Are you looking for strategies to help students who have trouble making suitable use of study time? If so, keep reading.

1. Talk regularly with the learner to help them make appropriate use of study time.

2. Provide instructions orally to increase the likelihood of the learner’s comprehension of class tasks.

3. Give the learner the option of performing tasks during another study time (e.g., earlier in the day, later, on another day, or at home).

4. Let the learner work with a peer who uses study time appropriately.

5. Along with instruction, give an incentive statement (e.g., ”If you make appropriate use of study time, you may have free time.” etc.).

6. Assess the degree of task difficulty concerning the learner’s capacity and ability to perform the task.

7. Urge the learner to define their goals. Get the learner to create specific strategies to achieve their goals and follow through on those strategies.

8. Assess the degree of task difficulty to ascertain whether the learner will require additional information, time, assistance, etc., before starting a task.

9. Assess the clarity and quality of directions, explanations, and instructions given to the learner.

10. Designate a peer to help the learner with class tasks during study time.

11. Let the learner have additional time to finish class tasks.

12. Designate short-term projects that can be quickly finished.

13. Urge the learner to be self-determining by identifying tasks and finishing tasks independently.

14. Give the learner shorter tasks (e.g., modify a 20-problem math learning experience to 4 learning activities of 5 problems each, to be done at several times during the day). As the learner shows success, slowly increase the number of problems over time.

15. Chart those tasks with the learner that have been finished during study time.

16. Connect clearly with the learner the duration of time they have to finish a task and when the task is due. The learner may want to use a timer to finish the tasks within the given period.

17. Let the learner perform alternative tasks during study time. As the learner shows success, slowly introduce more components of the regular tasks until those tasks are routine (schedule)ly performed.

18. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for finishing tasks at school.

19. Urge the learner to create a 30-second definition of their goal to help them remain on-task and focused (e.g., study five vocabulary terms before taking a break).

20. Get the learner to use a timer to finish the tasks within a given period.