COURSE TITLE:
SAVE TIME: Time Management for Your Teaching & Your Life
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR;
MARY ANN JOHNSON, M.Ed.
MaryAJohnson-Advisor@comcast.net
206/367-8058
30
30
COURSE DESCRIPTION:
This course will help you save time. Do you sometimes wonder where all of your time goes? Do you want
to live a more balanced life? Do you get overwhelmed by everything on your to do list at school? Do you
wish you could spend less time grading?
This class will help K-12 teachers work “smarter not harder” and will teach you simple strategies you can
use during your planning time and at home to live a more balanced life, tackle your to-do list, and feel in
control and satisfied with what you have accomplished at the end of each day. Every chapter provides
you with ideas you can use immediately.
The text is Time Management from the Inside Out by Julie Morgenstern. It is available at Amazon.com for
$11 new and $3 used.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Learn what is holding you back in managing your time.
2. Determine where your currently spend you’re time.
3. Define your goals and activities for living a balanced life.
4. Create a time map of your life to create a map of your ideal balance.
5. Learn how to make time tangible and use this skill to improve your time management skills.
6. Apply the WADE formula planning and teaching: write it down, add it up, decide, and execute
your plan.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT:
Time Management from the Inside Out by Julie Morgenstern.
MATERIALS FEE:
Used text cost at Amazon.com starts at about $4. ISBN-10: 0805075909
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1: (Required for 400 and 500 Level)
Introduce yourself with a background profile in 1-2 pages.
• What led you to choose teaching as a profession and describe your current professional situation.
• What brings you the most joy in your work with teaching?
• What led you to choose this class and what outcomes do you hope to have through this class?
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 1”
Assignment #2: (Required for 400 and 500 Level)
Read chapters 1 and 2: “What’s your motivation?” and “What’s holding you back?” and respond to the
following questions in a 1-page paper or a mind map.
• What activity do you not have enough time to do at school? What activities do your students complain
they do not have enough time to do?
• Describe the three types of obstacles for time management.
• Which obstacle do you think is the most difficult for teachers and why?
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 2”
Assignment #3: (Required for 400 and 500 Level)
Read chapter 3: “Making Time Tangible.” Answer the following questions in 1-pages or a mind map.
• What is the critical question to ask in time management and why?
• Do exercise #1 from the chapter: Target three tasks that you tend to procrastinate on and determine
how long it actually took to finish those tasks (as opposed to what you estimated) and describe the
results of this experiment.
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 3”
Assignment #4: (Required for 400 and 500 Level)
Read chapter 4: The WADE formula and respond to the following questions in 2-pages or a mind map.
• What are the parts of the WADE formula?
• Describe the four D’s and how you could use the ideas of delete, delay, diminish and delegate in your
classroom.
• Who could you delegate some of your work to in teaching? What things could you delegate to
students that you currently do?
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 4”
Assignment #5: (Required for 400 and 500 Level)
Do a search online for time management for teachers or time saving tips for grading. Select and read the
3 web-pages or articles you like best.
• Write a 1-page summary of each. Include what you learned that you didn’t know before.
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 5”
Continue to the next page for additional assignments required for all levels.
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Assignment #6: (Required for 400 and 500 Level)
Read chapter five: ‘Where Paper Meets Time’ and do activity 1.
• Read activity 1: ‘Assess the Backlog’. Chose one place (it could be your desk at school) to do this
activity.
• Describe in 2-3 pages how the assignment was for you. What did you learn about yourself in this
assignment? Were you able to weed down some of the materials? What was the most useful tip in
this chapter?
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 6”
Assignment #7: (Required for 400 and 500 Level)
• Read chapter seven: “Your Unique Relationship To Time” and do exercises one and two.
• For exercises one and two in the book, answer the questions to determine what is working and what
is not working for you with time management.
• Describe in 2-3 pages the results of exercises one and two and how this will help you better manage
your time in school and outside of school.
