Quick jump navigation

Skip to left menu
Skip navigation and go to main content
Skip to different country versions of ETTAD
Skip to footer notes

Sections

Difficulties with Organisation

Organisation is the ability to work in an ordered and methodical manner; being efficient and productive.

Difficulties with Organisation - adjustments to practice

Organisation is the ability to work in an ordered and methodical manner; being efficient and productive.

Difficulties with memory and concentration can have a big impact on study and may affect both academic learning and the ability to keep appointments and meet deadlines. People with these difficulties may not understand what is required of them. Difficulties with organisation are likely to adversely affect time management and planning. Learners may then find themselves under unnecessary stress which can further exacerbate their difficulties.

Some signs of poor organisational skills:

A learner with poor organisational skills may:

Fail to return completed assignments;
Not know when assignments are due;
Not have papers and study guides to study for tests;
Not know when tests are;
Not have a regular study space;
Wait until the last minute to start studying;
Run out of time during examinations.

Difficulties with Organisation - adjustments to practice

These strategies are suggestions for inclusive teaching and training. This list should not be considered exhaustive and it is important to remember that all learners are individuals, and good practice for one person may not necessarily be good practice for another. If you have any good practice that you would like to add to this list, please email your suggestions to ettad@worc.ac.uk.

Environmental Factors

Encourage learners to consider their study environment. It is more difficult to focus on work if they aren't comfortable, don't have enough space or the appropriate resources.

Learning Resources

Teaching and training can be enhanced greatly by the use of visual aids but they need to be clear and precise.
Make copies of visual aids available to the learner in electronic form if this is requested. Number the overheads and slides and refer to the numbers during the teaching session.
Use visual schedules and calendars.
Encourage the habit of using other kinds of individualised aids, e.g. diary, personal dictionaries, audio instructions on personal stereo, topic-based vocabulary lists, number aids, etc.
Help learners to use to do lists and checklists.

General Guidance

Have a clear identifiable person that students can go to for support with organisational issues.
Click here for advice for learners on Getting Organised

Learning categories