Achieving in Exams and Study
Please consider this...
A Department of Education, Science and Technology In-Service Course suggested
some factors that would be
Future Classroom Considerations:
- 80% of children in Year 5 this year will enter careers that donít exist
now, involving technology that hasnít yet been invented.
- Employees will change professions, not just jobs, 4 or 5 times during
their working lifetime.
- The amount of information in the world doubles every 2 Ĺ years.
- Today, engineers find half their knowledge is obsolete in 5 years.
- Graduates will have been exposed to more information than their
grandparents were in a lifetime.
- 90% of information and knowledge that will be required when a current
year 5 student leaves school has yet to be invented.
- Service jobs continue to form 90% of the economy.
So it is not what we learn that is important it is How To Learn.
All the skills of learning are required if we are to keep abreast of the
constant, ever faster, changes in the world.
The success and the well-being of all
children is of vital importance. Itís not overstating the point to say that
their future success is the future success of any country, is it? And, wouldnít
you agree that in todayís world children need as much positive input as
possible, just to counteract the negatives they get all day long?
Some shocking statistics
Did you know that a recent survey of
teenagers discovered that 76% are pessimistic, with little faith that their
world is going to get better, and almost 90% do not believe in the importance of
upholding time-honoured customs and values (Melbourne Age Newspaper).
Complementing those awful percentages,
Californian research shows that 85% of school children at age 6 feel positive
about themselves and their future. BUT, by the time they reach 16 years of age,
that figure has fallen alarmingly to just ... 16%. At the very least, a
dramatic change in self-esteem and self-image has taken place ... for the worse
... in the intervening ten years.
These statistics horrified me! These,
as well as the repeated request of parents and educators, were my motivation for
writing a book to help children and young adults. That book is Students Steps
To Success (now internationally acclaimed). I then followed this by developing a
Students Success Seminar designed especially for them, and I have now put that
seminar on a DVD with a workbook. This is available as part of the
LEARN FASTER Kit.
The kit presents how to learn using
visual, auditory and kinaesthetic learning styles. Scientifically proven
Accelerated Learning methods (the ability to achieve faster) are presented
throughout the kit. The resources included in the kit are the Studentís Success
Seminar (on 2 DVDs, plus a workbook), 7 CDs (including Baroque Music, Guided
Imagery, Meditations and information CDs) and the book "Students Steps to
Using the power of your subconscious
The techniques taught in the book and the
kit teach students how to use the other 88% of your mind, the subconscious
mind. Have a look at what David Smith, retired Associate Professor,
School of Teaching and Curriculum Studies at the University of Sydney says about
"Until now, teaching and learning has
concentrated only on our conscious mind; on only 12% of our mindpower. The
scientifically proven techniques Sandy MacGregor teaches unleash the other 88%
of our mindpower. Learn and practise these techniques and you will harness the
total power of your mind, in not only learning, but in all aspects of your
This 88% power of the mind is something
most people were never taught or told about when they were growing up. Even
today less than 1% of the population have been taught the
Laws and Language of that 88%. Nor do they know how
to program the subconscious mind to their own advantage. (Imparting this
awareness and skill to everyone is my vision).
You see, much of what science has been
able to prove to us on this subject stems from the relatively recent findings of
Dr Roger Sperry, who in 1981 received the Nobel Prize for his work on
the left and right hemispheres of the brain. (Commonly referred to as the
"analytical side" and the "creative side"). Today, this forms the basis for
most types of accelerated learning and whole brain thinking, not just for
children, but adults as well.
Now, we also know that the other 88% of
our mind is the permanent storehouse for all memory, habits,
personality and self-image. It is also the powerhouse that can
determines the difference between a happy, fulfilling, successful life on the
one hand, and frustration and failure on the other.
How we learn
Did you know that in the first five years
of a childs' life, they actually learn more facts than it takes to get a
University degree in medicine or engineering. Itís true! And
itís because they are learning with BOTH sides or the WHOLE of their brain, AND
itís also because they are having fun and are relaxed. By being relaxed they are
predominantly thinking of only one thing at a time which means that what they
are learning goes directly to their memory bank, which is in the other 88% of
When children go to school, they
immediately start to learn logically, thereby using the "analytical side" of
their brain, which learns 40 to 400 times slower than the
"creative side." For many children (myself included), itís not unusual for the
"creative side" of their brain to lie virtually unused for most
of their lives. (In my own case, it did until I was 41 years of
As your children grow older and external
pressures start to affect them, they begin to experience stress, and this
affects them in different ways. A few cope but most get:
Overcoming difficulties and experiencing
To overcome these difficulties, and to
experience success in all areas of their life, children need some skills
that enable them to use both ísidesí of their brain and to
release the stress quickly. These skills are two of the
outcomes students will learn from my seminar.
The techniques taught in the book and
seminar are not just designed to help students get good test or exam results,
they also facilitate the building of a happy, fulfilling, successful life, and
thatís what we all want for our children, isnít it?
