Skills to Manage Time

Jon Anderson Laurie Green

Professional School Counselor MSUM Intern 2002-2003

Belle Plaine High School Belle Plaine High School

Belle Plaine, Minnesota Belle Plaine, Minnesota

Description of the Lesson(s) or Program

In this developmental guidance lesson, participants are encouraged to critically examine their own time management techniques and to develop positive methods to balance the different areas of their lives. The objective is to allow students to identify personal barriers to time management, develop organizational skills, and identify community resources that may help them meet these objectives.

Activity #1:

Effective time management is learning ways to accomplish the things you need to do or want to do in the most efficient manner with the least amount of time. Good time management does not mean being busy all the time. Persons who do not take time for pleasure and relaxation generally have to make time later for illness. Time management is actually how we control ourselves in the confines of a twenty-four hour day.

Describe the examples of what is described as “Time Robbers”

1. Interruptions- don’t plan your schedule so strictly that you don’t anticipate interruptions. If you don’t have time for a visit or a phone call, politely say so. Your friends will understand, and you’ll suffer less stress and frustration by meeting your deadlines.

2. Procrastination- Ask yourself why you are procrastinating. Is it habit? Fear? Whatever the reason, set about to make a change. Putting things off may eventually lead to a crisis. Set deadlines. Work on projects in small segments.

3. Crises- Some crises are inevitable, but many everyday crises can be avoided by organization and planning. Think of ways you can become better organized to prevent crises.

4. Indecision- Practice making good decisions. Gather facts, analyze your options, and then decide. Don’t look back after a decision is made. Not all decisions will be successful. There are always risks involved, but waiting to overcome all objections is a poor use of time.

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5. Perfections-Strive for excellence, not perfection. Perfection is rarely necessary, and attempting to achieve perfection wastes valuable time. Striving for excellence is attainable, gratifying, and healthy, but striving for perfection is often unattainable, frustrating, and stressful.

6. Unfinished Business- An activity begun and then abandoned means a waste of time. Decide first which activities are worthy of your time and then pursue them to completion.

7. Regret- Regret is a terrible waste of time and an emotional drain. Learn form the past, but don’t live in the past. Plan today as much as possible to avoid reasons for serious regret in the future.

Activity #2:

Give each student a copy of the worksheet “Where Does the Time Go?” After checking the 20 statements either yes or no, have them give themselves two points for every odd-numbered statement they marked yes and two points for every even-numbered statement they marked no. Total the points.

Using the guide at the bottom of the worksheet, they can find out where they rate with regard to time management.

Activity #3:

Have the students reread the questions and find out what approaches they are using to tasks and time use. Instruct students to respond in writing to the following statement:

To improve my time use, I am making these changes in my life…

Activity #4:

Review the “Tips for Managing Your Time” provided.

Activity #5:

Instruct students to set a goal and complete an Action Plan that describes a set of step-by-step processes that can be used to meet that goal.

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Tips for Managing Time

Plan ahead of time. “For every moment spent planning, you save three to four in execution.”

Set goals and make to-do lists. Make a list of things you want to do in the day. To-do lists can be made daily, weekly, or for on-going things you need to accomplish.

Set priorities. Label each task, making the most important first and the least important last.

Set deadlines. If a deadline has not been set for a task, set one. You will save time and work better when you know that something is to be finished at a given time.

Plan for discretionary time. Discretionary time is your time to do with, as you like. It is essential to your good health.

Find ways to combine menial tasks. Talk on the phone and wash dishes; do mending while watching T.V. Try to put trips together so that you can accomplish them all in one swing.

Avoid small driblets. Do not let time slip away in small pieces.

Organize a work area. “A place for everything and in its place.” Invest time to organize your life and your belongings to save time later.

1. Desk orderliness—Keep only those things on your desk that are required for the immediate job. This avoids shuffling and mind wandering.
2. A work place—Try to find a place where you get work accomplished. This helps to establish a “mind set” for work and avoids delays in getting started. This applies to schoolwork and any other “thinking” kinds of jobs you need to do.

Use the K.I.S.S. method of organization. Keep It Simple Stupid! Lessen the amount of activity and the stress involved by doing things the simplest way possible. Make only those commitments, which are important to you.

Share family and household responsibilities. Involve your family in household chores. Have a family meeting and delegate tasks. As the “manager” you need to follow through to see these tasks are completed.

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Be assertive; learn to say “No.” Speak up for your own rights without being inconsiderate of others. If you need time alone, say so. Learn to say no to commitments for which you don’t feel a deep interest or obligation.

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Where Does the Time Go?

Yes No

___ ___ 1. I make a habit of planning my day and setting goals for what I plan to

accomplish.

___ ___ 2. I often feel I have so many tasks before me that I don’t know where to begin.

___ ___ 3. If a task is unpleasant, I just dive in and get it over with.

___ ___ 4. I never write down things I have to do; I just memorize them.

___ ___ 5. I welcome new responsibilities, but am careful not to over commit

myself.

___ ___ 6. I often feel I am drowning in paperwork; the top if my desk is buried.

___ ___ 7. When I’m approaching a big deadline, I pace myself by getting a little

done each day.

__ ___ 8. I feel guilty about asking someone to do something I am capable of

doing myself.

___ ___ 9. I try to handle matters with a phone call unless a letter is clearly called

for.

___ ___ 10. I keep everything; you never know when it might come in handy.

___ ___ 11. I rarely worry about past mistakes or future events that are beyond my

control.

___ ___ 12. I weigh carefully even the most inconsequential decisions.

___ ___ 13. I habitually set deadlines for myself and for my family members.

___ ___ 14. I almost always bring work home to finish.

___ ___ 15. When I get busy at school, my social life goes right out the window.

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___ ___ 16. I always have something with me to work on if I’m stuck in a line or in

a waiting room.

___ ___ 17. I am careful to get enough sleep each night to be at my best the next

day.

___ ___ 18. I’d like to get regular exercise, if only I weren’t so busy.

___ ___ 19. I preserve blocks of uninterrupted time to accomplish important things.

___ ___ 20. I leave things until the last minute on purpose, figuring that I work better under pressure.

Give yourself two points for every odd-numbered statement you marked yes and two points for every even-numbered statement you marked no.

Above 40: Wonderful

30-39: Okay

Below 30: You could use some time management skill building.

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Connections to the Profile of Learning:

“Skills to Manage Time” directly aligns with the Economics and Business Minnesota Graduation Standard, High School level, specifically, Managing Resources. To effectively manage personal resources to meet a goal or solve a problem relates to this developmental guidance lesson. “Skills to Manage Time” will provide students the awareness of how they personally manage time; along with develop an action plan to use as a tool to meet a desired goal. This lesson is reflective of the Educational and Personal Domains of the Minnesota School Counselor Model of Developmental Guidance and Counseling. The lessons attach themselves to the educational domain by providing an awareness of “Time Robbers” and a self-assessment of personal time use. In the personal domain, the lesson requires the student to use a personal goal and develop an action plan using time management skills.

References:

Focus on Your Future, A Success Skills Planning Curriculum For Teens

Module III: Balancing Family, School and Self, Sarah Hendon & Barbara Dougherty, 1994, Center of Education and Work, 964 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706

For Further Information:

Jon Anderson

Professional School Counselor

Belle Plaine High School

Belle Plaine, Minnesota

952-873-2403