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 7”
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
ADDITIONAL ASSIGNMENTS REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will have an opportunity to apply your learning to your professional situation. This
course assumes that most participants are classroom teachers who have access to students. If you are
not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom
teacher and start or need to complete this course during the summer, please try to apply your ideas when
possible with youth from your neighborhood, at a local public library or parks department facility, (they will
often be glad to sponsor community-based learning), or with students in another teacher’s summer
classroom in session.
Assignment #8: (Required for 400 and 500 Level)
• Do exercise one or two in chapter 9 (you can modify it to fit your teaching situation and your students’
ages) with your students at school or with a colleague.
• Describe in 2-3 pages the exercise you did and what the results of the exercise were.
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 8”
Assignment #9: (Required for 400 and 500 Level)
• Track your time for a week and determine where your time really goes. Look at chapter 8 for details
on how to track your time. Write up in 2-3 pages what you learned in tracking your time for a week
and what patterns you found in how you spend your time.
• When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 9”
Continue to the next page for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following:
Option A) Create a PowerPoint presentation for your staff based on this course and focused on time
management skills that would be useful to either teachers or their students. Save this as a PDF file and
email to the instructor. When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line:
“THI Assignment 10-A”
OR
Option B) Read and/or watch 3-5 more articles or videos on time management strategies. Write a 2-3
page summary and email to the instructor. Please include how you can apply this learning in your
classroom. When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI
Assignment 10-B”
OR
Option C) Another idea of your own with prior approval from the instructor.
When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 10-C”
400 & 500 LEVEL ASSIGNMENT
C.
INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
When finished, send to MaryAJohnson-Advisor@comcast.net. Subject line: “THI Assignment 11”
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mary Ann Johnson, M.Ed. Adm, has worked with students of all levels, from alternative high school to
gifted classes. She has also been a junior high vice principal and is now working with teachers for
continuing education in live classes and distance learning professional experiences. She has led
seminars for educators that focus on developing a quality learner environment for students and for
teachers. Her courses are research-based and resonate with user-friendly and energizing content.
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SAVE TIME: TIME MANAGEMENT FOR YOUR TEACHING & YOUR LIFE
BIBLIOGRAPHY
Boushey, G., Moser, J. The Daily Five: Fostering Literacy Independence in the Elementary Grades.
2006. Portland, Main: Stenhouse Publishers.
Designed to help teachers spend less time managing and more time teaching, this book demonstrates to
teachers how to have students become independent learners during literacy time. Teachers have
students read to self, read to a partner, listen to reading, write and work on word work while the teacher
conferences and works with small groups. This teaches you how to create your literacy block so you are
not having the students do busy work, which you will then need to grade.
Dodd, P., Sundheim, D. The 25 Best Time Management Tools and Techniques: How to Get More
Done Without Driving Yourself Crazy. 2005. Chelsea: Peak Performance Press.
25 Simple time saving tips that you can apply to your work and your life. This is a very easy, to read book
full of ideas and tips. It does not go into depth on the strategies, but gives summaries of the tips.
Fiore, N. The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying GuiltFree Play. 2005. New York: Penguin Books.
This book talks about different techniques and tips you can use to stop procrastinating. It also explains
why building play into your schedule is crucial and how that helps you focus more when you are working,
and why overworking can make you less productive.
Jones, F. Fred Jones Tools for Teaching: Discipline, Instruction, Motivation. 2007. Santa Cruz:
Fredric H. Jones Associates.
While this book has a lot of information on motivation and discipline, it has some invaluable chapters on
how to decrease the amount of grading that you do, and how to do more of your grading while students
are working, instead of after they finish working.
Morgenstern, Julie, Time Management from the Inside Out: The foolproof system for taking
control of your schedule and your life. 2004. New York: Henry Holt and Company.
This book teaches a variety of skills for time management and how to create a life balance that is
designed for your life.
Powell, A. The Cornerstone: Classroom Management That Makes Teaching More Effective,
Efficient, and Enjoyable. 2009. Due Season Press.
Mostly for elementary teachers, this book is full of time-saving tips. The book also talks about how to
actually work a 35-40 hour workweek as a teacher and do a good job while working those hours. It has
tips on managing your planning, grading and other time-management tips.
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