TIME MANAGEMENT
-Using Time Effectively & Efficiently
TIME MANAGEMENT
-Using Time Effectively & Efficiently
-Debunking Time-Management Myths (e.g., people
work "better" under pressure)
TIME MANAGEMENT
-Using Time Effectively & Efficiently
-Debunking Time-Management Myths (e.g., people
work "better" under pressure)
-Combating Procrastination
TIME MANAGEMENT
-Using Time Effectively & Efficiently
-Debunking Time-Management Myths (e.g., people
work "better" under pressure)
-Combating Procrastination
-Identifying & Eliminating Time-Wasting Habits or
Activities
TIME MANAGEMENT
-Using Time Effectively & Efficiently
-Debunking Time-Management Myths (e.g., people
work "better" under pressure)
-Combating Procrastination
-Identifying & Eliminating Time-Wasting Habits or
Activities
-Balancing & Prioritizing Multiple Responsibilities
(e.g., school, work, family)
TIME MANAGEMENT
-Using Time Effectively & Efficiently
-Debunking Time-Management Myths (e.g., people
work "better" under pressure)
-Combating Procrastination
-Identifying & Eliminating Time-Wasting Habits or
Activities
-Balancing & Prioritizing Multiple Responsibilities
(e.g., school, work, family)
-Understanding How We Spend Our Time
Reflects/Reveals Our Priorities & Values
PROCRASTINATION
William Knaus, a psychologist, estimated that 90% of college
students procrastinate. Of these students, 25% are chronic
procrastinators and they are usually the ones who end up
dropping out of college.
What is Procrastination?
Procrastination is the avoidance of doing a task which needs
to be accomplished.
This can lead to feelings of guilt, inadequacy, depression and
self-doubt among students.
Procrastination has a high potential for painful
consequences.
It interferes with the academic and personal success of
students.
Why do Students Procrastinate?
•Poor Time Management.
•Difficulty Concentrating. Fear and Anxiety.
•Negative Beliefs such as; "I cannot succeed in
anything" and "I lack the necessary skills to perform
the task"
•Personal problems. For example, financial difficulties,
problems with your boyfriend/girlfriend, etc.
•Finding the Task Boring.
•Unrealistic Expectations and Perfectionism.
•Fear of Failure.
'The Deadline High'
•Coming up against a tight deadline and meeting it
is immensely satisfying. It can be associated with
strong rushes of adrenaline. The problems with this
are that you may find that jobs are being delayed
precisely to get this rush of adrenaline, and that
occasionally jobs may fail because they have been
left too late.
Perfectionism
•Often tasks are fussed over long after they have
been achieved to a quite sufficient level. This often
serves to delay tackling other problems. Often
perfection simply is not required, and is not costeffective to achieve.
High Risk Behaviors
Individuals suffering from reward deficiency
syndrome have difficulty inhibiting interest in
irrelevant actions that reward immediately but
interfere with their long term goals.
Reward Deficiency Syndrome:
Result of a deficiency of pleasure neurotransmitters,
principally dopamine but also serotonin and
endorphins, in the reward systems of the brain.
Nicotine, cocaine, chocolate, marijuana,
carbohydrates, alcohol and high-risk behaviors
increase the level of dopamine in this area of
deficiency.
BALANCE
•Perfect time management skills do not make one a
perfect student.
BALANCE
•Perfect time management skills do not make one a
perfect student.
•It is possible to excess about time,
BALANCE
•Perfect time management skills do not make one a
perfect student.
•It is possible to excess about time,
•To get so wrapped up in the minutiae of details
that meaningful tasks are not accomplished.
BALANCE
•Perfect time management skills do not make one a
perfect student.
•It is possible to excess about time,
•To get so wrapped up in the minutiae of details
that meaningful tasks are not accomplished.
•On the other hand, poor time management skills
do not make one a poor student.
MORE BALANCE
Doing well in school depends on
•setting aside time to study
MORE BALANCE
Doing well in school depends on
•setting aside time to study and
•using that time effectively.
ACTIVITY LOGS
Activity logs help you to analyze how you actually
spend your time.
