Sections: School psychological service
2. Exercise “Associations”
Target: introduction to the topic, activation of the group.
Students are asked to name their associations with the word “Time.” Performed in a circle.
3. Working with metaphorical cards “Fire flickering in a vessel”
Target: awareness of problems in organizing your time.
Time: 15 minutes
Cards with images of vessels are laid out on the table.
Stage 1. Instructions: Have you heard the expression “vessel of time”? Imagine your life, your time as a vessel. Go to the table and choose the vessel that seems closest to you, about which you can say “This is me.”
Discussion in a circle:
What emotions did you experience when choosing the vessel?
How is he similar to you?
Stage 2. Instructions: now go back to the table. There are many cards with pictures laid out on it. Look at them silently. Select one or more cards that could fill the vessel of your time.
Place the selected picture (or several pictures) under the vessel card. Thus, your time vessel is full.
Discussion:
How do you fill your time?
How does this filling of the vessel manifest itself in your life?
Tell me, how do you feel with your time vessel so filled?
Is the filling of the vessel of your time harmonious?
What is missing for harmony?
Stage 3. Go to the table again and find a card that could bring harmony to your vessel?
How might this manifest itself in the distribution of your activities throughout the day, week, year? What needs to be done for this?
What emotions are you experiencing now?
4. Exercise “Merchant and Time”
Students are invited to listen to the story:
“It was a long time ago...
Once upon a time there lived a merchant. He worked very hard, he did not have a minute of free time. The merchant traveled to different cities in which he traded, but he did not have time to look at the beautiful buildings in these cities or talk with the townspeople. The merchant had a family, but, preoccupied with important matters, the merchant did not play with his young sons and did not raise them when they grew up. The merchant had friends, but over the years everyone got lost somewhere, and only business partners remained.
But the merchant accumulated a huge multimillion-dollar fortune. And so, he finally decided that he could afford to take a year off and live that year in luxury with his family. As soon as he thought about this, the angel of death descended to him.
The merchant was a very good trader, so he decided to bargain with the angel for some time and decided to buy him at any price:
I will give you a third of my fortune if you allow me to live at least three more days.
However, the angel stood his ground.
Okay, I'll give you three million for just one day of my life. I need this day so that I can visit my family, whom I constantly don’t see due to my constant busyness. I also want to enjoy the beauty of the Earth one last time.
However, the angel did not agree.
Then the merchant began to beg to give him one minute, he wanted to write farewell words to his son...”
(and now in two minutes everyone must come up with the ending of this fairy tale).
Next, participants take turns telling their options. The coach takes notes. A discussion is held between the participants. The trainer provides feedback on the participants' individual strategies, acting as an expert.
In fact, the fairy tale ends like this:
“...The angel decided to satisfy this desire of the merchant.
The entrepreneur wrote to his son: Cherish your priceless time, I couldn’t buy even an hour with all the millions I earned.”
5. Exercise “Time management”
Target: time consumption analysis.
Time: 7 minutes
The following diagram represents a period of time equal to one day. The form is given in Appendix 3.
Use colored pencils to fill in the sectors of the diagram according to your time expenditure. The dial reflects the time of day. What do you usually do in one day? I advise you to take as an example not a school day, but a day off.
Now count and write down how much time you devote to various areas of your life. How many hours a day, i.e. Out of 24 hours, do you usually devote to each area of activity? In each case, add the approximate number of hours at the end:
- relationships and family___________ hours
- health and sports___________ hours
- money___________ hours
- studies, career___________ hours
- personal growth___________ hours
- friends and surroundings___________ hours
- brightness of life___________ hours
- spiritual growth and creativity___________ hours
Total= 24 hours
Now calmly look at the resulting diagram.
- Are you satisfied with the way you manage your time?
- What do you wish you had more time for?
- What would you like to spend less time on?
- What can you realistically do to achieve the appropriate changes?
6. Exercise “Chronophages”.
Target: search for personal chronophages.
Time: 4 minutes.
But there are things that do not bring any benefit to a person, but only waste his time in vain. These are the so-called chronophages. For example: inability to finish a telephone conversation on time, sitting “just like that” in “Contact”, postponing things for later, etc.
