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ELIMINATE DISTRACTIONS
You should try to eliminate, as completely as possible, distractions from your study environment. These distractions compete for your attention and effect your attitude and memory of the material that you are trying to emphasize. You should also select an area with the least amount of distractions. Proper lighting is important along with a comfortable chair and desk. Be sure that when you are studying, everyone else in your family knows that you are not to be interrupted.
Everybody has a different time of the day when he or she has extremely good retention capabilities. This time could be from 6:00 A.M. to 12:00 noon, or from 1:00 P.M. until 6:00 P.M., or from 9:00 P.M. until 3:00 A.M. Only you know that. As you begin to study, find out which time of the day is best for you, where you have absolute retention of the material that you are studying. It is highly recommended that you take a break every hour, whether it be for 5 to 10 minutes just to get up, walk around, get a breath of fresh air, get something to drink, and then go back to studying. For some people, these breaks might only be needed after 2 to 3 hours of studying. Again, this is a situation where you are the best judge of when a break is needed. Many times, an individual becomes fatigued while studying. At this point, the material is not absorbed as easy as it is when you are well rested. Sometimes the best thing to do is to step away from the material, get a good night'! s sleep, and start over the next day. Trying to force your mind to study will only hamper the progress you are trying to make.
Also, remember that a sound body equals a sound mind. You should try to maintain a regular exercise program in which you feel good about yourself. This will put you in a better frame of mind, which in turn will enhance your studying. Courtesy of : FirePrep: Don McNea Fire School, 13917 Cleveland, OH 44136 Web: www.fireprep.com
TIPS ON IMPROVING READING COMPREHENSION
From the time a candidate begins academy training through each promotional step, a vast amount of material will be studied, interpreted, and applied to the job. Much of this material is technical and requires sincere effort to retain the information. Therefore, in most fire fighter exams, reading comprehension is an expected element. Candidates have stated this is the most difficult of all parts of the exam. Verbalizing what you're reading helps in retaining that information. A recent survey of firefighter exams given nationwide indicates that there is a wide variation in the subject matter of these exams. The single topic that is common to all exams is reading. Some exams include classic reading comprehension questions that present a passage and then ask questions on the details of the passage and, perhaps, on its meaning. Other exams require candidates to indicate proper behavior based on their reading of printed procedures and regulations. Still another type of reading-based question requires candidates to reason and predict next steps on the basis of information presented in a reading passage. Of course, questions of judgment in emergency and non-emergency situations rely heavily on reading as well.
Actually, there are nearly as many variations of the reading-based question as there are test-makers. Before you begin to devote attention to strategies for dealing with reading-based questions, give some thought to your reading habits and skills. Of course, you already know how to read. But... How well do you read? Do you concentrate? Do you get the point on your first reading? Do you notice details? Reading comprehension on exams is different than most normal daily skimming reading, speed reading or relaxing reading. Things taught in high school may not apply. Reading comprehension as tested on examinations is concentrated, focused, understanding fully what is being said. It requires questioning the author meaning of what is being said. Between now and the test day, you must work to improve your reading concentration and comprehension. Your daily newspaper provides excellent material to improve your reading. Make a point of reading all the way through any article that you begin. Do not be satisfied with the first paragraph or two. Read with a pencil in hand. Read with a goal! What is this writer trying to say. Underscore details and ideas that seem to be crucial to the meaning of the article. Notice points of view, arguments, and supporting information. When you have finished the article, summarize it for yourself.
Do the following: 1. Do you know the purpose of the article? 2. The main idea presented? 3. The attitude of the writer? 4. The points over which there is controversy? 5. Did you find certain information lacking? 6. As you answer these questions, skim back over your underlining. 7. Did you focus on important words and ideas? 8. Did you read with comprehension? As you repeat this process day after day, you will find that your reading will become more efficient. You will read with greater understanding, and will "get more" from your newspaper. You can't sit down the night before a test involving reading comprehension and cram for it. The only way you can build up on your reading skill is to practice systematically.Reading to comprehend requires practice. Trying to change reading habits that you have had for a long time can be difficult and discouraging. Do not attempt to apply all of the suggestions we have given all at once.
There are some misconceptions regarding reading that may affect your ability to read. Speed reading courses do not help in reading comprehension examinations. Look at this type of reading as technical material which you must know, even though it may not be technical. Again, the reading is comprehensive, hence the word "comprehension." In this testing method, the moving of your lips or other parts of your mouth and throat as you read silently, helps in comprehension. Seeing and saying (without vocalizing) what you read increases learning. This is a basic learning technique. If you see and say something, the learning process increases exponentially. Read word for word, rather than groups of words.
Reread if necessary, the sentence to fully comprehend what is being said. Verbs and linking nouns can dramatically alter the tenor, "flavor", or meaning of the material being studied which could easily be taken out of context. Although some of the above paragraphs may be against some reading instructors concepts on how to read, statistics have proven many of the above concepts to be reading comprehension techniques.
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