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Semelhante a Time management quadrant aaa 115
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Time management quadrant aaa 115
- 1. 1 st Generation: Checklists, Notebooks & Journals
- 2. 2 nd Generation: Calendars, Appointment Books, Managing Deadlines
- 3. 3 rd Generation: Goal-Setting & Prioritisation
- 4. 4 th Generation: Time Management via Self-Management
- 5. What ROLES do you play in life?
- 6. What must you do to ensure you play the role well?
- 7. Activities Positively Related to Your Role = IMPORTANT
- 8. Activities Un- Related to Your Role = NOT IMPORTANT!
- 9. Distinguish between URGENT and NOT URGENT activities
- 10. Urgent Not Urgent Important Not Important Q1 Q2 Q3 Q4
- 16. https://google.maricopa.edu/ Google Calendar Provides an overview of upcoming commitments, appointments and dates
- 18. A self-management tool that records by life roles all important tasks to do that day or as soon as possible
- 19. A self-management tool that records and tracks for two weeks all of the outer and inner actions that need to be done repeatedly to reach a particular goal
- 26. How do I manage my time effectively?
- 29. Now does what you identified as your goals and priorities match how you are actually spending your time? If not develop a plan to make your goals your priority.
Notas do Editor
- Get students to make a list of things they need to do today. Elicit discussion about the BENEFITS of keeping checklists, etc. Try to ask if there’s anything LACKING in the approach as a lead-in to the next item…
- Get students to plan out their activities for the entire week or month if possible. Discuss BENEFITS of this approach.
- Ask students to list down their goals for the whole year. What do they plan to achieve? Then get them to PRIORITISE.
- Get students to list down the important roles in their lives. The list will usually look like this: son/daughter Brother Friend Student
- Get students to think that GIVEN the roles they are now playing, what would be the activities they need to do on a regular basis to ensure they “perform” well? E.g. Spending time with family Studying Exercising Learning about other communities Learning about manners
- Get students to list down some of their activities which have NO BEARING on their key roles in life: Spending long hours on the telephone Facebook? Watching TV? Discuss the balance between ‘relaxation’ and ‘time-wasting’. Relaxation is necessary part of re-creation and growth, but when it takes up most of our time then it becomes time-wasting.
- Define ‘urgent’ or get students to define it. Get them to talk about what tasks are urgent or not urgent.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.