Coursework and Habit-Making

Burning hours and brains in schoolwork are normal. In fact, it is hard to picture a student exhibiting otherwise. Coursework is treated with as much attention as there is for class discussions. It pushes student’s time management to work at its best. Moreover, it entails discipline and faithfulness to schedules, calendars, and time at large.

Students are repeatedly encouraged to avail of coursework help; yet, the most sustainable assistance could only come from students themselves. One such approach is consistent practice, making homework diligence a habit. This makes sense doesn’t it?

Old habits are said to die hard. This is just what students’ need for their coursework – to have a firm and stable academic framework that could withstand any other time-pressured or panic attacks of which is common with higher education systems.

Habits are not easy to make. However, the incentive here is the earlier the development, the better. The assumption here is that in the long duration of coursework habit-development, students were able to encounter almost all kinds of stressors and have higher level of exposures. In analogy, it is similar to that of the process by which a charcoal becomes a diamond – extreme temperatures and pressure.

The only area of caution of this habit-making is the students’ capacity to flexibly apply their habits with what is presented by circumstance. For instance, the original habits may ensure you finish your schoolwork within one-day duration. However, higher education’s standards and schedules permit you to finish only half of the total schoolwork with the old habits.

At this junction, students will have to make an adjustment to make one-day duration possible. They may lessen their workout or strolling hours. They may do their chores after all of their schoolwork is done. Much of these adjustments uniquely depend on the habit-making student.