Time Management and Time Management and Action PlanningAction Planning

Sharon WittSharon WittOctober 2009October 2009

Time Management. Opening Time Management. Opening thoughts:thoughts:

Spend five minutes chatting Spend five minutes chatting to the person next to you to the person next to you about how you are planning about how you are planning to fit in study with your to fit in study with your personal and career personal and career commitments? commitments?

Time Management.Time Management.

Don’t panic!Don’t panic! Work/life balanceWork/life balance Get in the habit of regular study Get in the habit of regular study

from the startfrom the start Ask for and accept offers of helpAsk for and accept offers of help

Time management: PlanningTime management: Planning

You might draw up a weekly study You might draw up a weekly study timetabletimetable

MorningMorning Afternoon Afternoon EveningEvening

MondayMonday 8.30 work8.30 work WorkWork 2 hours study2 hours study

TuesdayTuesday 9.00 college 9.00 college dayday

4.30 visit library4.30 visit library Family Family eveningevening

WednesdayWednesday 8.30 work8.30 work workwork 2 hours study2 hours study

From Ritchie and Thomas, 2004

The EnvironmentThe Environment

Think about where you like to Think about where you like to work.work.

Plan storage and work areasPlan storage and work areas Organise systems for filing etcOrganise systems for filing etc Lack of distractions and Lack of distractions and

interruptions!interruptions!

Time ManagementTime Management

Prioritise tasksPrioritise tasks Take breaksTake breaks Learning can occur in lots of Learning can occur in lots of

different waysdifferent ways

Action Planning: What is Action Planning: What is action planning?action planning?

Action planning helps you Action planning helps you achieve goals and ambitionsachieve goals and ambitions

A step by step approachA step by step approach It puts you in the driving seatIt puts you in the driving seat It involves setting SMART It involves setting SMART

targetstargets It makes it easier to review your It makes it easier to review your

progressprogress

Action Planning: SMART Action Planning: SMART targets targets

SpecificSpecific MeasurableMeasurable AchievableAchievable RealisticRealistic Time-relatedTime-related

Three spotlights on Three spotlights on development development

Your current job

The school’s Priorities

Your Professional

aspirations

Chambers, M. Baxter, G. and Powell, GChambers, M. Baxter, G. and Powell, G

A

C

B

Action Planning: SMART Action Planning: SMART Targets ActivityTargets Activity Using the sheet in groups of two Using the sheet in groups of two

or three tick a). b). or c). to show or three tick a). b). or c). to show which you think is the smart which you think is the smart target.target.

Try to come up with some Try to come up with some SMART targets for yourself to SMART targets for yourself to be achieved in the near future be achieved in the near future using the Professional using the Professional Development page [handout]Development page [handout]

Action Planning: Step by stepAction Planning: Step by step Step 1: What skills and qualities Step 1: What skills and qualities

do I have already? do I have already? Step 2: What do I want to Step 2: What do I want to

achieve? How do I know if I have?achieve? How do I know if I have? Step 3: What is my deadline for Step 3: What is my deadline for

achieving it?achieving it? Step 4: Who might help me?Step 4: Who might help me? Step 5: What do I need to do? Step 5: What do I need to do?

What are the action points?What are the action points? Step 6: Do it! Review it! Step 6: Do it! Review it!

What are you good at? What are you good at?

Step 1- What skills and Step 1- What skills and qualities do you have already? qualities do you have already?

Strengths Evidence How will these be developed?

Good understanding of general classroom routines, expectations, common organisational features, etc.

Work experience (pre-course) in 2 primary schools.

Good knowledge and understanding of English as a subject.

. A-Levels in English Literature and English Language – thoroughly enjoyed these studies.Good communication skills.

Good communication skills. Experience in public speaking (Rotary Club competitions) – gained confidence through this. Key Skills, Level 2 – Communication qualification.

Step 1- What skills and Step 1- What skills and qualities do you have already? qualities do you have already?

Strengths Evidence How will these be developed?

Work experience in several early years settings

References from the relevant practitioners and notes taken whilst in setting

Working with elderly patients- developing sensitivity towards individual needs and recognising the importance of confidentiality.

Work as an nursing auxiliary in a secure unit for the elderly.

Caring for two children ages 7 and 9 and having domestic duties as a live in au pair.

Au pair for one year, with references.Planning of sensitive curriculum

Step 1- What skills and Step 1- What skills and qualities do you have already? qualities do you have already?

Strengths Evidence How will these be developed?

Have a go at beginning to jot down your ideas!

ReferencesReferences

DfES, (2002) DfES, (2002) Getting StartedGetting Started…. London, …. London, Department for Education and SkillsDepartment for Education and Skills

Dryden,L , Forbes,R , Mukherji, P , Dryden,L , Forbes,R , Mukherji, P , Pound, L ( 2005)Pound, L ( 2005) Essential Early Years Essential Early Years New York, Hodder Arnold p229 (study New York, Hodder Arnold p229 (study skills appendix)skills appendix)

Ritchie.C, Thomas.P (2004) Ritchie.C, Thomas.P (2004) Successful Successful Study, Skills for Teaching Assistants Study, Skills for Teaching Assistants London Fulton Chapter 1London Fulton Chapter 1

Sage.R , Wilkie.M (2004) Sage.R , Wilkie.M (2004) Supporting Supporting Learning in Primary Schools : 2nd EdLearning in Primary Schools : 2nd Ed Exeter Learning Matters Chap 5Exeter Learning Matters Chap 5