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Time Management: Ma. Karina D. Ferreras Mam-As

The document discusses various aspects of time management in the classroom. It defines key terms like available time, allotted time, engaged time, academic learning time, pacing of curriculum and lessons, and transition time. It provides practical suggestions for teachers to improve skills like increasing allotted time, engaged time, and academic learning time. Suggestions also include pacing curriculum and lessons appropriately and decreasing transition time between activities. The overall goal is to maximize the effective use of classroom time for learning.

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Maria Karina Ferreras
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110 views16 pages

Time Management: Ma. Karina D. Ferreras Mam-As

The document discusses various aspects of time management in the classroom. It defines key terms like available time, allotted time, engaged time, academic learning time, pacing of curriculum and lessons, and transition time. It provides practical suggestions for teachers to improve skills like increasing allotted time, engaged time, and academic learning time. Suggestions also include pacing curriculum and lessons appropriately and decreasing transition time between activities. The overall goal is to maximize the effective use of classroom time for learning.

Uploaded by

Maria Karina Ferreras
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TIME MANAGEMENT

Ma. Karina D. Ferreras


MAM-AS
OUR BIG IDEA
Time in the classroom can be
thought of as a most valuable
resource to effective learning.

2
Use of Classroom time
The process of educational management includes use
of classroom time. Many researchers in their work
have made it evident that the amount of information
learnt is an outcome of the amount of time allowed
and is also called the opportunity to learn. This
process depends on the amount of time spent by a
student on a particular subject.

3
SKILLS LINKED WITH EFFICIENT AND EFFECTIVE
USE OF TIME

• Available Time
• Allocated time
• Engaged Time
• Academic Learning Time
• Pacing (of curriculum and lesson)
• Transition time
4
AVAILABLE TIME

This is the time available


for all the activities in the
school. It is limited by the
number of days in an
academic year and
number of hours (usually
5 hours a day) including
interval time.

5
ALLOTTED TIME
Allotted time is the amount of time
assigned for instruction in a
content area. Every teacher uses
their allotted time differently.
Some teachers, for example, use
40 minutes of a 45 minutes period
to develop a concept, in other
classes only 20 minutes will be
used for developing a concept
related to the subject matter.
Teachers whose students attain
relatively poor achievement use
more allotted class time for
noninstructional activities. 6
Engaged time is the
ENGAGE TIME amount of time the students
is actively involved in
learning tasks such as
writing, listening and
responding to the teacher’s
questions. Engaged time
does not include classroom
task such as disruptive talk
with another student, day
dreaming, and so forth.

7
ACADEMIC LEARNING TIME (ALT)

Academic learning time is the amount


of time a student spends performing
relevant academic tasks with a high
level of success, and where the tasks
are directly relevant to an academic
outcome. The concept of ALT
represents a considerable refinement
over engaged time. Procedural
activities such as taking attendance,
making an announcement, coping with
classroom disruptions, dealing with off-
task behaviors, and so on, are not to
be included in academic learning time.
ACADEMIC LEARNING TIME (ALT)

It can be concluded that academic learning time is


an important variable for teachers on the basis of
following reasons:
(a)It is an indication of whether the teacher is able
to put his pedagogic activities together.
(b)Lack of time planning causes management
problems
PACING CURRICULUM AND LESSON

Curriculum pacing is concerned with the rate


at which progress is made through the
curriculum, i.e. the rate at which you cover or
complete the curriculum. Lesson pacing is
concerned with the pace at which the teacher
conducts or teaches individual lessons. Pacing
is a very important variable for effective
learning. Most students learn more when their
lessons are conducted at a fast and active
pace because a relatively fast pace stimulates
their attentiveness and participation as more
content has to be covered by the students. The
more the content the teacher covers, the more
the students seem to learn. 10
PACING CURRICULUM AND LESSON

The ideal pace would depend on the students' abilities and


developmental levels, nature of the subject matter and, of
course, the teacher's instructional expertise.
Pacing, like many other characteristics of effective
instruction, has a positive effect on student achievement.
Less effective teachers catch update and then provide too
much material at one time and without any practice. They are
in a great hurry to cover the syllabus during the last months
of the session. Pacing of lessons keeps the student engaged
and increases higher interest in learning. By implication, good
pacing reduces student misbehavior in the class.
11
Teaching involves a number of
related activities such as
TRANSITION TIME presentation of content, discussion,
questioning, demonstration, practice
(guided as well as independent) and
so on. Considerable time is taken up
in shifting from one activity to
another. This shifting or change over
from one activity to another is called
transition. If these transitions are
not managed properly, a lot of time
will be wasted.

12
TRANSITION TIME
Management of transition time does far more than just save time.
Students are more likely to misbehave when there is a break in the
continuity of a lesson. Management of transitions is one of the most
critical tasks to be managed by the teacher. The following are some
management techniques for making transitions quick and smooth:
(a)The teacher should have materials ready and demonstrate
confidence in closing one activity and initiating the next.
(b)The teacher should exercise greater vigilance during transitions.
(c)The students should be so motivated that they enter the next
activity with interest and expectation of success.

13
PRACTICAL SUGGESTIONS TO IMPROVE TIME
MANAGEMENT SKILLS

INCREASING INCREASING INCREASING ACADEMIC


ALLOTED TIME ENGAGE TIME LEARNING TIME

• Keep necessary materials and • Prepare a schedule of class • Try to link instructional task with actual life
equipment ready for use. periods and make all the students experiences.
• Keep some extra activities for aware of it. It can be pasted on • Make sure that the students attend to your
those students who complete their their diary or displayed at a place presentation.
tasks early. where they can easily notice it.
• Noticing students' behavior indicates their
• Similarly, keep necessary • Stick to the schedule. involvement in the lesson or instructional
equipment such as projector, audio • Welcome all students and draw activities.
or video tape-recorder, extension their attention to the lesson. • Find out areas of students' interest and build up
cords, tests, audio-visual aids, and
so on, ready for use. The • Wait until the all students are ready instructional activities around those interests.
equipment should be easily (physically and mentally) for the • Teacher should use concepts, vocabulary,
accessible to the teacher or the lesson and are willing to be examples, expressions, and so forth, that are
students as the case may be. engaged in pedagogic activities. familiar to the students. 14
PRACTICAL SUGGESTIONS TO IMPROVE TIME
MANAGEMENT SKILLS

PACING CURRICULUM DECREASING


AND LESSON TRANSITION TIME

• A yearly schedule and term schedules for covering the • Students should be prepared in advance about upcoming
required curriculum should be prepared. transitions.
• The amount of content to be taught should be according to • Verbal directions should be I given to them to facilitate
the mental and maturity level of the students. transitions. T
• Material as per students understanding should be included. • he students should be told clearly what is expected of
• A judicious pace of teaching as far as possible should be them.
used. • Number of students involved in transition should be
• Comment on the responses of the students should be quick considered
and next teaching point should be covered. • Irrelevant and too many instructions should be avoided.
• Level of difficulty should be reduced instead of slowing • If there is some major problem with a student, then he can
down teaching pace. be given remedial treatment separately. 15
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