A soft toy is used. It is passed around in a circle; each student, upon receiving the toy, names “their chronophage.”
7. Final exercise.
Target: reflection
Time: 5 minutes.
How do you feel now? What surprised you? What do you remember? What did you like? What were the difficulties? What will you use in life?
Final word from a psychologist.
The technological map of the lesson is given in Appendix 1 .
1. Organizational moment. Introductory speech by a psychologist. Voice of the topic.
Reminder of the rules for working in training mode. Removing expectations.
2. Exercise “Squirrel in a wheel”
Target: opening act for the band
Time: 3 minutes.
The presenter calls a volunteer. He asks him whether the participant has a lot of routine things in life that are not very pleasant, boring, but obligatory. As the participant names these cases, the presenter writes them down on separate pieces of paper. Having completed the list of routine tasks, the presenter places the pieces of paper in different corners of the audience with the inscriptions facing up. Next, the presenter raises the participants and invites them to “live the life” of this volunteer. The presenter names the cases in random order, and the participants must all move together to the card on which the case is written and stand next to it. As soon as all participants are grouped near this place, the leader calls another task, gradually accelerating the pace of the exercise.
Having run around, the participants take their places. The cards are removed.
The exercise is repeated with another volunteer.
Discussion :
Have you managed to feel at least a little “in the shoes” of another person?
What emotions did you have while running?
What are your emotions now?
What is the best way to live so as not to remind yourself of “a squirrel in a wheel”?
Exercise No. 2 “Stopwatch”
Goal: individual characteristics of time perception.
Execution. The exercise will be performed by the whole group. Students must close their eyes. You can't count seconds to yourself. After a minute has passed, open your eyes and immediately look at the screen. There is a stopwatch on the screen ( Appendix 4). You need to remember the time on the stopwatch.
Teacher's comments:
If you open your eyes before 55 seconds, it means you are in too much of a hurry and are at risk of rapid exhaustion. Time actually moves slower than you think.
If it is more than 66 seconds, you prefer to take your time, but sometimes you still need to speed up your perception of time, otherwise you may not have time to do anything.
3. Exercise "Goldfish"
Target: demonstration of mistakes when setting goals.
Time: 5 minutes
Instructions
A volunteer is called. The presenter starts talking to him at a fast pace to create a moment of confusion. As if casually, you need to address the audience: “Look more carefully at what is going to happen now.”
Sample text for a volunteer: “You caught a goldfish. You have 15 seconds to make three wishes for her.”
If a participant makes but does not say wishes, how will Rybka guess about them? If spoken, the presenter repeats them as they were said. For example:
Participant: House...
Leading: (draws a house).
Here's your home. Get it! Or: Okay, I’ll have a house next year. You didn’t say who you wished for a house for, did you?
Participant: a lot of money.
Leading: Chip in a ruble! Here's a bunch of coins. Get it.
Participant: I want to be happy!
Leading: definitely: next month you will be happy, even several times. Or you will be happy forever, starting in 2050.
You can repeat the game with one or two more participants.
Participants should be encouraged to set SMART goals.
Information block. SMART.
So, you need to be able to set goals correctly. Even the ancient Roman thinker Lucius Annaeus Seneca said that “for a ship that does not have a pier, no wind is fair,” and ancient sailors said: “I sail not as the wind blows, but as a sail I will set.” Setting a goal means looking to the future. Clearly, clearly, specifically, realistically formulated goals encourage action aimed at achieving them. You need to not only think through your goals and make them as realistic as possible, but also write them down. (Slide 6. Appendix 2).
Management science has developed a special technology that helps set goals correctly. This is SMART technology. SMART is an acronym:
- Specific - specific
- Measurable - measurable
- Agreed - consistent (with higher level goals)
- Realistic - realistic
- Timed - defined in time
In order to remember better, you can use the domestic version of the SMART theory. This is the principle of BLOOD (Slide 7. Appendix 2).. The goals should be:
- K - specific
- R – realistic
- О – limited in time
- B – important
- And - measurable
4. Goal setting exercise
Target: learn goal setting
Time: 15 minutes.
