Be st Pr ac tic e s for He lping Stude nts to Stay on T ask Ja - - PowerPoint PPT Presentation

Be st Pr ac tic e s for He lping Stude nts to Stay on T ask

Ja nua ry 13th 2017

Je nna F r e nc h, M.S.

L e a rning Disa b ility Spe c ia list / DRC Co unse lo r fre nc hj@ smc c d.e du 650-306-3368

T ake a mome nt to think about your stude nts:

 Do yo u ha ve stude nts who a re o fte n la te to c la sse s o r o ffic e ho urs?  Do yo u ha ve stude nts who put o ff pro je c ts until the la st minute ?  Do yo u ha ve stude nts who lo se thing s a nd live with pile s o f pa pe rs in the ir

b a c kpa c k?

 Do yo u ha ve stude nts who miss de a dline s?

If you ar e nodding “ye s,” the n you’ve c ome to the r ight plac e .

What ar e the ways in whic h e xe c utive func tioning impac ts stude nts?

 Ge ne ra l Diffic ultie s:

 Pla nning  Org a nizing  Sc he duling  Co mple ting ta sks a t a ll o r o n de a dline

 Sc ho o l re la te d diffic ultie s:

 Org a nizing ma te ria ls a nd se tting

sc he dule s

 Mispla c e pa pe rs, re po rts, a nd o the r

sc ho o l ma te ria ls

 Diffic ulty ke e ping tra c k o f pe rso na l

ite ms

 K

e e ping the ir pa pe rwo rk o rg a nize d

 Se e king he lp  Wo rking in g ro ups

T he Conc e r n and the Re ason

T he Conc e rn  F

• rg e ts to b ring the rig ht b o o ks a nd supplie s ho me o r to sc ho o l

 T

he ir de sk, lo c ke r, b a c kpa c k, a nd no te b o o k a re in disa rra y.

 T

he y fo rg e t de a dline s a nd sc he dule d a c tivitie s. T he Re a son

 T

he ne uro lo g ic a l pro c e ss  o rg a nize , prio ritize , a nd a na lyze is c a lle d "e xe c utive func tion"

 Atte ntion de fic it disor

de r (ADHD) a nd re la te d ne uro b io lo g ic a l  impa ire d e xe c utive

func tio n skills

 Due to a b no rma l do pa mine le ve ls in the fro nta l lo b e o f the b ra in

Re se ar c h Data

 70% of stude nts who to o k o ne o r mo re re me dia l re a ding c o urse s in c o lle g e

did no t a tta in a c o lle g e de g re e o r c e rtific a te within e ig ht ye a rs o f e nro llme nt. (U.S. De pa rtme nt o f E duc a tio n)

 Hig h sc ho o l stude nts a re not taught study skills and time manage me nt skills

(Na tio na l Co mmissio n o n E xc e lle nc e in E duc a tio n, 1983).

 A la c k o f a tte ntio n to time ma na g e me nt a nd study skills is one of the most

fr e que nt c ause s of pr

• ble ms fo r first-ye a r stude nts. (Re thinking Co lle g e

Re a dine ss, Da vid T . Co nle y)

Re se ar c h Data

 Stude nts sc o ring lo w o n e xe c utive func tio ning wo uld be ne fit fr

• m le ar

ning te c hnique s to manage time and to r e dir e c t atte ntion and e liminate inte r fe r ing thoughts (Sto ne , 2000).

 T

ime manage me nt skills have be e n r e late d to ac ade mic ac hie ve me nt

(L a hme rs & Zula uf, 2000)

 Instr

uc tion in time manage me nt c an also be linke d to ac ade mic suc c e ss

(Ma na lo , 1996).

Psyc hosoc ial impac t

 Ha ve lo w se lf-e ste e m

 F

ro m frustra ting a nd de mo ra lizing e xpe rie nc e s in the ir e a rlie r sc ho o ling

 Ca lle d stupid o r la zy in the pa st, e ve n b y the ir te a c he rs  F

re q ue ntly put into c la sse s with "slo w le a rne rs" o r with stude nts who ha d o the r a c a de mic pro b le ms

Pr e ssure on Stude nts What c an pr

• fe ssors do?

We fo c us a lo t o n wha t

the stude nts c a n do diffe re ntly

Ho w c a n pro fe sso rs he lp

the se stude nts?

