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To cite this article: Cathy Collins (1990) Time Management in the Classroom:, Special Services in the
Schools, 5:3-4, 131-153, DOI: 10.1300/J008v05n03_08
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Time Management in the Classroom:
Increasing Instructional Time
Cathy Collins
Texas Christian University
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Requests for reprints should be directed to: Cathy Collins. School of Educa-
tion, Texas Christian University, P.O. Box 32925, Fort Worth, TX 76129.
O 1990 by The Haworth Press, Inc. All rights reserved. 131
132 PROMOTING SUCCESS WITH AT-RISK STUDENTS
Your procedure:
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AU~IIPIISTRATIVEDUTIES
Your procedure:
Your procedure:
Classroom-BasedApproaches in Promoting Student Success 135
TABLE 1 (continued)
STUDENTS WHO ARE AFISENT
P o s t weekly assignment lists on b u l l e t i n b o a r d .
Each time a handout is g i v e n , p l a c e f i v e e x t r a c o p i e s i n an ongoin8
f o l d e r f o r a b s e n t e e s , p u t t h e d a t e on e a c h handout ( o r have c l a s s r o o m
o f f i c e r r e s p o n s i b l e f o r handing o u t p a p e r s , stamp d a t e s and f i l e hand-
o u t s ) ; a b s e n t e e s know where t p g e t i n f o r m a t i o n on missed work s o t h a t
i t c a n be completed b e f o r e t h e i r makeup d e a d l i n e has ended.
Decide how much time w i l l be allowed f o r makeup work and s t i c k t o i t .
f o r example, s t u d e n t s have a s p e c i f i c amount o f time a f t e r t h e i r r e -
t u r n t o s c h o o l t o complete a s s i g n m e n t s and one day a b s e n t means work
is done day a f t e r s t u d e n t r e t u r n s t o s c h o o l .
Decide i f t h e r e w i l l be a p e n a l t y and how much i t w i l l be f o r missed
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Your Procedure:
1. Can I use time during this lesson to vary the size of the group
in which students will work, vary the room arrangement,
spend more time using concrete objects, or enhance the learn-
ing experience by taking time to move to another location such
as outdoors or the cafeteria?
2. Have I allocated time to meet auditory, visual, tactile, and
kinesthetic learning needs? Have I incorporated the option of
using more than one modality in demonstrating mastery of the
learning objective?
3. What method of grading will give the fastest and most direct
feedback to students?
4. What amount, depth, and variety of coverage is expected as a
maximum and minimum learning?
5. What are the attention span demands of this lesson and do
these demands match the time of day and point in the year in
which the lesson will be delivered?
plan they are making for students and less time writing elabo-
rate, detailed lesson plans than do less efficient teachers.
2. Students of time-efficient teachers are more prepared for their
lessons because the teacher has provided them with long-range
calendars of assignments and posted assignments in the class-
room.
3. These teachers give more interesting introductions to lessons
because they have the time to find new materials, plan how to
explain the rationale for each lesson, and design ways to fre-
quently review the rules and procedures in activities.
4. They explain concepts in concrete terms, using examples,
non-examples, analogies, and personal experiences.
5. They guide students in practicing the concepts before they al-
low them to work independently.
6 . They reteach the concepts several times, using samples to
stimulate different modalities in the first two days of instruc-
tion.
7. They provide new information more frequently than less suc-
cessful teachers, that is, their organizational skills enable them
to implement more objectives.
8. They divide complex tasks into simpler tasks with greater ease
than less successful teachers. They also give step-by-step di-
rections for new learning tasks.
In addition, these teachers deliver lessons that do not interfere
with the pace of slower learning students. Specifically, these suc-
cessful teachers have overcome five problems in lesson delivery.
These problems, as well as the methods they used to overcome
them are cited in Table 2.
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Classroom-Based Approaches in Promoring Student Success 139
TABLE 3 (continued)
38. I n a b i l i t y to maximize changes and t o c a p i t a l i z e upon the opportun-
i t y o f the moment.
39. Making frequent mistakes or giving i n e f f e c t i v e performances.
40. Having no standards or standards that do not maximize your capa-
b i l i t i e s and capacity.