•Memory is a very poor guide.
ACTIVITY LOG POINTS OUT EFFECTIVENESS
Your effectiveness may vary depending on
•the amount of sugar in your blood,
•the length of time since you last took a break,
•routine distractions,
•stress,
•discomfort, or
•a range of other factors, such as daily rhythms of
alertness and energy.
PURPOSES OF TIME MANAGEMENT
STRATEGIES
1. Plan activities and schedule time for completing
them.
•The strategies help one to predict when one will be
most busy so that plans to get things done may be
made ahead of time.
2. Help students become more punctual.
•Time management strategies also aid in
remembering obligations such as meetings,
appointments, and special events.
Personal Time Management allows you to:
•eliminate wasting time
•be prepared for classes and tests
•refuse excessive workloads
•monitor studying progress
•allocate resource (time) appropriate to a task's
importance
•ensure that long term projects are not neglected
•plan each day efficiently
•plan each week effectively
QUICK TIME MANAGEMENT SKILLS
•keep track of your time for one entire week.
•plan your schedule in advance
•write everything down
•do some work on a task the day that it is
assigned
Identifying your time stealers
* Interruptions - telephone
* Interruptions - personal visitors
*Meetings
*Tasks you should have delegated
*Procrastination and indecision
*Acting with incomplete information
*Dealing with team members
*Crisis management (fire fighting)
*Unclear communication
*Inadequate technical knowledge
*Unclear objectives and priorities
*Lack of planning
*Stress and fatigue
*Inability to say "No"
*Desk management and personal disorganization
Time Management Tips
•Don't be a perfectionist
•Learn to say no
•Learn to Prioritize
Prioritizing skills are among most wanted time management
skills for jobs that involve handling many projects at the
same time and coping with information overload.
•Combine several activities
Deciding Your Priorities
You should ask the following questions:
__What is the purpose of the task?
__What are the measures of success?
__What is acceptable performance?
__What are the priorities and deadlines?
You need to know this so that when you are overloaded
with work, you know what to focus on.
__What resources are available?
__What costs to other needs are acceptable?
__How does this relate to other people?
Effective Use of Time While Studying
Preview
•Read 24% FASTER
•While COMPREHENDING MORE
Learn SQ4R
•and Save 90% in REVIEW TIME
RECITE
Avg. student Forgets 80% in 2 weeks / Remembers 20%
RECITE and REMEMBER 80% 2 weeks later.
Sleep and Memory
•Recent research reveals that "sleeping on it" is
more than just a good idea.
•www.bettersleep.org/media_zone/think.html
Sleep and Memory
•Recent research reveals that "sleeping on it" is
more than just a good idea.
•In fact, neuroscientists now say that sleep is
absolutely critical for key brain functions including
learning, memory and performance.
•www.bettersleep.org/media_zone/think.html
Sleep and Memory
•Recent research reveals that "sleeping on it" is
more than just a good idea.
•In fact, neuroscientists now say that sleep is
absolutely critical for key brain functions including
learning, memory and performance.
• Nearly half of the population (47 percent)
mistakenly believe that the brain rests when the body
sleeps. The opposite is true.
•www.bettersleep.org/media_zone/think.html
Sleep and Memory
•Recent research reveals that "sleeping on it" is
more than just a good idea.
•In fact, neuroscientists now say that sleep is
absolutely critical for key brain functions including
learning, memory and performance.
• Nearly half of the population (47 percent)
mistakenly believe that the brain rests when the body
sleeps. The opposite is true.
•Sleep allows the brain to go to work, filing and
storing the day's events. "Most people incorrectly
think the brain is resting or recuperating during
sleep.
•www.bettersleep.org/media_zone/think.html
Sleep and Memory
•Recent research reveals that "sleeping on it" is
more than just a good idea.
•In fact, neuroscientists now say that sleep is
absolutely critical for key brain functions including
learning, memory and performance.
• Nearly half of the population (47 percent)
mistakenly believe that the brain rests when the body
sleeps. The opposite is true.
•Sleep allows the brain to go to work, filing and
storing the day's events. "Most people incorrectly
think the brain is resting or recuperating during
sleep.
