yourself!
  Do not worry about what you cannot remember, or cannot yet understand, or cannot yet say. You are learning and improving. The language will gradually become clearer in your brain as new connections are made, but this will happen on a schedule that you cannot control. So sit back and enjoy. Just make sure you spend enough time with the language. That is the greatest guarantee of success.

Tests

• Testing in language learning often expects you to write, speak, etc.
  Ask the teacher which skill (listening, speaking, writing, grammar, vocabulary, etc.) is tested! Prepare specifically for that skill.

Study abroad

• One of the biggest mistakes students make in study abroad programs
  is to hang out with those from their school in the new country. Don’t.
  Get the most out of your trip by living with a family (home stay), asking for a dorm with local students, meeting students in the country, exploring (shopping!) by yourself or a companion who does not speak your language.
  But be safe: ask advice about where to go and what to do.

 

Is your procrastination related to a project? or is it a habit?

To remedy procrastination:

Begin with one, modest project
Answer these basic questions
Keep the answers before you as you mark your progress:

What do you want to do?

• What is the final objective, the end result?
  It may be obvious, or not

• What are the major steps to get there?
  Don't get too detailed:  think big

• What have you done so far?
  Acknowledge that you are already part of the way, 
  even if it is through thinking!  
  The longest journey begins with a first step

Why do you want to do this?

• What is your biggest motivation?
  Do not concern yourself if your motivation is negative!
  This is honest and a good beginning.  
  However, if your motivation is negative, 
  re-phrase and re-work it until it is phrased positively

• What other positive results will flow from achieving your goal?
  Identifying these will help you uncover 
  benefits that you may be avoiding:  Dare to dream!

List out what stands in your way

• What is in your power to change?

• What resources outside yourself do you need?
  Resources are not all physical (i.e. tools and money), 
  and include time, people/professionals/elders, even attitude  

• What will happen if you don't progress?
  It won't hurt to scare yourself a little...

Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.

Develop your plan, list

• Major, realistic steps
  A project is easier when it is built in stages;
  Start small;
  Add detail and complexity as you achieve and grow

• How much time each will take
  A schedule helps you keep a progress chart 
  and reinforce that there are way-stations on your path

• What time of day, week, etc. you dedicate yourself
  to work.  This helps you
  develop a new habit of working,
  build a good work environment, and
  distance distractions (It is much easier to enjoy your project when distractions are set aside.)

• Rewards you will have at each station
  and also what you will deny yourself until you arrive at each station

• Build in time for review
  Find a trusted friend, elder, or expert to help you 
  motivate yourself or monitor progress

Admit to:

• False starts and mistakes as learning experiences
  They can be more important than successes, 
  and give meaning to "experience"

• Distractions and escapes
  Do not deny they exist, but deny their temptation

• Emotion
  Admit to frustration when things don't seem to be going right
  Admit that you have had a problem, but also that you are doing something about it

• Fantasy
  See yourself succeeding

Finally, if procrastination is a habit of yours:
Focus on the immediate task and project, and build up from there.
Each journey begins with one step.

 

This strategy is one of many that can help you manage stress by setting realistic goals for yourself.
Try this exercise to organize, reduce and prioritize the number of events in your life.

 

Exercise text:
Organize tasks; manage your stress

1. Organize and prioritise your tasks and reduce your stress.
   Enter three tasks you need to accomplish.

2. Develop each task into three steps.

3. Organize!
   Re-arrange each of the steps from earliest due date (1 or highest priority) to those further out (12).

4. Print and post as a to do list.

 

The what, why and how of to-do lists

What:

• Listing!
  A simple presentation of three to five tasks that enables you to identify and visualize a core group of tasks in one place for easy reference

• It grows and shortens
  as you work through items

• Posted
  on a bulletin board, refrigerator or space
  readily reminds you of what you prioritize to do and when you need to do it (deadlines)

• Organize!
  It is an organizational tool that can be used for scheduling with
  electronic calendaring, strategic post-it notes, email, instant messenger, SMS and other communication services, etc.

• It can be a Not-to-do list where the time is not right, but you don't want to forget the item

• May help you develop timelines, sub-tasks, etc. to get the job done!
  (but separate from the to do list!)

Why:

• Reduce stress
  You can reduce stress by itemizing and prioritizing tasks and giving them a place in your life.
• Remind yourself
  A list displayed in a prominent place can remind you of what you consider important to do.
• Strategize completion
  When reminded, you also are thinking about the task,
  as well as what resources, strategies and options for completing the task!
• It can be fun!
  Playing with the list can encourage thinking outside of the box for solutions.
  Add images and pictures to create a more enjoyable even accurate presentation.

How:

• Use the simple exercise above to identify tasks
• Go to Prioritizing tasks to build an operational sequence
• Enter items into electronic calendaring, strategic post-it notes, email, instant messenger, SMS and other communication services
• Share
  With friends, family and colleagues for assistance and insights
  to communicate what you are working on and where you are
• Cross off items and celebrate their completion
• Apply the to do list to your daily life