Work on filling out the table. Assignment: formulate goals that would meet the “BLOOD” principle. Time to work: 5 minutes. ( Appendix 5).
After 5 minutes, those interested read out their goals. The group analyzes whether the participants succeeded in completing the exercise.
5. Information block. Pareto rule and Eisenhower matrix.
There is the so-called Pareto law, which says something like this: 20% of everything we do brings us 80% of the results. All the other 80% of our efforts create only 20% of the results (Slide 8. Appendix 2). In other words, only 1/5 of our activities are effective, and only 1/5 of our time is spent justifiably. Where do the other 4/5 of our resources and time go? Here's what:
To maintain the current level of comfort;
To perform unimportant and non-urgent tasks;
To perform tasks that could, in principle, be performed by someone else;
To perform tasks that you can refuse altogether.
How to organize your time to increase your efficiency?
In his book, First Things First, Stephen Covey described Eisenhower's method of helping us in the flow of things to identify the most important things on which our energies should be directed. The very idea of this method belongs to the 34th US President D.D. Eisenhower. As a result of his experience in organizing his time, he concluded that urgent things are rarely important and at the same time, important things are rarely urgent. Eisenhower proposed a tool for time management, which was called the “Eisenhower Matrix.” (Slide 10. Appendix 2).
The matrix helps you quickly navigate the flow of work and determine which tasks are important and which require urgency.
Important can be called those things on which a successful, healthy, emotionally rich life depends. Urgent - things that cannot be postponed.
Eisenhower developed a matrix for clarity. Its meaning is that at the beginning, each business or task needs to be prioritized into one of four groups:
A - Important and urgent, this is A lied!
B- IN important and not urgent
C- WITH fatal, but not important
D - Not urgent and not important. D- “stupid” things.
For clarity, let's denote them by letters: A, B, C, D.
A - Important and urgent.
Only unplanned, force majeure, sudden matters. They often appear as a result of a crisis or emergency situation. These things are very important and cannot be put off. If a person is properly organized, then this part of the work is minimal.
B - Important, but not urgent.
The affairs and tasks that we classify in this category and carry out are most often effective. Lack of rush helps to plan things: set deadlines and ways to complete a task. These are the longest cases. If a person focuses his attention on these tasks, then he most often achieves success. But if such things are constantly postponed, then they can become an emergency!
S - Not important, but urgent.
Most often, these are unplanned minor matters that do not affect our lives in any way, but require urgent attention. Many mistakenly classify them as important. Therefore, you need to learn to understand whether this is really an important matter for you or not.
D (D) - Not important and not urgent.
These are time sinks. They take a lot of time, but do not bring any results. It is often advised that you just need to get rid of them. But since they are easy and interesting, it can be difficult to refuse them. And therefore, you can allocate time for them on a residual basis.
Exercise on task distribution based on the Eisenhower matrix principle.
Time: 15 minutes.
Individually: distribute the tasks proposed on the list in accordance with the Eisenhower matrix (4 minutes). List of tasks in Appendix 3.
Students are united in groups of 4 people. Task: come to a common solution in 3 minutes.
Discussion . Each group presents results in one of the four quadrants of the matrix.
Let's see if these matters could have been avoided from appearing on the list of important and urgent.
Defense of the thesis - deadlines are running out, but the project is not ready. – Proper planning and organization of work on the project would ensure timely preparation of the project without any rush.
An attack of appendicitis - calling an ambulance. - Nobody is insured. But regular medical examination and a healthy lifestyle could possibly help avoid this problem.
Illness due to overwork. – Organizing rest and free time is of great importance in maintaining health.
As we see, a lot depends on a person’s organization, his ability to anticipate troubles and plan preventive measures. And this already refers to tasks that are important, but not urgent. (Appendix 6).
In conclusion, this distribution of cases works. When we learn to highlight important things and give them all our energy, our lives will be full. The ability to plan and foresee will help you avoid emergency situations. And unimportant and non-urgent matters will not interfere with our lives. (Slide 11. Appendix 2).
