Achieve Your Academic Goals with a Structured Tuition Plan
Struggling to keep up in class? Let me help you get back on track. My approach focuses on understanding concepts and developing effective study techniques. Using a personalised tuition plan based around a continuous improvement ‘Plan, Do, Review’ programme, I will equip you with the skills you need to excel. Take control of your education and get the results you deserve.
Diagnosing Common Student Problems
The first step to improving poor academic performance is to carefully diagnose the problem.
Throughout many years of working with chemistry students, I’ve found that their poor academic performance can usually be attributed to one of more of the factors shown in the table.
We can’t put together a target tuition plan and take action to improve grades until we know exactly what the underlying problems are. Diagnosing which of these common problems a student is struggling with is therefore the first step in helping them to improve their academic performance.
I take a holistic approach when building a tuition plan and use a range of information to produce a comprehensive background. Typically, I ask for the following information:
- A topic self-assessment checklist completed by the student at the start of tuition.
- Copies of mock exams, tests, and homework.
- Teacher reports.
- Discussions with the student and parents to understand mindset and motivation.
In some cases, I may also ask students to complete a short test to establish a baseline that can be used to gauge improvements over time.
| Problem | Leads to |
|---|---|
| Poor understanding of key concepts and skills | Confusion and difficulty in applying them to practice questions or exam |
| Lack of proper planning | A haphazard approach to studying without clear goals or targets |
| Over-reliance on memorisation instead of understanding underlying concepts | Weak ability to apply knowledge to new or complex problems |
| Insufficient practice of question types/topics | Poor exam readiness and ability to apply concepts to real exam situations |
| Inadequate exam preparation | Poor exam technique, poor time management, poor performance on the day of the exam |
| Lack of regular review | Poor retention of information and difficulty in recalling important concepts during exams |
| Lack of confidence | Self-doubt and decreased motivation to study |
| Procrastination | Last-minute cramming or incomplete coverage of the syllabus, leading to poor exam performance |
“I take a holistic approach when building a tuition plan and use a range of information to produce a comprehensive background.”
Understanding the Root Causes of Poor Academic Performance
Let’s look at some of the causes of the problems mentioned earlier:
- Poor understanding of key concepts and skills can arise from a range of issues, such as ineffective or insufficient teaching methods, difficulty grasping complex concepts or abstract ideas, insufficient practice or application of concepts in real-world scenarios, and a lack of prior knowledge or foundational skills. To succeed academically, it’s important to identify and address any gaps in understanding and seek out effective teaching and learning strategies.
- Lack of proper planning due to an absence of clear study goals or targets, lack of organisation and time management skills, insufficient awareness of the importance of planning and goal-setting, and difficulty prioritising and scheduling study tasks effectively strongly contributes to poor academic performance. Developing effective planning and time management skills can help address these issues.
- Over-reliance on memorisation can also hinder academic success, as it can limit critical thinking and problem-solving skills, and reduce exposure to real-world application of knowledge. It’s important to prioritise conceptual understanding and develop effective study strategies that promote deeper learning and better retention of facts and skills.
- Insufficient practice of question types, or questions on certain topics, can significantly limit academic success. Lack of awareness of the importance of practice in exam preparation, limited access to practice materials or resources, difficulty identifying and addressing weak areas, and ineffective practice strategies or techniques are the typical causes. Prioritising practice and seeking out effective practice resources helps to address these issues.
- Inadequate exam preparation undermines academic success, with poor time management and procrastination, ineffective exam preparation strategies or techniques, insufficient practice with past exams or sample questions, and a lack of familiarity with exam format and requirements all contributing to inferior performance. It’s important to prioritise exam preparation and develop effective study strategies that address any weaknesses or areas of difficulty.
- Lack of regular review can also impede academic success, with ineffective notetaking or study material organisation, difficulty with self-regulation or discipline in maintaining a regular review schedule, and over-reliance on cramming or last-minute studying all contributing to poor performance. Developing effective review strategies and prioritizing regular review can help promote deeper learning and retention.
- Lack of confidence and motivation can be a significant barrier to academic success, and can stem from a variety of factors, such as low self-esteem, external pressures or expectations, personal challenges or issues, and a lack of clear goals or purpose in studying. Developing a growth mindset, seeking support from others, and setting clear goals can help boost motivation and confidence.
- Procrastination is another common obstacle to academic success, stemming from poor time management, lack of motivation or interest in studying, difficulty with self-regulation or self-discipline, and underlying psychological factors such as perfectionism or fear of failure. Developing effective time management and self-regulation strategies, seeking support from others, and setting clear goals are proven methods that help address these issues.
Note that these root causes can often be interconnected and may require a multifaceted approach to address them effectively. Identifying the specific root causes for a student’s challenges can help in developing targeted strategies and interventions to improve their study habits, academic performance, and overall success.
Internal vs. External Factors: Understanding the Role of Each in Academic Success
Based on the root causes identified for the problems discussed, we can categorise them as follows:
Internal Factors (Student’s Attitude/Mindset):
- Lack of engagement or active learning strategies.
- Learning difficulties or gaps in prior knowledge.
- Insufficient time or effort dedicated to studying and practice.
- Lack of confidence and motivation.
- Lack of proper planning.
- Lack of regular review.
- Insufficient practice of question types/topics.
These factors are mostly connected with the student’s attitude, mindset, and study habits. They involve the student’s approach to learning, level of motivation, time management skills, and ability to effectively plan, review, and practice. These are internal factors that can be addressed through self-awareness, self-motivation, and the development of effective study skills and habits.
