Bring Home the Score: A Private Tutor's Guide to Scoring in the Highest Echelons of the SAT, ACT, SHSAT, GRE, GMAT, LSAT, NCLEX, MCAT, or any other Standardized Test by Tinsley W. Walter

Author:Tinsley, W. Walter [Tinsley, W. Walter]
Language: eng
Format: epub
Published: 2016-11-27T16:00:00+00:00

This is a incalculably better approach to life and it will put you ahead of most people.

By way of example, the first test-prep book I ever wrote took 200 hours of face-time in front of the computer to complete. I know this because I broke my work segments into 30-minute chunks which I measured with the timer on my phone. For every 30-minute focused block of writing time, I would put a little mark down on my calendar. At the end of this process, I had 400 little marks.

Not a bad three weeks, I thought.

In response to the people who rhapsodize about how a person needs to be passionate about their day to day life and every choice they make, I can tell you that the amount of times I felt passionate sitting down to write my book accounted for perhaps three of those four hundred tick marks. Maybe four. And yet I succeeded. I am also very “happy” with the outcome. Please notice that I didn’t succeed through any superhuman feat of willpower or an amplification of my passions, but through the simple discipline of finding 30 to 90 minutes a day to sit down and write. I also receive the daily residual “happiness” of knowing I accomplished a difficult task. It is, in fact, the same system I used to write this book (and three others) in the past year. Not unlike getting to the gym, the hardest part is getting in the front door; or, with regards to the test, the hardest part is turning off your phone, sitting down at the table, and cracking open your study material. I have every confidence that you can do all three of those things. If you want to amplify this process, put a daily target on things.

From the point of view of a tutor, I will predict a win – every time – from the student who is willing to put in a daily 30 to 90 minutes over a student who blocks off all day Saturday or Sunday to study. Long blocks of study time are easy to dread, even easier to procrastinate on, difficult to pull off, and harder to remember the lessons from.

In fact, my personal opinion of what separates a good school from a bad school, be it public or private, is almost exclusively whether it has a substantive homework culture. Please understand that I don’t have a “homework for homework’s sake” agenda. Mindless busywork is obviously a waste of precious energy. I am simply saying that the students I meet who have a rigorous homework background already have a “success system” in place for their homework that more easily processes the study material I assign them. And, by and large, they know more of my material to begin with, acclimate to my system more quickly, complete my lessons with less effort, and get more out of it than students who come from a less rigorous environment.

With a success system, whenever you want to take on a new project, you don't have to worry about the motivation and outcome so much.

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