Final exercise
Target: reflection
Time: 5 minutes.
The group is divided into 3 subgroups of 4–6 people. Each subgroup receives A3 sheets, colored pencils and markers.
Exercise: Use drawings to depict what you learned in class. You can reflect your mood. You can use entries, but no more than 7 words.
The exercise is carried out instead of reflection.
Final word from a psychologist.
References.
- Arkhangelsky G. Time Drive. How to have time to live and work. – M., 2016. – 272 p.
- Kopeikina I., Merkulova T. Time management [electronic resource] / Classroom management and education of schoolchildren. - No. 2. – 2016. URL:// http://ruk.1september.ru/view_article.php?ID=200900207 (date of access: 09/18/2016)
- Time management training for Oleg Lyalik. Video lessons. URL: // http://androidmafia.ru/video/Vobn467pwh8 (access date: 09/12/2016)
- Exercises for training Time management / Training technology [electronic resource]. URL: // http://trainingtechnology.ru/category/tajm-menedzhment/ (access date: 09/18/2016)
- Ushakova T. Metaphorical cards “Fire flickering in a vessel...” - M.: Genesis. - 2016
“Comrade, remember a simple rule:
you work while sitting“Rest while standing!”
V.V. Mayakovsky
Hello, dear readers, guests, friends. Today we will start a conversation with you about a very important thing - time management. This topic occupies the hearts and thoughts of every mother on maternity leave, but today we will remember this miracle science as part of our work with our younger schoolchildren. So, why was this topic born? Because my second-grader is growing up, because I often receive letters on how to do this: (further is your choice)
- the child did his homework on time
- the child managed to do something
- the child was not late
- the child did not do the project on the last night before it was due
And also because I love time management and manage everything! (just kidding, I don’t get everything done, but I’m close to it 😉)
Well, enough digressions, let's get to the point. What is our task? It’s about teaching our younger students how to handle and manage their time at a basic level, teaching them how to plan!
Since I love diagrams, I will draw, is it possible?
Let's see what steps we should teach a child when introducing time management.
As you can see from the diagram, we must go through motivation, planning and control, like steps. Only this way and only in this order.
Let's start with motivation, perhaps the most difficult part of all.
Why do I need to study? Why should I do my homework? Who do I owe?
But it’s true, why do we always say we should do it? To whom do I owe it? To the teacher? Parents? When I went to school, my mother told me: “You need education, we got our education. If you want to study, you will, if you don’t want to, we won’t be able to force you.” That's all! No one did homework with me (well, only once, I asked for help, regretted my decision and stopped asking, and that was in grade 7). Dasha went to my school with the same parting words, but she is not me, and I am not my parents. Therefore, the situations are different and Dasha sometimes asks for help, and I help, but she asks extremely rarely, more often it is connected with clarifying the wording of the task (they are really written clumsily sometimes).
So, we must convey to the child that he needs this. Just the other day I read a story from a mother who teaches her son at home. She described how she motivated him. For several months he did not want to do anything, absolutely, and she did not touch him. Then she noticed how he was corresponding with someone and casually noticed that literacy was important in this matter. And he began to ask how this or that word was spelled, and with small steps they learned the rules of the Russian language. Conclusion: the boy understood why he needed them!
Another example, a child wanted to buy a tablet for himself. The question is how much pocket money he needs to save to buy a tablet, taking into account the fact that sometimes he wants to buy something for little things. Need math!
The examples are simple, but that’s what kids need, visual ones! It’s just better not to poke their noses at these examples, like kittens who made a puddle in the hallway, but to tell stories from life (I knew a boy, I had a friend and she, etc., etc.). Do you understand?
You need to learn, because without knowledge you are nothing! Because then you will be a janitor! By the way, I often hear exactly this. But is being a janitor a bad profession? Isn’t the person who makes our city cleaner worthy of respect? This is a digression, but what I mean is, don’t point professions at your child as if they are terrible! There is a wonderful, amazing writer, I love her very much, I love her book, I love her blog, I read her notes, and now she, having a prestigious job, honor and respect, worked part-time as a cleaner in a pharmacy. Because she was interested! Because she decided so, because she liked it! Because all professions are needed. “Every mother is needed, all mothers are important!”
