Time Management Skill Development

In the previous posts, we shared research on time management, and possible time management routines for the classroom. We believe it is important to make sure our work is grounded in research and not anecdotal evidence. We do believe teacher experience is critical to helping students understand the importance and different approaches, but it is critical that the work is centered on replicable research findings that give students the opportunity to build their own understanding.

Below is a discussion of formatively assessing time management to assist students in developing and refining their understanding of the skill. All too often students are exposed to these skills without continued follow-up on the process to help them build habits and refine processes. We understand that habits take 66 days for a new behavior to become automatic, based on research suggesting that a habit loop needs to be repeated consistently for that amount of time to solidify (Duhigg. 2012). It is essential for students to go through multiple feedback loops including feedback from a trusted adult (i.e. teacher, advisor, mentor/coach) and THEMSELVES. 

For more assistance on developing these practices, the Critical Reflection Process that is part of CTL’s Postsecondary Success Skills (PSS) Model helps teachers build these reflection loops into a student’s daily classroom experience. 

Ways to Help Students Reflect on Time Management Skill Development

Daily To-Do Lists

• • • Daily Review: Encourage students to review their to-do lists at the end of each day to assess what they accomplished (and can check off!), and what still needs attention.
    • Adjust and Prioritize: Guide students in adjusting their lists by prioritizing tasks based on importance and deadlines.

Refining SMART Goals

• Regular Check-Ins: Schedule regular check-ins for students to evaluate their progress toward their goals and make necessary adjustments. These check-ins should be a combination of peer, teacher, and other to help students develop their abilities to reflect on their own behaviors, to see how others are handling the development, and get inputs from a variety of perspectives.
• Action Plans: Help students create detailed action plans for achieving their goals, including specific steps and timelines (see CRP).

Time Management Strategies

• • • Weekly Planning: Teach students to plan their week in advance, setting aside specific times for studying, completing assignments, and other activities. 
    • As part of their Weekly Plan integrate daily attention to the plan, checking off completed tasks and refreshing their memory of their daily agenda.
    • Time Blocking: Introduce time blocking techniques where students allocate specific time slots for different tasks and stick to the schedule as much as possible.

Self-Reflection Journals

• Journaling Prompts: Provide prompts that encourage students to reflect on their time management practices. Examples include:
• What tasks did I complete today?
• What challenges did I face in managing my time?
• How can I improve my time management tomorrow?
• Consistency: Encourage students to journal regularly, fostering a habit of continuous self-assessment and improvement.

Time Management Workshops/Mini-lessons

• Interactive Sessions: Conduct workshops focused on time management techniques, including revisiting the creation of to-do lists, setting goals, chunking projects/tasks and organizing study schedules.
• Guest Speakers: Invite speakers who can share real-life examples and strategies for effective time management.

Peer Review and Collaboration

• Group Activities: Incorporate group activities where students create to-do lists together, review each other’s to-do lists and time management plans,  and offer constructive feedback based on time management rubrics.
• Accountability Partners: Pair students with accountability partners to help them stay on track with their time management goals.

Visual Aids and Tools

• Calendars and Planners: Provide students with calendars and planners to help them visualize their schedules and deadlines.
• Digital Tools: Introduce digital tools and apps that can assist with time management, such as digital to-do lists, calendar apps, and reminder systems.

Critical Reflection Process

• Guided Reflection: Use guided reflection questions to help students think critically about their goals and time management strategies. Questions might include:
• Are my goals realistic and achievable?
• What steps have I taken towards achieving my goals?
• What changes can I make to improve my time management?

Rubrics

Time Management Checklist/ Primary

With students, review the checklist categories and discuss how each of the items looks in the context of their work in and out of school. Use the language of the checklist to spotlight the kind of time management skills and behaviors you see among students and wish to promote.

Time Management Rubric/ Intermediate

With students, review the “Accomplished” column as the criteria needed to be proficient with the strategy. Share an example of work that meets the “Accomplished” target. Discuss or share work that is below standard, adding language to the “Developing” column to capture what needs attention. Discuss or share work that exceeds the standard and add language to the “Exemplary” column as evidence. 

Time Management Rubric/ Mastery

For students pursuing a Mastery Badge, the “Exemplary” column has been added and the “Developing”column is no longer applicable. With students interested in pursuing Mastery, direct them to reflect and self-assess their work using the Exemplary column as their guide.

When students understand how to use the single-point rubric, you can use it to provide feedback or allow them to self-assess their own work with questioning, highlighting areas of accomplishment (Accomplished column), and making written notes of areas that need work (Developing column) or exceed the standard (Exemplary column). 

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