Stop Procrastinating and Stay on Track

5 sessions · free of charge

✅ Checklist: the key points of this course

Five sessions, one resolution per lesson, to check off. This is the ideal approach; you will find the reasons and evidence in each session.

Session 1 · Setting Goals That Hold Up

☐ I set myself a specific and challenging goal instead of “I’ll do my best.”
☐ I use SMART only as a memory aid and read the A as “ambitious.”
☐ I break down my goal: a result at the top, checkpoints for self-testing in the middle, actions at the bottom.
☐ If a goal is not working, I first check commitment, scope, and feedback, not my willpower.
☐ I link every goal to if-then plans, three triggers per subject.

Session 2 · Planning Your Week

☐ I compare earlier time estimates with how long things actually took and plan correspondingly more time.
☐ I write resolutions as if-then plans: “If [situation], then [small action].”
☐ I first enter the fixed commitments, then the study sessions, then buffers. Every week, I spend ten minutes looking back.
☐ I put the hardest work in my best time of day and keep a list of small tasks ready for bad days.
☐ If the plan falls apart, I cross things off instead of postponing them, note the reason, and make the next plan smaller.

Session 3 · Understanding and Ending Procrastination

☐ When I procrastinate, I check what is behind it: distractibility, impulsiveness, an unpleasant task, or low confidence.
☐ I start with the feeling, not the calendar: I name what makes the task unpleasant.
☐ I build in small, real deadlines early, ideally ones that another person sees.
☐ I make the start small: five minutes and a fixed trigger.
☐ I keep track of small steps I have completed. If procrastination affects almost everything for weeks, I go to a counseling service.

Session 4 · Self-Regulated Learning: Plan, Monitor, Adjust

☐ I plan with a success criterion, check at the halfway point, and evaluate with exactly one change.
☐ Before I put my materials away, I take five minutes for three questions: the result as a number, the circumstances, one change.
☐ I do not rely on the feeling of how easy the material seems to me today.
☐ I judge where I stand only after a retrieval attempt and not on the same day.
☐ I evaluate at three levels: the study session, the week, and the exam period.

Session 5 · Reflection as a Habit

☐ I reflect on my approach, not on myself as a person, and I end with a change.
☐ I use the cycle as an organizing scheme and do not go by a learning-styles test.
☐ For a debrief, I set a goal in advance and use a recording instead of memory.
☐ Every week, I spend twenty minutes evaluating at a fixed time and set exactly one change as an if-then plan.
☐ I attach the evaluation to an existing appointment, keep a visible list of changes, and have a backup plan for when it falls through.

Setting goals that hold up. Planning your week, understanding and ending procrastination, steering your own learning, and reviewing it regularly.

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