So let's get back to motivation. I can’t find it for your child for you, you have to find this key yourself, find the bear that holds the chest, catch the hare and watch out for the drake, and then the key is not far away!
The main thing is to show the child in the images available to him why he needs to study, why it is important to do his homework. When you succeed, show him how he spends his time. This is already a mechanical process. Use timing. Get a notebook and write down for several days everything that the child does for more than 5 minutes, even if he just sat for 10 minutes, looking at one point. Have you recorded it?
Count how much time he wasted. But here you have to be careful, because for example, playing with a phone or other gadget doesn’t seem like a waste of time to him, it’s like that for you, so use your imagination (who said it would be easy?) and use figurative examples again to show him how you lived your friend Uncle Petya or Aunt Sveta, when she….
Did it work? Have you broken through the wall of motivation? Shown with examples? Well done! Let's move on!
Planning! What kind of animal is this? My very favorite animal. Notebooks, notes. Girls especially should like it, but boys will also have to be trained.
We need to make a list! In it you include
- lessons
- mugs
- household chores and responsibilities
- free time
Below I showed an example of how I see (I don’t know the exact schedule of Dasha’s clubs yet, but approximately) the schedule of mandatory activities for the 2016-2017 school year.
As you can see, there is a school, there is a meal (in the morning it is included in the preparations, I did not highlight it separately), they have remained unchanged for many years. Even if we are on the road or visiting or at the theater, I always plan the time so that +- 40 minutes we can eat at the usual time (it is extremely rare that the schedule goes wrong, but these are isolated cases, 2 times a year is not a problem for me) . I won’t explain why this is so, this is not the topic of today’s conversation, but it is important to me!
Let's also note the circles, they have a schedule and they are important. The main thing is that they are chosen by the child. If your child doesn’t want to go to music, for example, don’t force it. It's better to quit than to force! There will be no sense in the fact that a child is implanted from above with something for which he is not ready!
I have so many examples before my eyes of those children who were forced or are being forced to walk, and if we are talking in the past tense, then the result is more than deplorable.
I changed more than 15 clubs as a child, in a year I could study in 6 different ones for a month or 2 each. But for which I am truly grateful to my parents, they didn’t force me, as soon as I said, this is not mine, they took me away and looked for a new one . And they found it! I found it myself, signed up for the club and attended it for 11 years! Without missing classes, and now I am friends with the teacher, her grandchildren play with Dasha, and we chat, looking at them and drinking tea in the fresh air. She became my mentor and friend! This is how it should be! That's the only way!
I had a friend who could play the piano for 5 hours, practicing a new piece of music. I was amazed, and she played. She wanted it!
And there was a boy I knew who was forced to practice martial arts, but he was far from a fighter, he dreamed of drawing, really! And so the child’s life was distorted that he still needs to be treated and treated, not only to correct his injuries, but also his psyche.
But let's get back to the schedule. The last column remains. I called it shared reading, but there is also getting ready for bed (teeth, shower and all that). This is a ritual. I read to Dasha at night, sometimes she reads to me (at her request), but this can only be canceled by something hyper-important and urgent, like my illness, for example. If I can read, I read! And I’ll keep reading until I retire! This is the best time of the day!
And now you see how much time is left, we insert it into the schedule (when I say insert, I mean the child), time for homework, time for what he chose. Even if the child chooses the time to prepare the homework later, in your opinion, do not rush to stop him, let him try. WHAT could happen?
He will understand that he is tired and cannot do it anymore, but you remind him that he chose this time, etc. dz is his area of responsibility (remember the motivation), then he needs to do it, but next time offer to choose a different time.
The child can include in the plan playing on the phone, for example, or watching a movie, reading a book (here, too, don’t stand with an ax over your head, otherwise you can discourage the desire).
And when the schedule is full, give him time to test. After all, this is just a sketch, it can be changed and you need to let the child understand this. It’s not scary to change, our goal is to find the best option so that the child can do everything he needs, everything he wants, and so that your soul can be at peace (well, at least a little bit).
