Riverside Brookfield High School

160 Ridgewood Rd., Riverside, IL 60546

Academic Support Lesson: Time Management School Counselor: Beth Augustine (or other school counselor) Date(s): 2013-2014 Academic School Year Grade(s): Sophomores Students

ASCA Student Standards (Domains/Standards/Competencies): Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Competency A2 Acquire Skills to improving learning A:A2:1 Apply time management and task management skills Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community. Competency C1 Relate School to Life Experiences A:C1:1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life

Learning Objectives: Students will be able to: Materials: Pre-Post Test Homework and Time Management Activity Blank Weekly Schedule White Board & Dry Erase Markers Time Management Tips Handout Assess time management skills Prioritize tasks in a timely and efficient manner Demonstrate capability to balance multiple tasks Create and use a time management weekly schedule Identify methods of time management that are not effective

Lesson Procedures: Student Involvement is Italicized 1. School Counselor will distribute the pre-test to students and introduce the lesson. The School Counselor will introduce the topic of time management by asking students to brainstorm ways they effectively manage time while keeping a list on the white board. Student input can be related to organization, planning head, keeping a calendar, and goal setting. School counselor will then distribute the Homework and Time Management Activity. Students will complete the activity alone, and after they will discuss the activity in small groups of 2-3 students for about 5 minutes. The discussion will also include identifying 3

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Riverside Brookfield High School

160 Ridgewood Rd., Riverside, IL 60546
things that worked well when organizing the schedule, and 3 things that did not work well when creating the calendar. While students are working in small groups for the first activity, the counselor will start preparing Part 2 of the lesson. He/she will write on the board the following statements: a.) Your dad is out of town so you have to watch your 10 year old brother from 3:305:30, when your Mom comes home. b. )Test in Biology tomorrow. c. )You have an evening meeting from 7:008:30 tonight. d. )Tuesday night movie of the week 8:0010:00, which you have been dying to see. e.)Straighten your room before going out this weekend (a requirement from your mother). f.) You have a project due in 2 days but you are required by your group to go to the store to purchase the supplies they will be using in class the next day. After 5 minutes of discussion of activity #1, the counselor will ask groups to share with the class some of the methods they identified that worked well and did not work well when prioritizing tasks. The counselor will transition by having students read situations A-E from the white board, while passing out 2 blank weekly calendars. Part of this activity requires students to assign how much time each task will require. Students will plan activities A-E on the calendar taking into consideration the time needed to complete the task. Additionally, students can determine when tasks may overlap, and when they may be able to multi-task. Ex: Cleaning room while watching younger brothers. The next discussion will revolve around prioritizing tasks. It is important that the counselor discuss the difference between things we want to do, and things we have to do. Ask students to identify the "wants" vs. the "needs" from tasks A-E. Highlight the importance of putting the needs before the wants in order to reach academic or personal goals. Ask students to write down all of their upcoming assignments, activities and commitments off to the side on their blank calendar, with an idea of how much time is required for each task. Students will fill out the additional weekly calendar so they can plan their full week using all the techniques learned in parts 1 and 2. Allow time for questions and additional discussion throughout the lesson and as needed. After students have completed their own personal weekly calendar the counselor will hand out the post-test. While handing out the post-test the counselor will emphasize why time management is important and how a structured schedule is beneficial.

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Plan for Evaluation: How will each of the following be collected?

Process Data:

All Sophomore level students (~200) will receive the "Time Management" activity Part 1 and 2. Counselors will perform the lesson during health classes or homeroom.

Riverside Brookfield High School

160 Ridgewood Rd., Riverside, IL 60546
Perception Data 95% of students can identify 3 ways they can improve their time management skills. 95% of students report utilizing a schedule to plan for assignments and additional activities Outcome Data: In the past year, there has been a 30% decrease in detentions for failure to complete assignments Sophomores and juniors increased average GPA from 2.8 to 3.2 over the past two years Follow Up: Teachers will identify students that are not completing assignments and spend additional time assisting them in creating schedules and prioritizing tasks Counselors can provide students the necessary services for dealing with stress and anxiety that may come from full schedules

References: www.schoolcounselor.groupsite.com