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Procrastination: Why We Do It and How to Combat It

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Procrastination is an all too familiar practice for many of us. While certain people are more likely to put off all tasks until later, we have all experienced the desire to push off occasional duties, errands, chores, or responsibilities. For students, no matter their age or academic aptitude, procrastinating can become an alluring yet problematic habit. Pushing off tasks can become a major pitfall for several different reasons, but there are methods to combat this bad habit—and they begin with awareness.

The problem

Consistently, procrastination creates a snowball effect, in which anxiety or stress further compounds the need for the task avoidance. In basic terms, the more a student puts off a task or assignment, the greater the stress of the impending due date or need for completion. We all know this and can relate to that instinct—we then put it off even further because it has become such a monster that we must avoid it or ignore it at all costs.  

The other issue surrounding procrastination is that we often procrastinate with the tasks or responsibilities that matter most or have the highest stakes. Whether we do this out of fear, denial, indifference, or laziness, the end result is typically the same: we experience a sort of self-destruction by missing an important deadline, or we cave in and begrudgingly and reluctantly complete the task in hurry. Either outcome is less than ideal, especially when grades are involved. Because of procrastination, students dig themselves into a hole, lose motivation, and therefore put forth even less effort with their school work.

The solutions   

Awareness is key to combating the instinct to put off undesirable tasks. Once students realize how they procrastinate, they can begin to alter those behaviors. For example, a student completing research for a paper will find ways to distract himself from the assignment while working. They may check social media, text friends, pause to watch a show, listen to music, or simply scroll through random websites—anything becomes more enticing than the actual research.

Instead:

  • Encourage students to limit distractions by keeping the phone off–limits during work sessions.
  • Complete work in an area away from television, music, friends, and other distractions.
  • Set a timer for 20-30 minutes of solid, uninterrupted work time. Then allow yourself to take a 3-5 minute break, but then get right back to work.
  • Keep light snacks and water at hand while working to stave off hunger and the unnecessary urge to graze to avoid the assignment.
  • Construct a checklist for a multi-step task and prioritize the tasks in order of difficulty. As students work, they should monitor the checklist and stick to the order of steps as necessary. Again, the urge to complete the easiest or most interesting steps is another procrastination tactic—instead, encourage students to tackle the challenging steps first. This will boost motivation and confidence while working.
  • Organize to-do lists with tasks requiring the most time or focus at the top. These are typically the first things that students will avoid completing.
  • Ask students to write down three things that they have accomplished at the end of a work session. The successes, no matter how small, show students that a strong work ethic and focus does help them to chip away at a daunting task that they may have vehemently avoided in the past.  

Procrastination: Student Strategies for All Ages

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Most teachers would admit that every child and teen exhibits procrastination from time to time, regardless of grade level. For some unfortunate souls, procrastination is simply ingrained. So what is the problem with it? Well, when we procrastinate, the task at hand does not diminish or disappear—no matter how much we may hope. Instead, the anxiety of the looming “to-do list” grows, as does our desire to avoid the work at all costs. How can we combat this procrastination tendency?

  • Teach students to assess the situation thoroughly before they decide to evade the work. Of course, everyone, including our students, would rather not have a list of homework assignments or projects to complete. However, the nature of education involves work outside of the classroom—plain and simple. Instead of setting the task aside right away—an out-of-sight, out-of-mind strategy—prompt students to investigate the necessary steps that will be required to complete the assignment. This sort of review strategy forces students to acknowledge the amount of work that the project or paper will entail. The more prepared they are to tackle the task, the less likely they will be to set it aside for lengths of time.
  • Encourage students to jump right in. This does not necessarily mean that they have to rush or complete the task in one chunk of time. Instead, they simply need to scratch the surface and begin. Starting something that they would rather avoid is half of the battle. Once they have begun, the urge to procrastinate is set aside.
  • Remove distractions while working. This is especially difficult for adolescents who would prefer to be glued to their devices while working. Advise students to set aside time to work without any smartphones, television, etc. All it takes is one chime of a notification to derail a work session, further instigating procrastination. A quiet work space, removed from distractions, allows for full focus, which is the best way for students to get the most out of their work time or study sessions.
  • Praise or reward students who complete or submit work prior to the deadline. Whether we are talking first graders or seniors, students respond to incentives. This can mean that the first group to submit work receives their grades first. Or, give praise, small rewards, or extra recess when students exhibit proactivity. Again, the point is to incentivize students so that they are eager to tackle the assignment, as opposed to setting it aside for the last minute.
  • When push comes to shove, stress completion over perfection. The point is obviously to dissuade procrastination. However, there will be times when students simply cannot get the ball rolling in time. When they do put off the work, explain the importance of completing and submitting the work, even when it is sub-par. Of course, keeping high expectations is important. However, the need to perfect something at the last minute is not only stressful, but unnecessary. Use these moments as a learning experience by highlighting the fact that students can avoid this feeling of disappointment or discouragement by planning and working ahead of time in the future.