Effective prioritizing is about arranging workload based on both the importance of the tasks as well the resulting impact of the completed tasks. Teachers must be able to assess whether projects can be put on hold if the outcomes are not as impactful as others.
Priorities are not as black and white as“ putting math and English first and getting to arts projects if time avails.” This kind of thinking can lead to class burnout – for both teachers and students. Within certain contexts, an impactful art or outdoor activity can be just as stimulating as academic lesson plans.
Don’ t just list priorities; schedule them. Teachers need to keep a planner, not emails, in front of them. Lists tend to nag at them and grow ever longer. They need to schedule the biggest priorities for times when they’ re at their peak energy; see the time blocked out on their calendar and they’ ll have a visual symbol and reminder of what their goals are for the day. If they need they can set a timer or alarm for a scheduled priority to keep on task, Snooze it as they must, but they need to use it to get things done and move on.
For any task, teachers need to specify the most concrete next step. Rather than setting the task as“ Write up report” and taking hours to do it, they can put“ Start jotting report notes” and give themselves just a half hour. This breaks large projects into small, concrete steps that can be satisfying along the way
Prioritize assignments – when studying, teachers should get in the habit of beginning with the most difficult subject or task. They ' ll be fresh, and have more energy to take them on when they are at their best. For more difficult courses of study, they can try to be flexible: for example, build in reaction time when they can get feedback on assignments before they are due.
2. Strategically plan homework assignments
Both teachers and students may find that assignments that require repetitive practice is better suited for the home environment. Although in-class practice helps when framing and structuring problems, repetitive practice during class may not be the best use of time. Assignments that simply ask students to complete a set number of problems for practice unnecessarily consume valuable class time.
3. Avoid“ loaded” procrastination Here are some useful indicators that will help teachers know when they’ re procrastinating.
Filling their day with low priority tasks from their To Do List. Reading emails several times without starting work on them or deciding what they are going to do with them. Sitting down to start a high-priority task, and almost immediately going off to make a cup of coffee. Leaving an item on the To Do list for a long time, even though they know it`s important. Regularly saying " Yes " to unimportant tasks that others ask them to do, and filling their time with these. Waiting for the“ right mood” or the“ right time” to tackle the important task at hand.
According to research, to avoid procrastination in regarding evaluation teachers find it more efficient to break up grading materials into small groups that are graded each day than to work on grading the work of the entire class on the same day.
They avoid piling on loads of grading assignments, and try to knock out batches at a time. A small pile each day is easier to manage and allows a teacher to properly evaluate the assignment and offer feedback to students. Teachers can experience a sense of accomplishment from each completed batch.
4. Postpone unnecessary activities until the work is done! Teachers need to postpone tasks or routines that can be put off until their school work is finished. This can be the most difficult challenge of time management. As teachers
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