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Managing Time


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This is the slide presentation that accompanied the Sept 23 CTE event, "Time Management for Teaching."

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Managing Time

  1. 1. Dr. Julie Sievers, Director<br />The Center for Teaching Excellence<br />Managing Time for Teaching<br />
  2. 2. Works Cited<br />Robertson, Douglas Reimondo. Making Time, Making Change: Avoiding Overload in College Teaching.  Stillwater, OK: New Forums Press, 2003.<br />Boice, Robert. Advice for New Faculty Members. Needham Heights, MA: Allyn & Bacon, 2000.<br />
  3. 3. First Things: Know Thyself<br />How are you actually spending your time? <br />Perception ≠ reality<br /> . . . go research yourself! Gather data.<br />
  4. 4. Track Your Hours<br /><ul><li>“to do” list with time stamps
  5. 5. calendar
  6. 6. Log or diary
  7. 7. Time map spreadsheet
  8. 8.  collect 2-3 weeks info or more / averages</li></li></ul><li>Observe Your Habits<br /><ul><li>How do you deal with distractions: phone calls, student emails, internet browsing, meetings, hallway chit-chat?
  9. 9. When do you start and stop working?
  10. 10. Where do you work with greatest focus?
  11. 11. What time of day do you work best?
  12. 12. How much sleep do you get?</li></li></ul><li>Do My Choices Match My Goals & Values?<br />Every moment, you are making choices your time.<br />Do you make them intentionally?<br />Or do you abdicate your authority to make the choice, and simply respond to whatever comes at you first or hardest?<br />
  13. 13. At its most fundamental level, managing time intentionally is about consciously choosing between two (or many more) good things. It is about making difficult choices and committing ourselves to those choices. Most profoundly, using time intentionally is about values conflict, discernment, and commitment. <br />Time is a resource: we must learn to invest our time in what we value—and to say “no”– in correspondence with our deepest priorities. <br />- Douglas Robertson<br />
  14. 14. Reconcile Values with Realities<br />Identify the Major Areas of Your Life<br />Include areas you value but neglect<br />Assign times for each area <br />There are 168 hours in a week. Work: _____ hrs / wk<br /> Family: _____ hrs / wk<br /> Health / Exercise: _____ hrs / wk<br /> Community Work: _____ hrs/ wk<br /> Sleep: _____ hrs / wk<br />
  15. 15. Identify the Major Areas of Your Faculty Work<br />Assign a Weight to Each Area<br />Do the Math (for weeks, months, semesters, or years)<br /> For example: Work: 52 hrs/week*<br /> Teaching and advising: 70% = 36.4 hrs/wk<br /> Service: 20% = 10.4 hrs/wk<br /> Professional development: 10% = 5.2 hrs/wk<br />
  16. 16. Keep doing the math<br /> Teaching: 36.4 hrs/week<br /> -5 office hrs<br />-12 class hours (4 courses x 3 contact hrs each)<br /> = 19.4 hrs for preparation and feedback<br /> / 4 courses <br /> = 4.9 prep & grading hrs / course / wk<br />
  17. 17. Translate Values to Your Calendar<br />Use a “Sunday Meeting” to block out your week.<br />Kerry Ann Rockquemore, The Sunday Meeting  <br />Block your time commitments on weekly calendar (hard commitments + values)<br />Create Your To-Do List<br />Map Your Tasks Onto Your Time<br />Realize that You have More Tasks than Time<br />Make Hard (but Conscious) Decisions<br />
  18. 18. Think: <br />Do you make conscious decisions about your time? <br /><ul><li>If so: What’s your process?
  19. 19. If not: What’s your block? What prevents you?</li></ul>Write: Scribble your thoughts on a piece of paper.<br />Think / Write<br />
  20. 20. . . . with time to spare<br />Preparing to Teach<br />
  21. 21. Why Less is More<br />Good teaching ≠ covering as much content as possible<br />If your primary goal is to be comprehensive, you will probably:<br />Generate more material than you can actually cover<br />Present material at a pace too fast for student participation or deep engagement<br />Spend lots of time in painstaking preparation<br />
  22. 22. Some numbers, from the research:<br />Faculty who focus primarily on providing comprehensive content tend to spend<br />10-15+ hrs / week per class (includes prep, teaching, ofc hrs)<br />Or 40-60+ hrs / week for a 4-course load<br />3:1 - 4:1 ratio of prep time to classroom teaching time<br />In spite of this hard work, these faculty often encounter:<br />Unengaged students<br />Poor student comprehension <br />Mediocre student ratings<br />Personal distress<br />
  23. 23. Traitsof time-effective faculty<br />According to Boice’s studies, successful new faculty achieve:<br />2:1 ratio of prep time to class time<br />High levels of student involvement in class (taking notes, asking questions, engaging in discussions)<br />Moderately paced lecturing that allows students to take notes and comprehend points<br />Brief, tentative lecture notes<br />Work without rushing and busyness<br />
  24. 24. More time  better teaching<br />In fact . . . <br />Too much prep can diminish the quality of your teaching.<br />Note to self: <br />Conscientious teaching <br />does not require <br />constant exhaustion.<br />
  25. 25. Strategy 1: Prepare Reflectively<br />“A growing reflectiveness, especially in terms of audience awareness, helps simplify teaching materials to their most memorable and connectable essentials. As teachers grow more calm and contemplative, they more often organize lectures and discussions into a few central points they hope to make for the day. They replace the additional points they were tempted to make with more examples and applications of the central points.” (Boice, Advice for New Faculty, 23)<br />