•Actually, some parts of the brain are more active
when you're asleep," www.bettersleep.org/media_zone/think.html
Sleep and Memory
•Neuroscientists found that sleep allows the brain to
take care of the business of memory consolidation.
•"When you're asleep, the brain is processing
information accumulated when you were awake.
•It's no longer storing new input; it's organizing
information,"
•When a person is sleep-deprived, the brain's ability
to move information from temporary memory to longterm stores is impaired. As a result, the information is
lost or forgotten.
•"Sleep is a time when the brain can rehearse recently
learned material. "If you're sleep-deprived, you'll
remember less of newly presented information."
Sleep and Study
• Harvard Medical School researchers, led by assistant
professor of psychiatry Robert Stickgold, found that
people who slept after learning and practicing a new task
remembered more about it the next day than people who
stayed up all night after learning the same thing.
• Getting less than 6 hours a night can affect coordination,
reaction time and judgment, they said, posing "a very
serious risk."
• They found that people who drive after being awake for
17 to 19 hours performed worse than those with a blood
alcohol level of .05 percent.
www.cnn.com/2000/HEALTH/11/22/sleep.memory.ap/ &
www.cnn.com/2000/HEALTH/09/20/sleep.deprivation/index.html
When to Review: First Review
First review of the material about 5 to 10 minutes after the end
of study. This not only reinforces the consolidation of protein
synthesis [in the learner's neurons], it also makes the best use of
the reminiscence effect, since memory is at its highest around
this time. Research has shown that a five-minute review at this
time considerably improves later recall.
The Brain Book, Peter Russell
When to Review: Second Review
The second period of review should be about 24
hours later and should take only 2 to 3 minutes. This
makes maximum use of the consolidation occurring
during sleep, and will compensate for any initial
decline in the memory trace.
The Brain Book, Peter Russell
When to Review: Third Review
The third review should be about 1 week later for 2 to 3 minutes.
This will make use of the long-term reminiscence effect and
stabilize the memory for a much longer period...The effect of
such a review program is to reduce greatly the rate of forgetting.
Instead of the memory dropping off rapidly by about 80% over
the first 24 hours, it can be reinforced by reviews at the critical
consolidation periods...[a schedule for studying follows]...If the
extra 20% of time spent reviewing leads to an improvement in
long-term memory from 10% to 90%, the overall gain in
efficiency is about 750%. Thus a few minutes devoted to review
makes the hours spent studying effective and worthwhile.
The Brain Book, Peter Russell
Physical Exercise and the Brain
•Increase the amount of blood that gets to the brain.
Physical Exercise and the Brain
•Increase the amount of blood that gets to the brain.
•Augments the number and density of blood vessels
in the areas that need them most: motor cortex and
cerebellum.
Physical Exercise and the Brain
•Increase the amount of blood that gets to the brain.
•Augments the number and density of blood vessels
in the areas that need them most: motor cortex and
cerebellum.
•Short sessions of vigorous aerobic exercise,
usually in a program that lasts for several weeks,
seem to be the most helpful for mild to clinical
depression.
Physical Exercise and the Brain
•Increase the amount of blood that gets to the brain.
•Augments the number and density of blood vessels
in the areas that need them most: motor cortex and
cerebellum.
•Short sessions of vigorous aerobic exercise,
usually in a program that lasts for several weeks,
seem to be the most helpful for mild to clinical
depression.
•Men who burned 2,500 calories a day in aerobic
activity were 28% less likely to develop clinical
depression.
Physical Exercise and the Brain
•Increase the amount of blood that gets to the brain.
•Augments the number and density of blood vessels
in the areas that need them most: motor cortex and
cerebellum.
•Short sessions of vigorous aerobic exercise,
usually in a program that lasts for several weeks,
seem to be the most helpful for mild to clinical
depression.
•Men who burned 2,500 calories a day in aerobic
activity were 28% less likely to develop clinical
depression.
•Exercise increases the neurotransmitters
(norepinephrine, dopamine & serotonin) associated
with mood, cognition, behavior and personality.
