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Time management quadrant aaa 115
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Time management quadrant aaa 115

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  • Get students to make a list of things they need to do today. Elicit discussion about the BENEFITS of keeping checklists, etc. Try to ask if there’s anything LACKING in the approach as a lead-in to the next item…
  • Get students to plan out their activities for the entire week or month if possible. Discuss BENEFITS of this approach.
  • Ask students to list down their goals for the whole year. What do they plan to achieve? Then get them to PRIORITISE.
  • Get students to list down the important roles in their lives. The list will usually look like this: son/daughter Brother Friend Student
  • Get students to think that GIVEN the roles they are now playing, what would be the activities they need to do on a regular basis to ensure they “perform” well? E.g. Spending time with family Studying Exercising Learning about other communities Learning about manners
  • Get students to list down some of their activities which have NO BEARING on their key roles in life: Spending long hours on the telephone Facebook? Watching TV? Discuss the balance between ‘relaxation’ and ‘time-wasting’. Relaxation is necessary part of re-creation and growth, but when it takes up most of our time then it becomes time-wasting.
  • Define ‘urgent’ or get students to define it. Get them to talk about what tasks are urgent or not urgent.
  • Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.
  • Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.

Time management quadrant aaa 115 Time management quadrant aaa 115 Presentation Transcript

  • 1 st Generation: Checklists, Notebooks & Journals
  • 2 nd Generation: Calendars, Appointment Books, Managing Deadlines
  • 3 rd Generation: Goal-Setting & Prioritisation
  • 4 th Generation: Time Management via Self-Management
  • What ROLES do you play in life?
  • What must you do to ensure you play the role well?
  • Activities Positively Related to Your Role = IMPORTANT
  • Activities Un- Related to Your Role = NOT IMPORTANT!
  • Distinguish between URGENT and NOT URGENT activities
  • Urgent Not Urgent Important Not Important Q1 Q2 Q3 Q4
  • Urgent Not Urgent Important Not Important
    • Crisis
    • Last-minute tasks
    • Sudden problems
    • Studying / Learning
    • Assignments
    • Exercise
    • Maintenance
    • Planning
    • Training
    • Relationship Building
    • Interruptions
    • Phone-calls
    • Some email
    • Facebook
    • Some Web-surfing
    • TV serial programs
    • Trivia
    • Childish Games
    • Gossip magazines
    • Idle Chatter
  • Stressful Living Q2 Q4 Q3 Manage Q1 by spending more time in Q2! By managing the Choices we make. (You can’t manage time only ourselves and actions) Q1
    • Stress
    • Burnout
    • Crisis Management
    • Fire-Fighting
    • Tales Of Mere Existence "Procrastination"
    • Tales Of Mere Existence
    • http://www.youtube.com/watch?v=4P785j15Tzk
    • Short-term Focus
    • Dependent on Others
    • Feelings of Victimisation
    • No goals, no plans
    • Always getting fired
    Irresponsible Living Q3 & Q4 Q2 Q1 Stay out of Q3 and Q4!!
  • Q2 Q1
    • Empowered Living!
    • Vision, perspective
    • Balance
    • Discipline
    • Control
    • Few Crises
    Creators spend as much time in Quadrant II Live in Q2 and Q1 will ‘shrink’!
  • https://google.maricopa.edu/ Google Calendar Provides an overview of upcoming commitments, appointments and dates
    • The time many students lose focus is at midterm
  • A self-management tool that records by life roles all important tasks to do that day or as soon as possible
  • A self-management tool that records and tracks for two weeks all of the outer and inner actions that need to be done repeatedly to reach a particular goal
    • Researchers at the University of Georgia found that students’ self-management skills and attitudes are even better predictors of their grades in college than their Scholastic Aptitude Test (SAT) scores.
  • Psychologist Charles Garfield
    • Conducted a study that found that the study group that read about effective speaking and gave one talk each week to small groups. This group also watched videotapes of effective speakers and, twice a day, mentally rehearsed giving effective speeches of their own improved their speech making abilities the most.
    • Self-discipline is commitment made visible through purposeful actions.
    • To have self discipline you need
      • Commitment
      • Focus
      • Persistence
    • People need to be persistent with their self-discipline.
    • People are not born with this self-discipline they stick to their plan through
      • Sweat
      • Determination
      • Hard work
    • . Self-esteem is strengthened by increased self-confidence.
    • Self-confidence is the core belief that I CAN
      • I CAN do anything if I set my mind to it.
    • By creating one small success after another, eventually you create a success identity, which is one way to build your self-confidence.
      • Dedicate yourself to do one goal a day per class
    • Genuine self-confidence results from a history of success.
      • You need to set your self up to succeed to have self-confidence
  • How do I manage my time effectively?
    • We identified what are your goals and priorities
  • Analyze how your spending your time now
    • How much time each week do you spend..
    • In classes? __
    • Studying for Classes? __
    • Working? __
    • Meeting the needs of others? __
    • Exercising? __
    • Relaxing? __
    • Sleeping? __
  • Now does what you identified as your goals and priorities match how you are actually spending your time? If not develop a plan to make your goals your priority.