Using+Work+Time+Well

I AM AWARE OF MY RESPONSIBILITIES Helping students budget time during lessons, practice time, and homework sessions requires some creative motivation. In order to help students acquire good work practice it is helpful to assist them in time management during the school day. As much as students, and the rest of us, wish to achieve our goals and use our time to the best advantage many distractions keep us from doing so.
 * 1) 4 Self-Awareness

Goal: Student demonstrates personal responsibility and expectations for using their schoolwork sessions appropriately and effectively. Time: Any lesson Materials: pencil and paper Focus: Students identify goal for work session in specified time and rate themselves on personal achievement including proof. Lesson: Students will work to their best ability during a specific work time. They will use the time wisely. No matter the lesson, this idea is intended to give students the information they need to be successful by sharing in preparation prior to individual work. Students recognize that it is their responsibility to complete or attempt to complete the assignment within the given amount of time without losing focus. Lesson Enhancement- Before beginning a practice session for instance in science, prepare students to make plans to complete the given assignment or work to their full potential with complete attention for a set amount of time. During the instruction time allow moments for students to partner share. Ask students to take turns explaining the skill to one another, then to ask a given number of questions, which will clarify thinking. The questions could be for the benefit of the questioner or the listener. Keeping a limit on the number of questions requires students to more carefully consider what they wish to clarify. Encourage good listening skills and interaction. If the lesson is during a science session, set up small groups of four if possible. Ask students to partner up within the group of 4. Allow students to explain the assignment to one another, one partner at a time. Then give time for students to ask up to 3 questions of their partner. As you move from group to group listen to the interactions and note discrepancies and areas you must clarify. When the partner share is completed if you deem it necessary you may ask partners to share their information with one another. This allows students to interact in the way they prefer, and to come to a better understanding of what is required of them during the work time. Any students who remain confused may use your assistance or rely on a partner in the group.

This method also allows students to learn to listen to one another well and accept another’s point of view and learning styles. This opportunity provides students to respect others ideas and challenges.

Assessment: Ask students to rate themselves on their work efforts during the session. A rubric you might consider: 4- I understood and used my work time wisely without distractions and I completed my assignment. I also asked appropriate questions of my partner and/or offered my partner helpful ideas without doing the work for her. 3- I understood and used my time wisely, stayed on task and completed nearly all of the assignment with some help to and from my partner. 2- I had further questions about the assignment, spent time trying to figure out what to do and did not ask my partner for appropriate help, or my partner was not able to help with my question. My assignment is partially complete. 1- I did not understand the assignment, was not prepared with my materials and felt uncomfortable asking questions. I did not seek further help from the teacher. 0- I did not do the assignment because I was distracted and did not use my time wisely.

The more often this practice is used the more efficient the student’s become at making the goal and the more productive at achievement. It may become a habit!