If there are more things to do than there are hours in the day or days in the week, then learn to prioritize. You can write things down in different colors and see how many of the most important things you have, how many are less important, and just what kind of entertainment (remember, there should be those too!!!)
Control. You are probably rubbing your hands, this is the moment when I will go on stage with a baton in my hands. Just kidding, but not really. Put away the baton, take a piece of paper instead and work on your schedule, and leave control over the child’s plan to him. Teach him to track the success of his implementation himself. You can’t walk hand in hand with him until retirement. Therefore, give him the necessary tools and step aside, read, watch a movie, wash the windows, you probably thought that you yourself cannot do everything. Here's your chance!
You can mark things in different ways. Highlight with a marker in different colors, cover with stickers or decals. Find your solution that is better fun and bright, so that you can smile and rejoice at the task completed.
If not everything was done in time or done, analyze why this happened. It's better to do this together. And my personal advice. Involve your child in the analysis of your failure, show him by example that you are doing the same work as he is. Look for solutions together, this will bring you closer together against a common enemy - time! And you will become a friendly team that has managed to conquer and subjugate time!
Let's sum it up! Motivation, Planning, Control - these are the first three steps towards time management, which need to be taught not only to adults, but also to schoolchildren!
We will definitely continue this topic, I have many ideas about what to discuss, but in the meantime I’m waiting for your questions in the comments so that I know what interests you most.
Sincerely, Maria Kostyuchenko
Head of the online school “Learning by Playing”
P.S. This article is copyrighted and is entirely intended exclusively for private use; publication and use on other sites or forums is possible only with the written consent of the author. Use for commercial purposes is strictly prohibited. All rights reserved.
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The man who dares
waste an hour of time
I have not yet realized the value of life.
— Charles Darwin
In elementary school, children have a huge burden. One of the common problems in children is the problem associated with the inability to plan and manage their time. Often parents are faced with the fact that the child does not start homework without a reminder, puts off homework for an indefinite period of time, preferring to spend time watching TV. Many children do not know at all what to do with themselves in their free time. The lack of daily routine and planning entails a number of difficulties that accompany the child when performing homework or household responsibilities.
The ability to manage time is an important and necessary skill, both for school and for adult life. allows you to effectively manage not only your own activities, but also life in general.
The younger the child, the easier it is to teach him self-organization skills and help him become independent. Famous psychologist L.S. Vygotsky introduced such a concept as the “zone of proximal development” - this is the level of development of a child that is achieved in the process of joint activities with a significant adult, but is not manifested in individual activities. At the same time, such experience allows the child to learn and expand the range of tasks, skills and abilities that he can perform independently. Thus, in order to teach your child the skills and abilities of planning and effective time management, you need to go through this path together with him.
3 steps to teach time management to schoolchildren
We must remember that time is not really within our control. Time is a very unique resource. Time cannot be returned and cannot be stopped, but it can be organized effectively.
Stage 1. Motivation
The most important, first, necessary task is to motivate the child. Show him the importance and necessity of organizing time.
At this stage, excellent helpers will be:
— . Invite your child to write down everything that happens to him from the moment he wakes up until the moment he sleeps at night. In order to see whether a child manages his own time effectively or not, you will need one or two weekdays and one weekend.
- game analysis of the situation. Offer your child small cases - game situations describing the day of a fictional boy or girl (depending on the gender of your child). Discuss whether your child thinks the hero of your story manages his time correctly or incorrectly. Where could he spend more time on education, and where could he spend less time on the computer? Find out what your child would advise the hero of the story to do in his personal free time. Such game situations serve as a kind of projective methods for parents to analyze the situation that is happening to their own child. Listen carefully to the answers and think together about what a student’s ideal day might be like.
Stage 2. Planning
Invite your child to make a list that includes:
- all important matters (training, sections, clubs, etc.),
- help around the house (how the child wants and can help, both independently and through joint activities with the parent).
— free time (what exactly do you want to do: draw, assemble a construction set, assemble an airplane model, paint with sand, and so on).