High Sc hool vs. Colle ge

High sc hool  Ha ve a n a ide  Give n le ss wo rk to do  E xte nsio ns g ive n a ll the time  T e a c he rs fre q ue ntly struc ture d yo ur a ssig nme nts  Cla sse s fille d yo ur da y Colle ge  L e ss in-c la ss time  Mo re wo rk o utside o f c la ss  Gre a t de a l o f fre e do m a nd fle xib ility  E xpe c te d to do muc h mo re o f the ir g o a l-se tting inde pe nde ntly

High sc hool vs. Colle ge Ne w Colle ge Stude nts De pe nd on Pr

• fe ssors

 Stude nts a re surprise d a t the le ve l

• f c o urse rig o r o r pa c e

 T

hink pro fe sso rs will initia te inte ra c tio ns if the re is a pro b le m

 T

hink pro fe sso rs will c he c k in o n the m

How ar e you c ur r e ntly he lping stude nts with T ime Manage me nt?

T ime Manage me nt Skills

Assig nme nts  Cle a rly writte n e xpe c ta tio ns o f a ll a ssig nme nts

 I

n sylla b us a nd in pe rso n

 I

nc lude a n e xa mple o f the a ssig nme nt

 I

nc lude a c a le nda r ve rsio n o f the due da te s

 Re mind a b o ut upc o ming due da te s  Se nd e ma il re minde rs the we e k b e fo re  T

ime fo r q ue stio ns a b o ut upc o ming a ssig nme nts, so e ve ryo ne c a n he a r

 Give the a ssig nme nt wa y in a dva nc e

T ime Manage me nt Skills

Cale ndar s/ Stude nt Planne r s  E nc o ura g e stude nts to put in the ir pla nne r:

 due da te s o f pro je c ts  te sts  c la ss trips  o the r impo rta nt a c tivitie s a nd e ve nts

 Assist stude nts, sho w the m so me ide a s  E

xtra c re dit if stude nts sho w yo u a fille d o ut c a le nda r

 Ro utine ly a sk pa rtne rs se a te d to g e the r to c he c k e a c h o the r’ s pla nne r/ c a le nda r

tha t e ve rything is a c c ura te ly re c o rde d.

 K

e e p a ma ste r mo nthly c a le nda r po ste d in the c la ssro o m o r we b site

 Pro vide stude nts with a sing le - o r do ub le -pa g e mo nthly c a le nda r fo r impo rta nt

da te s the y c a n se e a t a g la nc e

T ime Manage me nt Skills

Sylla bus

 I

nc lude AL L a ssig nme nts, pa g e numb e rs, due da te s, e tc .

 Pre se nte d it b o th ve rb a lly a nd visua lly  Cre a te a “to do ” list fo r stude nts tha t c a n e a sily b e c he c ke d

• ff whe n c o mple te d

 Hig hlig ht a ll the due da te s in o ne c o lo r. Ma ke the due da te s

stic k o ut

 Give e xa mple s o f ho w lo ng it ma y ta ke so me stude nts, fe w

da ys o r fe w ho urs

 “T

he r e is the DRC, this se r vic e is fo r stude nts with disabilitie s to ge t ac ade mic ac c o mmo datio ns. Any stude nt who had an IE P/ 504 plan o r atte nde d the r e so ur c e r

• o m might qualify fo r

the se se r vic e s. E xample o f so me ac c o mmo datio ns ar e e xtr a time o n e xams, and no te taking suppo r

• t. T

he y also pr

• vide

L e ar ning Disability te sting fo r stude nts who ar e inte r e ste d in be ing te ste d.”

 I

nc lude e xa mple o f so me a ssig nme nts

T ime Manage me nt Skills

Sc he dule s  Se nd a n E ma il 2 we e ks Be fo re Cla ss Sta rts

 Atta c h sylla b us  Allo ws the m to se e wha t tha t c la ss is like , a nd b ring

q ue stio ns to the 1st c la ss

 Re mind the m to g e t the b o o k a nd a ny o the r supplie s

 E

xpla in c o urse c o nte nt a nd re q uire me nts c le a rly

 Po int o ut a ny c ha ng e s in the sc he dule

 E

ma il

 Write o n the Bo a rd  Sa y it, o ve r a nd o ve r

T ime Manage me nt Skills

L

• ng- T

e r m Pr

• je c ts

 Pro vide :

 ha ndo ut e xpla ining pro je c t g uide line s  its time line  sc o ring rub ric

 Bre a king pro je c ts into sma lle r,

ma na g e a b le inc re me nts

 Assig n se pa ra te due da te s fo r sta g e s o f

the pro je c t

 (g e tting a to pic a ppro ve d, o utline

sub mitte d, re se a rc h no te s/ re so urc e s liste d, turning in first dra ft, e tc .).

