Actualizing my Intellectual Potential

• I am aware of conditions that improve my attention and concentration I know the extent of concentration required in order for me to perform different tasks.

  Rarely Often
• I know when and where to study in order for me to concentrate over a long period of time without tiring.

  Rarely Often
• I recognize and respect my limits so that I can be efficient without tiring or making myself sick.

  Rarely Often
• I know which ambient conditions best suit my concentration depending on the task (solitary vs. surrounded, silent vs. noisy, calm vs. turbulent).

  Rarely Often
• I know which work rhythm is conducive to my concentration (alternating work with breaks, maximum work duration, daily work rhythm).

  Rarely Often
• I prepare myself before class and check my degree of concentration during classBefore class, I mentally prepare myself by re-reading previous course material, reading today's material and by organizing my note taking in advance.

  Rarely Often
• During class, I regularly check my concentration level so that I can reconnect quickly if I happen to disconnect.

  Rarely Often
• I actively participate in class by taking notes, asking questions, following along in the textbooks, etc.

  Rarely Often
• I choose work and study times that are conducive to my concentration I apportion my work periods based on the concentration requirements of the tasks (best times of the day or week)

  Rarely Often
• I study (reading, writing, creating memory tools) when my concentration is at its best and leave more routine work (sorting, documentation search, planning) for other times.

  Rarely Often
• I carefully apportion my work, break and rest times in order for me to maintain my concentration for longer periods of time.

  Rarely Often
• I choose which task to do, based on my priorities and interest at that particular time.

  Rarely Often
• Before I start working, I estimate my current capacity to concentrate and determine my study objective accordingly.

  Rarely Often
• I take my other needs into consideration: physical activity, balanced diet, sleep, relaxation, recreation, social life, home life.

  Rarely Often
• I choose a work environment that is conducive to my concentrationI choose my work environment depending on the task and my concentration needs at that particular time.

  Rarely Often
• I choose a visual and auditory environment that corresponds with the task and my concentration needs at that particular time.

  Rarely Often
• Before a work session, I prevent possible disturbances (I take the phone off the hook, turn off the television and minimize sources of noise and distraction).

  Rarely Often
• Before a work session, I gather all resource material and documents that I will need so that my concentration will not be interrupted.

  Rarely Often
• I control superfluous thoughtsAs soon as I start working, I “cocoon” myself from the outside world.

  Rarely Often
• When my concentration is disturbed by a recurrent personal concern, I write it down and book a later time in my agenda to address it.

  Rarely Often
• When I’m brimming with ideas, I note them down as they come and return to my work.

  Rarely Often
• I choose a work tempo that fosters my concentration and intellectual efficiencyWhen I start working, I immediately concentrate on my task.

  Rarely Often
• I foresee and take breaks at pre-scheduled intervals.

  Rarely Often
• I coordinate my breaks with blocks or stages of work.

  Rarely Often
• When I return to work, I quickly review the work that was completed before my break.

  Rarely Often
• I limit the duration of my breaks so that I don’t stray from my work or study objective.

  Rarely Often
• I avoid using my breaks for activities likely to divert me from my goal.

  Rarely Often
• I make the most of my breaks by physically moving and relaxing (brief exercise, stretching, short walk) instead of drinking coffee or smoking cigarettes.

  Rarely Often
• I modify my work environment according to my cerebral activation needs (musical stimulus, change of position, place, or lighting)

  Rarely Often
• I stop studying when I feel tired or when my performance level drops.

  Rarely Often
• I change or alternate activities during an extensive study period (I read, prepare summary sheets, revise, produce schemas, memorize, complete practical exercises, etc.).

  Rarely Often
• I set limits and reinforce myselfI respect my personal commitments and I do not extend my work periods even if I still feel good.

  Rarely Often
• I congratulate and reward myself after work periods.

  Rarely Often
• Before starting another task, I give myself some positive personal time.

  Rarely Often
• I study activelyWhen I read, I usually use a pencil to guide my gaze in order to more easily follow along and limit my perceptual efforts.

  Rarely Often
• When I read a dense text containing few titles or subtitles, I note the main components in the margins, add titles and summarize the salient ideas in order to make the text easier to understand.

  Rarely Often
• When I read, I take notes, summarize, create memory tools, etc.

  Rarely Often

We can learn to direct our attention and stay focused on a demanding task as long as we are fully aware of our capabilities and limitations, and choose times, places and environments that are appropriate to the work we need to do. Our brain is not a computer. It doesn't have an ON / OFF button, so we need to respect its needs and learn to work in harmony with its rhythms.