Once the list has been compiled, you should determine the order in which the tasks will be completed and allocate a certain amount of time to each task on the list.
For greater clarity, tasks from each group (important, help around the house, free time) can be highlighted in a separate color.
It should be remembered that an effective assistant in your activities with your child in teaching time management skills is the daily routine. What it is and how to create a schoolchild’s daily routine can be found in the “Healthy Lifestyle” course.
Stage 3. Control
In order to track the effectiveness of the day, it is necessary to agree with the child that the completion or failure to complete any task should be noted. This could be: a “plus-minus” system; mark in color “red” – not completed, “green” – completed; You can use stickers or invite your child to come up with his own system, which will allow him to take the initiative and help stimulate mental activity.
This kind of control is necessary so that the child can clearly see the result of the work done and learn self-control skills.
A visual correlation of completed and uncompleted tasks solves another important problem: it encourages the child to complete the task, generates the desire to “see a bright, beautiful result,” and as a result increases the student’s self-esteem.
At the end of each day, you need to answer a series of questions:
- Has everything planned been done?
- What didn't you do? Why?
- Mark from which block the things that are not done (important work/help around the house/free time).
- What will you do to correct the situation?
- Transfer unfinished tasks to the next day.
Thus, it is important to show the child why he needs to learn time management techniques, how this will help him in his school and everyday life, in everyday life. When teaching a child time management, it is necessary to take into account his individual and age characteristics, the rhythm of his life, interests, as well as capabilities, both physical and mental.
Harmonious development for you and your children!
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Municipal autonomous educational institution
"Yagrinskaya gymnasium"
Lesson for students in grades 10-11
“Time management or the ability to manage your time”
Petrushenko Irina Viktorovna
educational psychologist
MAOU "Yagrinskaya Gymnasium"
Severodvinsk
Content
Explanatory note 3
Main part 5
Literature 9
Applications 10
Explanatory note.
Today, high school students lead an active educational and creative life: lessons, elective courses, preparation for final exams, visiting various sections outside of class hours. Many high school students claim that they often do not have time to complete their daily tasks. Problems related to the inability to manage your time are among the most common. Success in adult life largely depends on how we manage time, so many people turn to time management technologies - time management in order to get everything done both at work and at home. Some believe that it is too late to teach a teenager to plan time for preparing lessons, organizing useful activities, and relaxing, since he is accustomed to the lifestyle he leads, but a person is capable of working on himself and changing for the better at any age. The topic of rational use of time is relevant and popular among both adults and students.
In a series of classes for high school students on psychological preparation for exams, conducted by a teacher-psychologist at the Yagrinskaya Gymnasium MAOU, a lesson was developed on teaching ways to successfully organize their work and leisure, “Time management or the ability to manage your time.”
Purpose of the lesson:
The lesson is structured in the form of a conversation, with elements of socio-psychological training, self-diagnosis and self-analysis.
The following are used in class forms of work, such as psychological games, conversation with students, interactive exercises and self-diagnosis.
As diagnostic materials We use the questionnaire we developed “How I use my time” (see Appendix 1) and the “Timekeeping” technique (see Appendix 2).
A memo “Ways to successfully use time” is also offered to students (see Appendix 3).
Lesson duration 45 minutes.
Expected results:
development of self-analysis and self-organization skills;
students acquiring skills to successfully manage their study and free time;
reducing the level of personal anxiety in students that occurs during preparation for exams;
Required equipment:
a room with freely moving furniture, equipment for demonstrating a presentation, a whiteboard for notes, questionnaire forms and “timing”, handouts “Ways to successfully use time.”
Main part.
Contents of the lesson.
“Time management or the ability to manage your time”
Target: analyze the effectiveness of time use and introduce students to ways to successfully organize their work.
Association warm-up.
Students are asked to name their associations for the word “Time” in a chain. The answers are recorded by the presenter on the board.
Then the presenter introduces the high school students to the topic and purpose of this lesson.
Conversation “The Art of Keeping Up.”
“Time is life. To waste your time is to waste your life. Taking control of your time means taking control of your life and making the best of it.” Alan Lakein.