 Ca n mo nito r pro g re ss

 Ma ke sure stude nts ha ve a c c e ss to

ne e de d ma te ria ls

 Che c k in a b o ut it  T

e xtb o o k no t in the b o o ksto re

 We b site no t wo rking  Do n’ t o wn a c o mpute r – re fe r to the T

L C pro g ra m

 Po st tho se due da te s a nd fre q ue ntly

re fe r to the m a s re minde rs

T ime Manage me nt Skills

 E

stablish an E ffic ie nt Syste m for gr ading  I f o nline , sho w wha t e a c h is g ra de . Po st the g ra de  Ho w muc h is a n a ssig nme nt wo rth?  I f the y misse d a fe w, whic h sho uld the y fo c us o n to ma king up?

 T

he Powe r

• f Inc omple te s

 T

• do list

 Mo de ling : E

sta b lish da ily a list o f to pic s/ a c tivitie s

 Che c k o ff whe n do ne

 Ma ke a T

• Do L

ist in sylla b us

 Pr

aise and Positive r e infor c e me nt  Use fre q ue nt pra ise a nd po sitive re info rc e me nt

POP QUIZ

Wha t is o ne thing yo u c a n do to he lp stude nts with time ma na g e me nt? Disc uss with a pa rtne r…

Pr

• c r

astination

Why do stude nts pr

• c r

astinate ?  L ist:

 a la c k o f mo tiva tio n  de fic ie nc ie s in se lf-re g ula tio n  e xte rna l lo c us o f c o ntro l  pe rfe c tio nism  fe a r o f fa ilure  lo w se lf-e ffic a c y  lo w se lf-c o nfide nc e

 E

xa mple : A la st-minute e ma il fro m a stude nt with a q ue stio n

 Ove ra ll - I

t ha ppe ns

 Mig ht b e the ir style

Pr

• c r

astination Study

 F

a c ulty re se a rc he rs a ske d 200 stude nts

 Ab o ut a n impo rta nt a ssig nme nt fro m the pre vio us se me ste r  Ave ra g e Amo unt o f T

ime Give n to Co mple te  6.5 we e ks

 Stude nts we re a ske d ho w ma ny da ys b e fo re the due da te the y sta rte d the

a ssig nme nt

 Me dia n Re spo nse  thre e we e ks 

On a ve ra g e , stude nts use d a bout ha lf the a va ila ble time to c omple te the a ssig nme nt

Pr

• c r

astination Study

“I t’ s e a sy to la y the pro c ra stina tio n pro b le m o n stude nts a nd c e rta inly the y must o wn a b ig pa rt o f it. But this r

e se ar c h indic ate s that pr

• fe ssor

s ar e not powe r le ss. T

he re a re wa ys a ssig nme nts c a n b e de sig ne d a nd c o urse s struc ture d tha t c a n de c re a se the a mo unt o f pro c ra stina tio n.” Wha t did the study find? ......

Pr

• c r

astination

Inte re st in the a ssig nme nt

 Giving stude nt c ho ic e s

 E

ssa y

 Pre se nta tio n  Vide o  Po ste r b o a rd  E

xa m Cla rity of instruc tions

 Diffic ulty o f the a ssig nme nt  did no t a ffe c te d mo tiva tio n  Cla rity o f instruc tio ns did  I

f stude nts we re no t c o nfuse d the y we re mo re mo tiva te d to g e t sta rte d

Pr

• c r

astination

Skill var ie ty

 Assig nme nts with a va rie ty o f skills  mo re

inte re sting

 Mo re e ffe c tive a t mo tiva ting stude nts to

b e g in wo rk e a rlie r

Re war ds and inc e ntive s

 Stude nts sta rte d e a rlie r  with re wa rds

a nd inc e ntive s

 T

he se c a n inc lude :

 po ints  simply e nc o ura g ing writte n c o mme nts o n

wo rk in pro g re ss

Pr

• c r

astination

Inte r de pe nde nc e

 Bre a king la rg e a ssig nme nts do wn into inte rde pe nde nt pa rts  Go t stude nts wo rking o n la rg e r a ssig nme nts e a rlie r  K

e pt the m wo rking mo re c o nsiste ntly

 Re q uire :

 o utline fo r e ssa y,  to pic ide a  Stude nt ma de study g uide

Soc ial nor ms

 Se t the no rm fo r pro mptne ss a nd time ly c o mple tio n

 L

ike ly to pro c ra stina te we re le ss like ly to do so

 I

f no rms tha t va lida te pro c ra stina tio n we re e sta b lishe d, the y influe nc e d e ve n tho se no t pro ne to pro c ra stina te .

