Flexible Education - Managing Your Time

Introduction

There is an art in managing time efficiently-getting the maximum value out of every minute spent. Following are some strategies in time management that you may find useful. The essence of it is organisation. The use of time needs to be planned in the long-term, the medium-term and the short-term

Long term - planning the semester / year

It is essential to have a 'planner'-an overview of the whole semester or year of study. Keep it visible-stick it on the wall above your desk. Mark in all your assignments and exams. Also mark in big events that you know will make demands on your time and energy, such as a family reunion, a friend's wedding, or a change in accommodation. Mark in any workshops you will be required to attend. This planner gives you a bird's eye view of the section of the future you are dealing with. It can be a fairly horrifying document ('Three assignments in week five ) However, it will be a strong influence on you to start planning and organising NOW. If you fill it in carefully and completely, no nasty shocks should creep up on you either ('A report due? Today? Oh, I didn't realise . .)

Overview

At this stage also, make an overall scheme of the topics you will have to cover in each subject to complete it or in preparation for an exam. It's a good idea to have this up on the wall too. If you do not already have an overview of the semester or year's work, refer to your Unit Outline for a list of topics and assignment topic and due dates. All this long-term planning means your medium term planning immediately becomes more effective.

Medium term - this week, next week

Use a weekly timetable. Write in all your work and family commitments first Then put in reading / research times, as appropriate, and also set aside time to go over your Study Guide together with texts and other reading. Allow time to make a summary of each important reading, using summary cards, association maps or any other summary-making strategy. Remember to include only the main points and set them out in a way that will make sense to you when you look at the summary again later in the semester. Then allow time for other follow-up work such as answering questions, working through examples or doing extra reading.

Next, enter time allocations for working on assignments which you can begin as soon as you have completed notes from your first module or topic. Be careful to be realistic. Allow for travelling time, meals, breaks and daily chores. Recreation time is important. Mark in any sporting commitments, training, outings and the TV shows you really want to watch. Budget enough time for sleep. As you plan all this, you will automatically become more time-conscious and efficient. Ways of saving time will occur to you. It will be easy to see if you need to make changes in your routine (eg more sleep, less television . . )

Short term - today

Set very specific goals. For instance: 'Plan assignment in outline. Read Chapter 3 for essay. Answer Questions 1-5 for revision. Revise topic x for exam'. Cross them off your lists as you do them.

Your short term planning of exam revision needs to fit systematically in your overall scheme. As you complete each day, you fill in some of the pieces. By the end of the semester or year, the picture is complete.

In your planning

Be realistic. Remember that long unbroken periods of work are often unproductive. In most adults, concentration begins to wane after 50 minutes or so. Take five minute breaks every hour, go for a walk around the garden, or other physical movement, which gives a change of scene and position. You will return to work refreshed, ready for another fifty minutes.

Be flexible. If your plan isn't working, reorganise it. Take into account whether you are an early waker and riser, or a night-owl who works best late into the evening, and adjust your plan accordingly

Snatch time here and there. Each day, most of us have lots of 'empty time'. We often spend it simply waiting ...at a bus stop. . . for a friend . . . in a queue . . .for an appointment. It can add up to a lot of time in a week. If you carry a book or some of your small exam revision summary cards or summaries of chapters you've read with you, it is amazing how much really valuable learning time you can do in these 5, 10 or 15 minute intervals. And it takes the boredom out of waiting!

Similarly, at home, doing the washing, or cooking, there may be intervals while you wait around for the next stage in the job. A lot of small study tasks can be accomplished in these pauses. (Don't get engrossed in longer tasks while cooking or you might let the food burn!)

Here is a strategy that works for a lot of people:

You are looking forward to a pleasant activity-an afternoon of tennis, say, or an enjoyable night out. You have plenty of time to get ready. Out of this you could actually spare some for work or study. Challenge yourself: 'Let's see how much I can get done on task x before I have to go'. It becomes a game, or a competition with yourself, and this can be very enjoyable, especially with the prospect of your outing at the end of it. Don't get so rapt in your work that you forget to go!

Other strategies

Study regularly. A routine usually leads to regular, retained learning whereas 'cramming' may soon be forgotten.

If you are interrupted while studying, deal with the matter and then return to study-don't try to cope with two things at once.

Use your Study Guide to decide what is essential and nonessential reading. You should skim-read the material first, using contents pages and headings. This gives you an overview and an idea where the writer is headed. Then read more carefully the essential material and skim-read the rest. Your ability to read quickly and widely will influence the depth of understanding you can gain from the study materials.

Reading is not necessarily learning. While reading you may underline and highlight (not library books!). However, this has been shown to be not as effective as making notes and reprocessing the material in your own words. Rewrite the main points being made in the Study Guide and Reader to be sure that you understand them. Underline and make margin notes. Try to relate your own work or life experience. Don't be afraid to ask questions of your lecturers or be critical of the material you're reading.

Look for clues and cues within the materials for the lecturer's particular biases or interests. Although you don't have to agree with the lecturer's orientations, it gives you a context in which to study the content of the study materials.

Use the objectives / check lists / summaries at the beginning and end of the modules/chapters in your Study Guide to ensure that you understand all of the content.

As you come upon them, list the names of important contributors to the field of study. This will help you recognise who they are, what their views are and how they differ from each other. You may also want to follow up their viewpoints with wider reading of their writings.

Do the activities and reflective exercises outlined in the Study Guide. They are placed there to help you analyse and consolidate your understanding of the preceding material - to help you reflect and put into context the material you've read. They will highlight the areas that you don't understand. So don't gloss over them; use them to understand the concepts being presented.

If you're concerned about your essay style get help before you submit your first one.

Always check your previous assignments and take note of the marker's comments.

Make the best use of the services of Australian Lutheran College. If you should ever feel that you are having problems and are unable to obtain assistance from your lecturer, please contact the Manager of Flexible Education or the Administrator with your questions

Updated: 15/8/2006 [1.00]

> about alc > schools at alc > academic courses > flexible education > enrolments > student information > news & updates > library > staff > publications > administration > your support > links > contact