Children and teenagers love the
techniques I teach because they are so easy to use.
From 6 years of age, children can use these techniques (with some assistance),
and from around 12 or 13 years of age, students can learn to use these
techniques on their own.
Perhaps the best part of all (for you
and for them) is that they can use these for the rest of their lives, to
reap these wonderful benefits:
Amazingly enough, students donít
even have to believe the techniques will work... all they need do is use them...
and theyíll discover they work automatically, literally from day one!
(Incidentally, if you decide to use any of them for yourself, youíll achieve
the same result.)
The key words of course are... USE THEM.
This is why for on-going and lasting benefits to be achieved it is important to
continue to practise the techniques after the seminar.
Since 1990, Iíve been writing books and
running seminars that teaches people how to use the power of the subconscious
mind and achieve what they really want in life. I believe it is particularly
important that we teach our young people these techniques, especially in the
face of the constant pressures many of them face today. To this end I have
produced an Active Meditation CD for which there are details below and I have a
www.studentstepstosuccess.com on which there is much helpful information.
you for giving me these few minutes from your busy day. I hope you feel my words
have contributed something worthwhile to it!
I urge you to read the success stories below.
"Iíd like to thank you for
introducing me to my Peaceful Place where Iíve learnt so much about myself. I
still have a long way to go but Iím determined to achieve my goals which you
have helped me set. As a chronic migraine sufferer the seminar was valuable in
helping me to control them. Iím proud to say I have taken only 1/3 of the
painkillers I used to and I hope to stop altogether.
Just recently I had my exams and
particularly Biology in which I received 91%. In regards to the Mind Charting
and picturing myself with a high result in Biology, I can honestly say that is
all I used to get 91%. As proof to myself I refused to use any other method.
This is evidence to me that the knowledge I have gained will allow me to achieve
whatever I set my mind to. The most outstanding for me is my English - I moved
up 20 ranks!
The mind is a powerful thing and I
thank you Sandy for teaching me this. I realise now it is up to me to achieve my
goals, like finishing the HSC with the best possible TER I can receive. Thank
you once again for bringing a change, a positive change into my life which I
will never forget." 17 years old Danielle Elliot, NSW
In 1990 I
advised that doing my Higher School Certificate was probably not in my best
interest, as I should not, and really could not expect to receive over 40 as a
TER. The truth is, I had nothing wrong with me, no crippling disease or brain
disorder, but more, that talent of being dyslexic, and this is where Sandy
After completing Sandy's CALM Seminar in 1991 I learned that being dyslexic was
a gift I had been given. There were of course the frustrations of being 18 years
old with a reading and spelling capacity of an 11 year old. This, coupled with
an extremely high IQ, tremendous determination and dedication, made learning a
challenging experience. By applying techniques learned from Sandy I found myself
in the top 10 in all subjects. Not only was my school work dramatically
improving, but I also increased my interest in Stage Management, where by the
end of 1992 I had managed 10 professional and school productions. My chronic
asthma was controlled, not through large doses of medication, but by intense
In 1992 I set myself targets and goals in regard to my Higher School
Certificate. I quickly learnt that setting goals is one thing, but doing them is
CALM taught me to take control of my life and "Seize the day". In January 1993 I
received my Higher School Certificate results. I had visualised the whole
experience from the opening of the envelope, my excitement, my parents
expressions of delight. Sometimes all the visualisations can not get you
prepared for the actual event.
The event was as I visualised, but far more. In all my subjects I was in the top
10% of the state, as well as being placed 5th in the state for Modern History.
I set my goals, I worked towards them and the best part is I out did them. CALM
has allowed me to turn a negative into a positive, believe in myself, set goals
and out do them, but most of all I have learned "the sky is the limit". Georgina
have had many successes in my personal life since doing my first CALM seminar
with Sandy. I think the one that stands out the most was my end of year exams.
At age 45, going back to school to study was a very big decision I had made. In
my second semester we had a teacher in Business Statistics who wasn't doing his
job very well and I knew I had to do something to help me get through.
I had bought Sandy's tape Achieving in Exams and Effective Study. So during the
last month before my exams I would listen to the tape and then study with
Accelerated Learning Music. I also used Mind Maps. When it came time for the
exam I felt that I had done my best but was not confident that I knew the work
well. I also got copies of past papers which I studied. When it came time to
take the exam I became really excited when during the 10 minutes reading time I
was able to recall my mind maps and the answers just came flooding into my mind
and the exam was so easy that I knew I had been successful. I've received my
results to that exam and I got the A I visualised, in Business Statistics. I put
my success down to the positive attitude that I had after meditating with my
tapes. Yvonne Potts, NSW
To buy the Active Meditation CD Peaceful Place #11 Achieving in Exams and Study,
To buy and download the Active Meditation CD Peaceful Place #11 Achieving in Exams and Study as mp3 files,