How to Re fe r a Stude nt to the DRC?

 Do no t a sk the stude nt dire c tly if the y ha ve a disa b ility.  Use the c lass sc he dule o n pa g e 13-14, to sho w c o nta c t

info rma tio n fo r: L e a rning Ce nte r, Ca re e r Ce nte r, Co unse ling Ce nte r, T ra nsfe r Ce nte r, Bo o ksto re , E OPS/ CARE / Ca lWo rks/ F

• rme r

F

• ste r Yo uth, He a lth Ce nte r, Psyc ho lo g ic a l Se rvic e s, I

nte rna tio na l Stude nts, T RiO SSS, Ve te ra ns Se rvic e s e tc .. Yo u mig ht sa y, "I wa nt to sha re so me info rma tio n o n c a mpus se rvic e s tha t yo u mig ht find he lpful."

 Whe n yo u me ntio n the DRC, yo u c o uld a sk the stude nt, "Ar

e yo u awar e o f the DRC o ffic e ? T he DRC pr

• vide s a numbe r
• f se r

vic e s fo r stude nts with a var ie ty o f disabilitie s.”

How to Re fe r a Stude nt to the DRC?

 Ultimate ly it is up to the stude nt  Do not for

c e a stude nt to walk ove r the to DRC.

 Ple ase do not ask the stude nt to pr

• vide you any disability r

e late d doc ume ntation.

 E

xa mple s o f wha t to sa y:

“T he r e is the DRC, this se r vic e is fo r stude nts with disabilitie s to ge t ac ade mic ac c o mmo datio ns. Any stude nt who had an IE P/ 504 plan o r atte nde d the r e so ur c e r

• o m might qualify fo r

the se se r vic e s. E xample o f so me ac c o mmo datio ns ar e e xtr a time o n e xams, and no te taking suppo r

• t. T

he y also pr

• vide L

e ar ning Disability te sting fo r stude nts who ar e inte r e ste d in be ing te ste d.”

Or ganization Skills

“Par t o f the pr

• ble m is that sc ho o ls do n’t te ac h physic al o r

ganizatio n.” Make all handouts same c olor

 Ca n se e the distinc t c o lo r  Ma tc h a ll my b inde rs a nd no te b o o ks fo r tha t c la ss  E

a sie r to find a nd g ra b

Have a hole - punc h handy

 T

hre e -ho le punc h a ll yo ur ha ndo uts to e a sily inse rt into sc ho o l b inde r.

Or ganization Skills

E xtr a c r e dit for showing how to or ganize pape r wor k

 E

xtra c re dit

 I

n fro nt o f the c la ss the y sho w ho w the sta y o rg a nize d

 Ha ve the m e xpla in ho w the y o rg a nize the ir b inde rs, fo lde rs, a nd/ o r no te b o o ks

 Stude nts le a rning fro m pe e rs  E

ve ryo ne is diffe re nt

 I

t is o ka y if a stude nts syste m do e sn’ t lo o k like yo urs

 Diffe re nt stude nts ha ve diffe re nt c o mfo rt le ve ls fo r c ha o s.  So me stude nts c a n ma ke it wo rk with a syste m tha t wo uld ma ke o the rs c ring e , b ut if

it’ s wo rking fo r the m…

Or ganization Skills

Be a Good Role mode l

 Be o rg a nize d  Sta y to yo ur wo rd  Sta y with the sylla b us  Arrive e a rly, sta rt o n time , a nd e nd o n time  Re turn wo rk in a time ly ma nne r

He lping Stude nts Stay F

• c us in Class

L e c tur e Pr ac tic e s

 Afte r 10 – 20 mins  a ssimila tio n fa lls o f ra pidly  T

e c hniq ue s:

 L

e c tur e / Que stioning  T

a lk 10 mins, pa use , a sk pre pla nne d q ue stio n

 Sur

ve ys with E xe mplifie r  Pa use , a sk dire c tly fo r a sho w o f ha nds

 T

ur n T

• Your

Par tne r And Pause  Ask e a c h to turn to a pa rtne r a nd disc uss

 E

xplic ation de T e xte  Re a ding a nd a na lyzing pa ssa g e a lo ud

 Guide d L

e c tur e 

Stude nt liste n to le c ture 15 mins witho ut ta king no te s, the n spe nd 5 mins re c o rding wha t the y re c a ll, the n sma ll g ro up c o mpa re wha t the y re me mb e r

 Imme diate Maste r

y Quiz  L

a st fe w minute s o f c la ss ta ke a te st

 Stor

y T e lling  Sto rie s a llo w a liste ne r to se e k a n e xpe rie nc e o f b e ing a live in the m

He lping Stude nts Stay F

• c us in Class

Bre a ks

 Ha ve b re a ks in c la ss, a b o ut 15 mins  Ask stude nts wha t the y pre fe r

Be c re a tive in your le ssons.

 Mo ve a ro und while ta lking

 Mo ving a ro und a nd sta nding ne a r the stude nt will he lp

 Use b rig ht visua ls b ut ke e p it simple  Use dra ma whe n te a c hing

 Va rying to ne s whe n re a ding a lo ud

He lping Stude nts Stay F

• c us in Class

If the Stude nt L

• oks Bor

e d

 Do no t a ssume the y kno w the ma te ria l  T

he n de c ide to spe e d up yo ur pa c e

 I

t ma y b e inste a d tha t the y a re ha ving tro ub le unde rsta nding

 Or the y ha ve diffic ulty pa y-a tte ntio n

Allow stude nt to have manipulative s

 Allo w the stude nt to ha ve “b usy ha nds  Sma ll b a ll, po ste r putty, o r o the r o b je c t to ke e p the m b usy

a nd fo c using

He lping Stude nts Stay F

• c us in Class

Stand up for L e ar ning!

 I

t is OK fo r stude nts to sta nd a nd do the ir wo rk.

 “I

c an't te ll yo u ho w many te ac he rs lo o k at me funny whe n I say this, b ut it re ally I S OK. I am no t a “sit at my de sk and wo rk fo r ho urs” type o f pe rso n. I ne e d mo ve me nt. I g e t antsy sitting fo r lo ng pe rio ds

• f time , so it is no t strang e to think o ur stude nts

wo uld as we ll.”

Make e ye c ontac t

 L

e t to the m to sit in the fro nt o f the c la ss to ma inta in e ye c o nta c t

 Pre ve nts distra c tio ns in fro nt o f the m

He lping Stude nts Stay F

• c us in Class

Wr ite dir e c tions on the boar d

 F

• r a n in-c la ss a ssig nme nt

 I

n c a se the y misse d the dire c tio ns

Allow all stude nts to r e c or d

 Allo w the m to b e a b le to g o b a c k a nd re -liste n

Pr

• vide quie t plac e s for

stude nts to wor k

 T

his is a diffic ult ta sk a s mo st c la ssro o ms a re live ly

Wor king in Gr

• ups

 Avo id  Wha t a re yo u te a c hing ?  I

s it a n SL O?

 Anxie ty fo r stude nts  Sc he duling Co nstra ints  T

he I nde pe nde nt Stude nts

 De c iding Who Do e s Whic h Pa rt  Po o r I

ntro ve rts

 Unfa ir Burde n  Gro ups do no t pro vide the b e st o r e a sie st c o nte xt fo r le a rning

Communic ation

L e ar n About Your Stude nts

 Stude nts a re wa re o f the ir diffic ultie s

 T

he y c a n o fte n te ll yo u wha t he lps the m fo c us

 Ask:

 “Ho w c a n I

he lp? ”

 “Wha t ha s wo rke d in the pa st? ” Be Available

 K

e e p a ll line s o f c o mmunic a tio n o pe n with stude nts

 Gra de s

 Disc uss pro b le ms with the stude nt

 fre q ue nt a b se nc e s  la c k o f pa rtic ipa tio n in c la ss a c tivitie s  missing de a dline s

 E

nc o ura g e the stude nt to sta y in to uc h with yo u

 "I

f yo u ha ve a pro b le m, c o me a nd se e me .”

Communic ation

F le xibility

 Pro vide e xte nde d time a s ne e de d  Co nside r mo re fle xib ility with re g a rd

to a c c e pting la te wo rk

F ac ilitate Suc c e ss

 Cre a te le a rning situa tio ns tha t a llo w

stude nts to suc c e e d.