41. Being unable t o d e t e c t progress or t o maintain achievement records.
42. Experiencing wondering actention.
43. Exhibiting poor handwritting.
44. Misplacing items.
45. Failing t o l i s t e n .
46. Overdoing routine tasks.
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TABLE 4
TEACHEW TIME USE JOURNAL
Dale Day of Week
Name
Today:
1. Ifell good dolnglmmpleUn~eglnning
4. 1E A"no"
~ when Iwuld and should have said "yes" when
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14. Thlngs Iwuld, should, and would have done today I Ihad managed my time
more elliclenliy were:
17. The three mosl tlmeconsumlng tasks or goals thal I cannot conlrol B e
amount of time they lake are:
18. Analysls ol Ills day's adviUes in lighl o l talents used and enjoymenVoulputs
gained reveals that:
Tomorrow spend 10 rnlnuleswmpleling another copy of Ulls form. Keep separale noles
wdhoul rcferring back to lhls worksheet.
144 PROMOTING SUCCESS WITH AT-RISK STUDENTS
special services provider can meet with the teacher to discuss the
insights that evolved.
2. Teachers do the things they know how to do faster than the things they
do not know how to do. and they do things for which the resources are
available.
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3. Teachers do the things that are easiest before doing things that are
difficult. They tackle small jobs before tackling large jobs, and
things are done that provide the most immediate closure. One easy
thing can be done as a "priming of the pump" to get a big task going.
4. Teachers do things that require little time before the things that
require a large amount of time. The things that ore urgent are done
before things that are important.
10. Teachers work on things in order of their arrival. Things are done
that present themselves ab most important by the suggestion of others
or by the nature of the task itself.
146 PROMOTING SUCCESS WITH AT-RISK STUDENTS
tively arranged in the space available, and (e) a task one feels slight
pressure to complete.
Method 4: Learn to set aside time to work on deadlines. The
fourth method is to learn to establish appropriate deadlines. Many
teachers believe that their time-stresses are a result of having too
many deadlines and that their administrators do not give enough
time to complete the tasks. However, most teachers have not been
educated how to: (a) assess the amount of time needed to complete
tasks, and (b) increase their flexibility of thinking so as to create
more time to reach deadlines.
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plied in the title, this time management principle is best used with
tasks that: (a) have several sub-tasks requiring the same action,
(b) can be easily divided into sequential sub-tasks, (c) require dif-
ferent skills or tools, andlor (d) have a wide variety of sub-tasks to
complete before the end is reached. With this method, all sub-tasks
that require the same decision, skill or tool will be done before
moving to the next sub-task of each unit's work.
The success of this method is based on the principle that our
capabilities and efficiency are increased by doing one activity re-
peatedly. Further, boredom and tedium are reduced. To illustrate,
when the assembly-line method is used when papers are graded,
teachers do not have to continually ask themselves: (a) "Did I grade
# 3 on this paper?," (b) "What part of question # 7 did I want
everyone to mention?," (c) "Was I too lenient with Susan's an-
swers?," and (d) "What am I going to do now? I've graded almost
all the papers and given several A's. Now I come to George's paper
and it is superior to all the others." In conclusion, the assembly-line
method can reduce indecision, eliminate wasted time, and increase
quality.
Method 8: Build a set of training wheels. Whenever a teacher or
student sets a goal a little beyond their level of unassisted ability,
you can point out how their goal challenges them to grow and com-
pliment them for setting it. Then you lend support so they can rise
to the demands of the task by "building a set of training wheels for
them."
One means of building this support is to suggest that teachers
learn to work in the same room when they have something difficult
to complete. The presence of their colleagues can motivate teachers
to persevere. Special services providers can model Method 8 by
148 PROMOTING SUCCESS WITH AT-RISK STUDENTS
1. Teachers can use more oral drill whereby each student writes
hisher answer on an individual, hand-held blackboard so they
can observe each student's response to each item.
2. Teachers can ask oral, extended-thinking questions that re-
quire two or more days of work before answering. Also, they
can give written assignments that require two weeks of work.
3. Each afternoon before they leave, teachers can ask each stu-
dent to give an oral example of the major concepts taught that
day.
Classroom-Based Approaches in Promoting Student Success 149
3. You t h i n k you c o u l d b e s t l e a r n t h i s s k i l l i f we d i d
(e.g., a n experiment, amall-group work, r e a d i n g about i t , i n t e r -
viewing a n a u t h o r i t y on t h e t o p i c , t a k i n g a f i e l d t r i p , working
i n c l a s s , p r a c t i c i n g a t home)?
With a p a r t n e r ?
Alone?
TABLE 8
STUDENT-PUNNED PROJECTS
Reward
Task: 1
Dlflerentlaled Task:
Selling:
Lecturo Learnlng Role playlng
center
I
I
Geme Peer group Library
(committee)
1
Tutor Small group Programmed
teacher-directed lextbook
lesson
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