Physical Exercise and the Brain
Exercises that involve complex movements cause
more connections to grow between neurons.
A User’s Guide to the Brain – John Ratey M.D.
Physical Exercise and the Brain
Exercises that involve complex movements cause
more connections to grow between neurons.
Exercise that focuses on balance and coordination
strengthen neural networks in the cerebellum.
Physical Exercise and the Brain
Exercises that involve complex movements cause
more connections to grow between neurons.
Exercise that focuses on balance and coordination
strengthen neural networks in the cerebellum.
They also affect the basal ganglia and corpus
callosum, sharpening memory and increasing
capacity to master new information.
Physical Exercise and the Brain
Exercises that involve complex movements cause
more connections to grow between neurons.
Exercise that focuses on balance and coordination
strengthen neural networks in the cerebellum.
They also affect the basal ganglia and corpus
callosum, sharpening memory and increasing
capacity to master new information.
Part of the reason for the generalized slowing down
effect as we age is that the body becomes less
efficient at delivering nutrients to the brain. Exercise
gets more nutrients to the brain.
Physical Exercise and the Brain
Exercises that involve complex movements cause
more connections to grow between neurons.
Exercise that focuses on balance and coordination
strengthen neural networks in the cerebellum.
They also affect the basal ganglia and corpus
callosum, sharpening memory and increasing
capacity to master new information.
Part of the reason for the generalized slowing down
effect as we age is that the body becomes less
efficient at delivering nutrients to the brain. Exercise
gets more nutrients to the brain.
Older men who stay in shape do better on mental
tests.
Movement and the Brain
Motor function is crucial to all the other brain functions,
including memory, emotion, language, and learning.
Movement and the Brain
Motor function is crucial to all the other brain functions,
including memory, emotion, language, and learning.
The many connections between motor and cognitive
functions suggests that any sort of physical activity can
improve our motor function and therefore our cognition.
Movement and the Brain
Motor function is crucial to all the other brain functions,
including memory, emotion, language, and learning.
The many connections between motor and cognitive
functions suggests that any sort of physical activity can
improve our motor function and therefore our cognition.
The reason is that the primary motor cortex, basal ganglia,
and cerebellum, which coordinate physical movement, also
coordinate the movement of thought.
Movement and the Brain
Motor function is crucial to all the other brain functions,
including memory, emotion, language, and learning.
The many connections between motor and cognitive
functions suggests that any sort of physical activity can
improve our motor function and therefore our cognition.
The reason is that the primary motor cortex, basal ganglia,
and cerebellum, which coordinate physical movement, also
coordinate the movement of thought.
Fundamental motions like walking and running trigger the
most deeply ingrained neural firing patterns in these brain
regions.
Movement and the Brain
Motor function is crucial to all the other brain functions,
including memory, emotion, language, and learning.
The many connections between motor and cognitive
functions suggests that any sort of physical activity can
improve our motor function and therefore our cognition.
The reason is that the primary motor cortex, basal ganglia,
and cerebellum, which coordinate physical movement, also
coordinate the movement of thought.
Fundamental motions like walking and running trigger the
most deeply ingrained neural firing patterns in these brain
regions.
To improve our brains, we need to move our bodies.
Meditation and the Brain
– Relaxation Response
Reduced stress and anxiety.
Improved Mental Abilities:
Increased intelligence, increased creativity,
improved learning ability, improved memory,
improved reaction time, higher levels of moral
reasoning, improved academic achievement,
greater orderliness of brain functioning, increased
self-actualization.
Improved Health:
There are many activities that can produce the
Relaxation Response.
http://tm.org/charts/chart_08.html
Why Form A Study Group?
Group study has long been a successful function in the
college environment. Students coming together, sharing
ideas, and preparing is a delightful part of the college
environment. Group study is a helpful way to re-enforce
the personal first time study and expand the range of
learning.
1. Group study can build confidence in each
student's ability and the group's ability to
prepare for the most demanding tests.
2. Group study helps each individual to see the
differing perspectives of their fellow students.
3. Group study creates an opportunity for each
student to expand the material the teacher has
given.
www.byu.edu/ccc/learning/groupstr.shtm