 Suc c e ss fo r so me stude nts c a n b e a

pe rfe c t C

Stay T r ue to Your Rule s & E xpe c tations

 Be c o nsiste nt in yo ur a ppro a c h a nd

e xpe c ta tio ns.

 Ne e d a struc ture d sc he dule  K

e e p rule s simple a nd c o nse q ue nc e s c le a r.

F ind Ways to Maintain Patie nc e & Unde r standing

 Be pa tie nt, c o mpa ssio na te , a nd

unde rsta nding .

Communic ation

Powe r Dynamitic

 F

e e l the y ha ve no vo ic e

 F

e e l the y ha ve no po we r o r input in the te a c hing re la tio nship

F e ar  T he y a re in tro ub le  Sc a re d to ta lk to pro fe sso rs  Sc a re d to g o to o ffic e ho urs

 T

he y will b e la b e l dumb

 T

he y a re a sking to o ma ny q ue stio ns

 T

he y sho uld kno w the a nswe r

 Sc a re d to write e ma il

 Do n’ t no w ho w to write a n e ma il

T e sts

Wha t e xa mina tion forma t?  lo ng a nswe r e ssa y q ue stio ns?  multiple c ho ic e ?  sho rt a nswe r e ssa y q ue stio ns? Give "pra c tic e " e xa ms  Any o ld e xa ms a va ila b le ? Study Guide  Cle a r T

• pic s to c o ve r

 Study fro m te xtb o o k? No te s? E ssa y- type e xa ms  T

ry to a ntic ipa te the q ue stio ns tha t will b e a ske d o n the e xa m.

 Give 5 q ue stio ns a he a d o f time tha t it mig ht b e o n the te st, o nly

ha ve the m write o ne

Ho w to re fe r a stude nt to the DRC?

 Do no t a sk the stude nt dire c tly if the y ha ve a disa b ility.  Use the c lass sc he dule o n pa g e 13-14, to sho w c o nta c t

info rma tio n fo r: L e a rning Ce nte r, Ca re e r Ce nte r, Co unse ling Ce nte r, T ra nsfe r Ce nte r, Bo o ksto re , E OPS/ CARE / Ca lWo rks/ F

• rme r

F

• ste r Yo uth, He a lth Ce nte r, Psyc ho lo g ic a l Se rvic e s, I

nte rna tio na l Stude nts, T RiO SSS, Ve te ra ns Se rvic e s e tc .. Yo u mig ht sa y, "I wa nt to sha re so me info rma tio n o n c a mpus se rvic e s tha t yo u mig ht find he lpful."

 Whe n yo u me ntio n the DRC, yo u c o uld a sk the stude nt, "Ar

e yo u awar e o f the DRC o ffic e ? T he DRC pr

• vide s a numbe r
• f se r

vic e s fo r stude nts with a var ie ty o f disabilitie s.”

Ho w to re fe r a stude nt to the DRC?

 Ultimate ly it is up to the stude nt  Do not for

c e a stude nt to walk ove r the to DRC.

 Ple ase do not ask the stude nt to pr

• vide you any disability r

e late d doc ume ntation.

 E

xa mple s o f wha t to sa y:

“T he r e is the DRC, this se r vic e is fo r stude nts with disabilitie s to ge t ac ade mic ac c o mmo datio ns. Any stude nt who had an IE P/ 504 plan o r atte nde d the r e so ur c e r

• o m might qualify fo r

the se se r vic e s. E xample o f so me ac c o mmo datio ns ar e e xtr a time o n e xams, and no te taking suppo r

• t. T

he y also pr

• vide L

e ar ning Disability te sting fo r stude nts who ar e inte r e ste d in be ing te ste d.”

L e ar ning L inks



T ime Ma na g e me nt:  T ime Ma na g e me nt - Sta nfo rd Unive rsity  Sma rt T ips – Unive rsity o f Chic a g o  T ime Ma na g e me nt T ips & Stra te g ie s (E pic Ho w-to Me tho ds) - Gro wth Che a t She e t



Proc ra stina tion:  One o f T he se Da ys I 'll Sto p Pro c ra stina ting - Unive rsity o f Pe nnsylva nia  Ba ttling the Blo c k: Writing T hro ug h a nd Be yo nd Write r's Blo c k - Unive rsity o f Pe nnsylva nia  Pe rfe c tio nism: Do n't L e t it Ge t in the Wa y - I ndia na Unive rsity



Vide os

 T

ime Ma na g e me nt Vide o (17:50 Minute s)

Any Que stions?