This week, we’ve discussed a number of time-management strategies for you and your students. We hope they’re helping you discover new ways to make the most of your time!
We also realize that at times, students benefit from a hands-on activity that helps them put practical plans into action. For that reason, today, we’re presenting an activity from the Instructor’s Resource Manual for Dianne Hales’ An Invitation to Health: Building Your Future, Brief Eighth Edition, which can help your students learn how to organize their time more effectively and accomplish their daily tasks more efficiently.
Activity #3: Time Management
Purpose: To teach students the importance of managing time and prioritizing.
Time: One-half hour to an hour.
Introduction: Introduce students to time management and the benefits of improving an individual’s organizational skills.
1. Have students use a daily schedule with one-half hour or 15-minute intervals to plan a normal day.
2. Have students make a “to do list” for one “normal” day. You can have them do a whole week after they get the hang of it, if you wish.
3. Ask students to look at their list and then list the top 5–10 items they need to do (e.g., #1 take exam, #2 mail bills, #3 put air in tires, etc.).
4. Next, have them look at their list and identify whether there are similar items (e.g., pick up stamps, mail bills, go grocery shopping, go workout, etc.). Similar items could be near each other in location, or they may need to be completed in the same time block (e.g., take exam at 8:00 am and drop off paper by 10:00 am). Once students have “blocked” their items, have them assess whether there are any that should change in priority as to when to be completed.
5. Now looking at their daily schedule, can they reorganize it, so they manage their time more efficiently?
1. Did you find that you spent more time than you expected? Why? Can you use it to your advantage? How? Will you? Why or why not? What typically keeps us from using such an easy method of stress management?
2. What things do you think really eat up your time? Can these be corrected? Do they need to be?
3. How do you feel about scheduling “you time” or time for yourself? Is this important? Why or why not? Have any of you done this and had a positive experience? Would you share? (54-55)
Reference: Hales, Dianne. 2014. An Invitation to Health: Building Your Future, Brief 8th ed. Belmont, CA: Wadsworth, Cengage Learning.
Do you have an activity that helps students learn how to put time-management strategies into action? Share it below.