External Factors:
- Ineffective teaching methods or learning materials.
- Emphasis on rote memorisation in the learning environment.
These factors are primarily related to the external environment, such as the quality of teaching methods, learning materials, and the emphasis on old-school rote memorisation in the learning environment. These factors are beyond the immediate control of the student and may require interventions at the institutional or instructional level.
What this means is that student success is influenced by a combination of internal and external factors, and addressing both aspects can be crucial for improving academic performance. Students can work on developing effective study habits, time management skills, and a positive mindset, while educators and institutions can focus on improving teaching methods, learning materials, and creating an engaging learning environment to support student success.
In most cases however, I find that poor academic performance in chemistry is rooted in the internal factors outlined earlier. The good news is that these factors are within a student’s power to control – with the right guidance and support.
“By having a plan of action and setting realistic expectations, academic success becomes much more attainable.”
The Secret: Teaching Students to Use ‘Plan, Do, Review, Master’
So, what is my secret method for helping students overcome their chemistry problems and achieve top grades?
Actually, it’s not that much of a secret. The approach I use to help students improve their chemistry and achieve top grades is adapted from one that will be familiar to many parents reading this: the Plan, Do, Review cycle.
‘Plan, Do, Review’ is a continuous improvement system used by many successful individuals, businesses, and organisations to achieve personal and professional goals. It involves planning out the goal or task, executing it, and then reviewing the results to determine what worked, what didn’t, and how to improve upon those elements for the next cycle.
At its core, this cycle requires breaking down complex tasks into smaller manageable steps that can be easily tracked and monitored. When it comes to studying, this could mean establishing clear objectives, creating an effective study schedule, setting achievable deadlines, and tracking progress against these targets.
By having a plan of action and setting realistic expectations, academic success becomes much more attainable.
The ‘Plan, Do, Review’ approach has a few different names (‘Plan, Do, Check, Act’ is a common one), which tells you something: it’s mostly common sense, and people in lots of different professions have figured it out and put a different name to it.
Students very often figure out and incorporate aspects of ‘Plan, Do, Review’ into their study programmes by themselves, but it’s rare to encounter a student that puts it all together. This is largely because continuous improvement is something most adults use in their professional lives, and because due to time constraints, teaching study skills is seldom the focus in schools and colleges.
Why have I added ‘Master’? Well, students targeting A*s and Level 7s for the most competitive courses and universities need to aim for mastery. They need to know the syllabus inside out with no areas of weakness, and they also need to develop their problem-solving and critical thinking skills so that they can solve the most difficult questions.
“By breaking down complex tasks into bite-sized chunks, monitoring progress along the way, actively engaging with materials and resources, and reflecting on the results, students can develop the necessary skills, confidence, and motivation to excel in their studies.”
Using ‘Plan, Do, Review, Master’ to Turbocharge Your Studies
Here’s how ‘Plan, Do, Review, Master’ works for studying:
Planning:
The first step of the cycle is to plan how you will achieve the desired outcome. The planning stage involves:
- Assessing your strengths and weaknesses.
- Prioritising your study goals.
- Setting milestones so progress can be monitored along the way and adjustments made when needed.
- Identifying study techniques that will help you reach your goals, such as active recall and spaced repetition.
Doing:
Once a plan has been established, it’s time to put it into action. The ‘Do’ phase involves carrying out the activities outlined in the plan. This includes:
- Making notes
- Utilising resources, tutors, and mentors.
- Creating revision aids like mind-maps and flash cards.
- Evaluating your understanding using practise questions and past papers.
- Improving exam technique and time management.
- Using mastery strategies to prepare for the most difficult questions.
Reviewing:
Here, we review the outcomes and analyse the results. This is where mistakes and successes are identified, and lessons learned for the next cycle. During this stage, it’s helpful to reflect on the learning process and identify any areas where improvements can be made. Students should ask themselves questions such as:
- What topics or question types are causing me problems?
- Why am I dropping marks?
- What revision strategies were successful?
- What could I have done differently?
- How can I learn from my mistakes to prepare better for upcoming exams?
Mastering:
Finally, the last phase equips students with the skills that enable them to tackle the most demanding exam questions. This involves:
- Teaching beyond the syllabus to extend knowledge.
- Improving problem-solving skills.
- Improving critical thinking skills.
- Using more advanced and creative revision strategies.
What are the Benefits of Using ‘Plan, Do, Review, Master’ for Students?
The ‘Plan, Do, Review, Master’ cycle is a powerful tool for achieving academic success. By breaking down complex tasks into bite-sized chunks, monitoring progress along the way, actively engaging with materials and resources, and reflecting on the results, students can develop the necessary skills, confidence, and motivation to excel in their studies.
While the ‘Plan, Do, Review, Master’ approach is a useful framework to help students improve their academic performance, it is important to note that it is not one of those “four steps to a top grade*” marketing gimmicks. Success depends on the student’s determination, motivation, and effort. The “Plan, Do, Review, Master” approach is a useful system for setting achievable goals, creating effective study schedules, and tracking progress, but it still requires the student to put in the necessary effort and stay motivated throughout the process. Even with a well-planned approach, achieving academic success may still require perseverance, hard work, and a willingness to adapt and improve along the way.
In short, while the ‘Plan, Do, Review, Review’ approach can be a valuable tool, it is not a substitute for the student’s own commitment and dedication to learning.