  26. 26. Distinguishing the essential from the inessential<br />Draft clear goals for student learning (learning objectives)<br />Reflect on your learning objectives<br />Consider how they apply to the material at hand<br />Consider ways to “cut to the chase”<br />
  27. 27. Solve the “right problem”<br />“Research distinguishes expert problem solvers as people who take time to pause and to consider alternatives, who make sure they are solving the right problem or answering the right question.” (Boice 24)<br />
  28. 28. Bonuses:<br />“A slower, more deliberate style of preparing and presenting leaves teaching materials less rigidly structured and more creative, exciting.” (Boice 24)<br />Simpler teaching notes, organized around essential points and directions, lead faculty to spend less time looking at notes, and more time eliciting student involvement and comprehension. <br />Reflective teaching can lead faculty to say things more directly , simply, or memorably.<br />
  29. 29. Strategy 2: Prep early and informally<br />Use pauses in other activities to think about teaching ideas<br />Begin collecting and connecting materials long before formal planning begins: put notes into files, rearrange ideas and categories in files, look for illustrative cases, tentatively arrange materials for classroom presentation<br />Do prewriting or preplanning activities, like creating rough drafts of conceptual outlines, then successively revising these<br />Talk through their ideas with others or into a recorder<br />Set early deadlines for completing preparations<br />
  30. 30. Outcomes of early, informal starts<br />“[efficient] participants translated their prewritten and pre-diagrammed notes into class notes well before the [inefficient] nonparticipants began preparing their classes of similar dates. <br />[These] participants [spent] less total time [ . . .] getting ready for class, usually a savings of at least half the time spent preparing by matched nonparticipants.” (25)<br />
  31. 31. Strategy 3: Prep in brief, regular sessions<br />Do teaching work in brief, regular sessions<br />“Initiating early work in sessions so brief they necessitate no major scheduling of days. Only later, when early preparations are habitual, are they more formally scheduled.”<br />Starting “early, before feeling in the mood . . .. One common way of instilling momentum is freewriting; another is rewriting the last part of notes or conceptual outlines produced in the prior session.”<br />
  32. 32. Brief, regular sessions . . . <br />“. . . keep efforts unpressured, reflective, constant, and timely.<br />“ . . . keep teaching prep limited to durations that do not interfere with other important activities during the rest of the day, such as exercising, social life, and scholarly writing.”<br />
  33. 33. Avoid the costs of long, uninterrupted work sessions<br />(1) “the scenario of working under pressure and excitement until hypomania and its sequelae of sadness and disinterest set in, <br />(2) the inefficiencies of preparing materials beyond the point of diminishing returns, and <br />(3) the inconstancy of working that bingers evidence” (Boice 40).<br />How to fit them in? <br />Allot daily time. <br />Schedule them if necessary.<br />
  34. 34. Think: <br /><ul><li>How do you manage time spent prepping for class? Name one strategy that has worked for you.
  35. 35. What is a challenge you face?</li></ul>Pair up with your neighbor.<br />Share your success and your challenge.<br />Think / Pair / Share<br />
  36. 36. . . . while still being learner-centered<br />Managing Student Interactions<br />
  37. 37. Don’t Hoard Responsibility<br />Use non-teacher instructional feedback – 32<br />Make students responsible for obtaining course materials – 41<br />Require students to monitor their own completion of course assignments - 42<br />Require students to prepare their own study guides<br />
  38. 38. A Time and Place for Everything<br />Create a place befitting each activity - 48<br />Be able to block access to you (leave the office!) -49<br />
  39. 39. Stick to Your Knitting: Refer to Others<br />You do not have to be a:<br />Counselor – 67<br />Writing consultant<br />Computer support desk<br />Librarian<br />
  40. 40. Short with Many, Long with Few<br />Use asynchronous communication (email, voice mail) in ways that control your interactions with others. <br />Don’t always be available by the door, phone, email : limit immediate access to you- 61<br />Teach your students your communication system - 62<br />Create a time and place to process asynchronous communication - 63<br />Limit emailing, etc to the time available - 64<br />
  41. 41. Think: <br /><ul><li>How do you control the time you spend interacting with students?
  42. 42. What is a challenge you face?</li></ul>Pair up with your neighbor (the other neighbor).<br />Share your success and your challenge.<br />Think / Pair / Share<br />
  43. 43.  <br />Grading Efficiency: A Menu of Tips and Strategies<br /><ul><li>Walvoord and Anderson, “Making Grading More Time-Efficient,” in Effective Grading
  44. 44. University of Michigan Sweetland Writing Center, “Responding to Student Writing: Principles and Practices”
  45. 45. Barbara Gross Davis, suggestions on peer feedback from Tools for Teaching </li></ul> <br />Using Feedback Rubrics to Provide More Feedback in Less Time<br /><ul><li>samples from Stevens and Levi, “Grading with Rubrics,” from Introduction to Rubrics</li></ul>Grading Efficiently<br />