Time Management for Teachers

Time Management for Teachers

Jika Communication and Training welcomes you to this course, Time Management.

This course is broken up as follows:

Participants will attend 2 contact sessions (Session 1 will be 1 day and Session 2 will be 1 day, with 3 weeks of  experiential on-site learning and application of what was presented in the first contact session.

Session 1 (1 days)

Ice breaker activity and a focus on theory which will be presented in experiential mode: in other words, participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups.  Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.

During day one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection.  These tasks performed while the participant is at work, will inform the next training session.

EXPERIENTIAL ON-SITE LEARNING BETWEEN SESSION 1 AND 2

Session 2 (1 day)

The “homework tasks” are discussed and the next part of the course is completed, with participants completing their continuous assessment and reflection activities.  This workbook is handed in and serves as part of the participants PDP.  Within 4 weeks, workbooks are returned to us and we arrange the uploading of SACE points.

Table of Contents

Background

Introduction

Unit 1: Understanding the principles of time management

  • Definitions of time management
  • Terms associated with time management
  • Ideas for effective time management
  • Time management: A subset of project management
  • Achieving a common goal in a school by managing time

Unit 2: Planning and managing time

  • Planning
  • Macro planning
    • External potential problems / Interruptions outside the control of the school
    • Internal potential interruptions: under the control of the school
  • Micro planning

Unit 3: Personal and team to-do lists, priorities and target setting

  • Prioritise

Unit 4: Identify time wasters and generate solutions

  • Be aware of time wasters
  • Procrastination

Unit 5: Craft and implement time efficient plans

  • The importance of planning
  • Learning area doubling up
  • Language across the curriculum

Unit 6: Use free time and maintain a diary

  • Diaries and daily planning
  • What do you do in your free periods?

Unit 7: Managing time in the classroom

  • Pile ups
  • Tips for effective classroom (micro) planning
  • Planning for assignments and assessments
  • Time saving tips

Conclusion

Background

Demands of constantly revised national school curricula, usually driven by requirements of ever changing economic and labour trends, pressure on teachers to facilitate prescribed knowledge, attitudes and skills that learners need to acquire during a specified period of time set for their development during schooling, in other words, curriculum delivery is strictly time-bound in South Africa.  In most cases, teachers are not able to cope with the adjustments expected of them and to complete the prescribed work for a variety of reasons. One of the factors contributing to inability to complete prescribed work is the lack of time management during the delivery of curriculum.

Several research findings have identified a number of weaknesses within the schooling system, some of which are time wasters. Among findings were the following:

  • “When asked about the problem of absenteeism, late coming and disruptions to the time table, many principals tend to shrug and write off these practices to the unreliability of public transport, lack of parental commitment and teacher militancy. In contrast, a number of research projects have demonstrated that principals who manage their schools well take personal responsibility for the efficient management of time and address the issue through a combination of motivating teachers and learners, and establishing systems for combating time loss.“ National Education Evaluation & Development Unit (NEEDU) National Report 2013: 21
  • “There is a lack of thorough lesson preparation”… Department of Basic Education (2012 – 2013) IQMS Annual Report: 98 – 99
  • “Learners are given the opportunity to discuss the text with the teacher and with the other learners in the group. While the teacher is working with the small group, the remainder of the class should be engaged in independent reading activities and should not interrupt the teacher or the small groups engaged in reading”. National Education Evaluation & Development Unit (NEEDU) National Report 2013:38

Clearly, a great deal of time is wasted through late coming, absenteeism and the seeming inability of teachers to maximise classroom contact time, as well as the lack of accountability by some school principals. Therefore, it has become necessary to design and develop a tool that will assist you, the teacher, to identify and plan around elements that contribute to efficiency and effectiveness, hence eliminating or minimising time wasting factors in the execution of your duties.  This will ensure optimal use of your available time and so maximise learner achievement of knowledge, skills and associated values.  As teachers it is our professional duty to make every minute with our learners worthwhile and productive.

This short course has been designed and developed for you, and it focuses on equipping you with tools to manage your time more effectively and more efficiently in the long term, short term and in the daily execution of your duties.  Acquisition and implementation of the skills imparted in this course, will not only assist you towards completion of the work that needs to be covered over a period of time, but will also ensure that learners acquire the skills, knowledge and attitudes set for the said time period as they progress week to week, term to term and eventually from grade to grade. Using tools suggested in this module will also encourage teacher participation across the grades and learning areas towards working together as teams in a planned, more coherent fashion as you continue with the huge task of preparing learners to be able overcome economic challenges brought about by the constantly changing natural environment and technologies as well as workplace demands driven by global standards.

Course outcomes

At the completion of this module, you will be able to:

  • Demonstrate the understanding of the principles of time management as they apply to your work
  • Draw short, medium and long term plans using the CAPS as a tool
  • Set personal and team tasks/to-do lists and set targets aligned with the CAPS.
  • Prioritise personal and team tasks as they apply to your work
  • Identify time wasters and generate solutions in the context of your work
  • Craft and implement time-efficient plans in the context of your work
  • Keep your work organised with the use and maintenance of a diary
  • Manage time in the classroom

Organisation of this course

This module is divided into eight units organised around different principles of time management. Different skills in time management will be addressed in different activities. However, there will be overlaps of the application of some of the skills in different activities. The units are not arranged in order of priority but in the design and compilation of a coherent document.