Understanding Psychology (10th Ed)

 Complete assignments before coming to class.
Your instructor 
enthusiastically describes the structure of the neuron, recounting 
excitedly how electrons fl ow across neurons, changing their electri-
cal charge. One problem: You have only the vaguest idea what a 
neuron is. And the reason you don’t know is that you haven’t read 
the assignment.
Chances are you have found yourself in this situation at least a few 
times, so you know fi rsthand that sinking feeling as you become more 
and more confused. The moral: Always go to class prepared. Instructors 
assume that their students have done what they’ve assigned, and their 
lectures are based on that assumption.
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Choose a notebook that assists in notetaking.
Loose-leaf notebooks 
are especially good for taking notes because they permit you to go back 
later and change the order of the pages or add additional material. 
Whatever kind of notebook you use,
use only one side of the page for writ-
ing; keep one side free of notes.
There may be times that you’ll want to 
spread out your notes in front of you, and it’s much easier if no material 
is written on the back of the pages.
Walter Pauk devised what is sometimes called the Cornell Method 
of Notetaking. Using this method, draw a line down the left side of your 
notebook page, about 2½ inches from the left-hand margin. Keep the 
notes you write in class to the right of the line. Indent major supporting 
details beneath each main idea, trying to use no more than one line for 
each item, and leave space between topics to add information. When it 
comes time to review your notes later, you’ll be able to jot down a key-
word, catch phrase, or major idea on the left side of the page (Pauk, 
2007).
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