Embedded Files
Using the Time Log handout, each individual student will keep track of what they do, hour by hour, for a designated day or for the next week by taking time during the day, at the end of the day, or the following morning to write down what they did and when they did it. Upon completion of their Time Log, students will look at their plans, categorize activities, prioritize activities that they see important to them and their future, and then reflect on their time management plan.
STEPS:
SURVEY STUDENTS: Survey students within your classroom to determine their level of knowledge pertaining to time-management skills by having them complete the following quickwrite: “Time management is....”
SHARE QUICKWRITES: Share quickwrites in pairs or small groups.
TIME MANAGEMENT CONCEPTS: Introduce students to time-management concepts and their application to the students’ academic work in class and at home.
HANDOUTS: Provide students with a copy of either Student Handout Daily Time Log or Student Handout Weekly Time Log to complete over the course of the week.
It is important that students track their time spent for at least a week. Use seven Daily Time Logs if it is a homework assignment for every night. Use a Weekly Time Log if the expectation is that students track their time independently.
ENLIST SUPPORT: Enlist the support of your students’ parents/guardians by involving them in their child’s time-management efforts.
For example, parents/guardians can be asked to sign off periodically on a time log being kept by their child or monitor their child’s efforts in their agenda/planner.
TIME LOG ANALYSIS: One method for students to analyze the use of their time is to complete Student Handout Time Log Analysis. This will allow students to see how much time they spend on major, predetermined categories.
OR TIME LOG LIST: Another method for students to analyze the use of their time is to complete the Handout Time Log List and Categorization by grouping activities that they spent their time doing in list form.
For example, biking, playing basketball, and skateboarding might all fall under one category of "Exercise,” while reading, typing, and computer research could all be recorded under the category of “Schoolwork.”
PRIORITIZE ACTIVITIES: Once students have categorized activities, they will look at their lists and prioritize those activities using Student Handout Time Log Priorities to determine what categories are most important in the long run. Students should think about what they want to accomplish in their future pursuits.
For example, if they want to prepare for a particular type of career, such as becoming an engineer, a teacher, or a politician, what do they need to do now and in the rest of their school years to achieve this goal? Will the activities that students see as “high priority” have a positive or negative effect on their goals?
TIME LOG REFLECTION: Allow students time to reflect on what they have learned through their Time Log Reflection.
COME BACK TO REFLECT: Have students reflect at least once per month in a learning log about the growth and development of their time-management skills.
WORK THROUGHOUT THE YEAR: Throughout the year, work with students to transfer knowledge and skills learned.
USE BARRIERS AND SOLUTIONS: At various points throughout the year, have students use Student Handout Barriers and Solutions to Using Time Effectively handout.
Students should use the left column to determine what gets in the way of effective time usage.
Then, students should work with a partner to determine potential solutions to using their time more effectively.
SCAFFOLDS:
Begin having conversations with primary students regarding their use of time and incorporate activities around time management.
Work to reinforce positive time management behaviors both in class and at home.
Make time management a point of discussion with parents/guardians during conferences.
Use a timer or countdown clock to teach students about time in class.
EXTENSIONS:
To increase rigor:
Create questions pertaining to time management as a class and have students interview an adult utilizing these questions. Students can then share the results of their interviews in small groups and process as a class to identify common strategies used by successful adults.
Integrate goal-setting strategies into planning activities.
Calendar deadlines, school events, personal activities, etc., as a class in the agenda/planner.
To increase scaffolding:
Provide students with the Daily Time Log handout. Review expectations and have students complete it for the following day. When students return with their completed Daily Time Logs, have them gather into groups and share out their findings. Students can offer one another feedback, and then turn the time logs into the teacher. The teacher can offer feedback, determining if additional support is needed to complete the Weekly Time Log.
Consider pairing up a student
EGUSD Created Time Management Lesson
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