Self-Management

Develop course structure and processes to promote self-management; for example, part of a course is self-directed; late assignments (without approved extensions) are penalised to encourage timeliness and model real world implications of late delivery of a project or job.

Check-in regularly with learners doing classroom activities to ensure they are taking responsibility, following instructions and completing the task. “I redirect them when necessary, and help them to connect the need to complete of the task to workplace realities or to the purpose of the activity”.

Emphasise importance of timeliness and professionalism and get invited guests to re-emphasise this approach “the boss expects you on time, no excuses.”

Set standards in the classroom to model industry standards and expectations and make these standards explicit; for example the use of a mind map posted on wall with content related to positivity, consistency, sincerity, effective time management, organisation and readiness to learn. Other possible standards: no use of cell phones for calculations, appropriate attire, language and behaviour, expectation that people don't talk over one another, listen with respect, address peers, teachers and class visitors respectfully and by the title given in introductions. Tutor discusses with learners individually if they are not meeting required standards.

Develop and use assessments which require completion in several stages. Learners create their own timelines and work in a logical, structured approach. Learners are able to add to their portfolio of work.

Provide learners with context for activities, so they can appreciate the relevance of the activity to industry; for example “To be an effective employee, understanding this [form] both for work jobs and for keeping track of your own earnings and tax is really important”.

Allow learners to research a company to find out what they're about, so they can work out whether or not that is the sort of business they want to be employed in.

Use a self-directed open-ended task where learners are able to work at their own pace, with or without a given time deadline.

Model self-management: tutor always arrives prepared, before learners, starts class on time and finishes on time. Breaks are taken for health and safety and to refresh. Tutor follows computer room rules; for example no eating.

Let learners figure it out for themselves and take responsibility. Lets learners discover for themselves, that they have not allowed enough time for stages of the project.

Encourage learners to take responsibility for checking own work; for example, before they leave the session the learners submit work electronically and then check what the tutor has received and that files are accessible and work, using the “Double Check (DC) business model” idea.

Build self-management into assessments; for example, a Time Management assessment is designed to teach prioritisation and task completion skills.

Provide structure and instructions to help learners self manage. Examples: “Start from the top, one at a time, then you’re not running all over the problem.” During assessment briefing: “Get Section 3 finished, go do it." Question times incorporated into lesson.

Talk in-class about "10 minute" routine changes outside class “ Who read for 10 minutes last night, who got up 10 minutes earlier?”