The last year at school, the year before college devoted to cramming, preparatory courses and tutors, often turns out to be the most difficult in the life of schoolchildren, even more difficult than entering college itself.
If you analyze everything you do, you can write out a whole list. Besides homework and homework, what can you name? (household chores, workouts, communication with friends)
Each of these tasks takes a certain amount of time. Who can say that they manage to do everything? , what do you need per day? Very few people can boast of this.
There are special techniques that help people with this - “Time Management”.
Efficiency means choosing the best option from the available options and doing it in the best possible way.
Please remember: there is no shortage of time! We have plenty of time to do everything we really want. If you, like many people, are “too busy” to work successfully, then keep in mind that there are many people who are much busier than you but get more done than you. They don't have more time than you. They just make much better use of their time!
Self-diagnosis: “Timekeeping” and questioning.
Students are asked to record on special forms (see Appendix 2) all events from wake-up to bedtime during one working day and one weekend.
After this, having analyzed the results themselves, students are asked to fill out a questionnaire “How I use my time” (see Appendix 1).
And then, dividing into groups of 4-5 people, analyze and summarize the results, and present to others at what time stage the loss of time occurs and determine what exactly it was spent on by the members of each group.
The facilitator summarizes the data from all groups, recording the main points on the board.
Conversation " Possible reasons for ineffective use of time»
The reasons for ineffective use of time can be divided into two groups: external and internal.
External interference is the fruit of our work environment; events that distract attention and deprive you of control over time. These time killers are as follows:
chatting with friends (such as communications, Odnoklassniki.ru and Vkontakte.ru (and other social networks));
delays when leaving the house (forgot your keys at home?);
delays on the road (Queue for the minibus);
problems with computer and Internet access;
email (spam);
search for folders, pens, etc.;
telephone calls;
Except There are also internal ones that eat up your time from the inside: your character traits and personal qualities that cause downtime at work, and as a result, stress and the realization that you don’t have time to do anything. It is necessary to get rid of them, but this will be more problematic than getting rid of external killers. Internal interference is a part of our lives and habits are very difficult to break.
Internal interference includes:
inability to refuse and say NO;
the habit of grasping at everything at once;
incorrect assessment of timing and scope of work;
the desire to always be useful and help everyone;
natural slowness;
www.improvement.ru
Appendix 1.
Questionnaire “How I use my time.”
Do you plan your day (things that need to be done during the day)?
Do you have time to do the necessary (or planned) things during the day?
Do you feel that your time is often wasted?
What do you waste your time on? What activities do you waste time on?
How much time (approximately) does it take you to do your homework?
How much time (approximately) is spent watching TV, on the computer (games, chatting)?
Would you like to learn how to use your time more efficiently?
Appendix 2.
Timing “Accounting for lost time”
Days
Appendix 3.
Memo "Ways to use time successfully."
There are many ways to use time successfully. They can be presented in the form of principles of constructive action for organizing your work:
precise definition of goals. When starting to do something, you need to determine as precisely as possible what you specifically want to do;
focus on the main thing. It is very useful to make a list of all the tasks according to their priority and urgency;
creating incentives. A person does best what he likes. “Favorite” things are always done faster than “necessary” ones. If you can turn “need” into “want”, work efficiency will increase significantly;
setting deadlines. The best way to make a commitment is to set a deadline for completing a task;
determination. Try to get to work as quickly as possible: think, decide, act. Once you start doing something, you don’t need to doubt it all the time - move on;
the ability to say “no”. This will allow you not to be distracted by unnecessary things and conversations;
control of time spent talking on the phone and “visiting” the Internet;
ability to listen. Pay close attention to information to know exactly what, where, when and why is happening;
rejection of templates and repetitions. Just because you've done your job successfully using the same method every time doesn't mean it's the best. Find out how others are doing this work. Maybe it can be done faster and more efficiently;
attention to detail. Nothing unsettles you more than annoying little things. Be attentive to seemingly insignificant things and objects in everyday life and at work. This will save you a lot of time and effort;
full use of time. The time you spend traveling and waiting can be used to think about things and plan your day.
