If a student works on another class's work and ends up needing help, then I might not be able to help her. It makes the most sense to work on the work for the class you're sitting in because you have the teacher right there for help. If you think you have it but waste your time in class and later need help, it can make for a cranky teacher and a stressed-out kid.

As for last-minute studying, I disagree. Studying all along is the best option. Asking oneself potential questions the night before seems to be the most helpful for my students.

I appreciate it. Maybe it depends on the individual. Like I said my daughter studies all along in her classes (she never procrastinates). She finds the last second studying helps her to retain relevant facts she might not otherwise remember. For example in an earlier test she had the Unit Circle for Trig down cold. She missed a problem with it this morning in spite of doing all the assigned homework and probably 20 additional problems on top of it. She did not retain the information.

She would never ask for help from a teacher in another subject. At this stage she knows more about subjects outside of the teacher's expertise. When she is in the zone she is actually better in Trig than me, but it comes and goes (for me as well). I have to reinforce decades of learning by looking at the book again to get the information straight. This happens each time I sit down to tutor her in math. I can get into the zone myself, but it takes effort. I am finding a better appreciation for the material the second time around. My daughter is so much better as a High School sophomore than I was as a High School senior in Trig.

If you've learned the concepts well, the last-minute review allows you to load information into short-term memory that you don't expect to hold long-term. For example, I would review physical constants or basic newtonian formulas just before a physics exam. You might not retain those because you can always look them up later... but you need to understand the concepts before they do you any good.

OTOH, a student who still hasn't grasped the concepts needs to actually acquire them. The night before is not exactly ideal, but would be superior to just minutes before the test (and you'll still need to load short-term memory just before the test).

A specific (but basic) example would be: If you don't know "I before E except after C..." you should study that the night before... reviewing the specific list of ten ie/ei words for a spelling quiz should happen just before the quiz.

So (IMO) it isn't a general rule (re: which is superior), nor even a case of how a particular student learns... it's the nature of what needs to be remembered (and your existing grasp of the concepts) that matter.

As per my suggestion , I don't think if she has a command on her subjects then she would be in need of any last minute preparations.
Well, I'm not saying that she cannot prepare in the last minute of the exam, all that I'm saying is that if she was studying from the very beginning of the semesters, then all she need is to go through the syllabus and revise once more before the exam. And if she is having her paper's one after the another, then ask her to note down the important points. That can help her a lot.


Hope this will help her..

method of studying is to study every day. All along. You say that your daughter has done that.

A quick review right before a test can refresh memory and boost confidence. That might make a little difference in the outcome.

Why not use my class time to do so?

1. I am evaluated on what is going on in my class, including student test scores based on what I'm teaching. If a student is in my class studying for the next, I'm not teaching anything.

2. It's part of my job to check understanding and provide extra support. I can't do that if students are not working on what I'm teaching.

3. My room, and my time, are provided for the purposes of teaching the subject I teach. It's not a study hall, and I'm not a monitor.

4. Generally, my class is not structured in such a way that students have time to work on anything but what I've given them.

...I'd commit to gradual, long term studying, but put a little more time and effort in the classes that directly relate to her future field of study (if she's chosen one). I'd do a little more last-minute cramming for the courses that won't be as essential in future.