Managing Your Time

1. 12:00 Managing Your Time 9:00 3:00 6:00

4. TIME MANAGEMENT -Using Time Effectively & Efficiently

5. TIME MANAGEMENT -Using Time Effectively & Efficiently -Debunking Time-Management Myths (e.g., people work "better" under pressure)

6. TIME MANAGEMENT -Using Time Effectively & Efficiently -Debunking Time-Management Myths (e.g., people work "better" under pressure) -Combating Procrastination

7. TIME MANAGEMENT -Using Time Effectively & Efficiently -Debunking Time-Management Myths (e.g., people work "better" under pressure) -Combating Procrastination -Identifying & Eliminating Time-Wasting Habits or Activities

8. TIME MANAGEMENT -Using Time Effectively & Efficiently -Debunking Time-Management Myths (e.g., people work "better" under pressure) -Combating Procrastination -Identifying & Eliminating Time-Wasting Habits or Activities -Balancing & Prioritizing Multiple Responsibilities (e.g., school, work, family)

9. TIME MANAGEMENT -Using Time Effectively & Efficiently -Debunking Time-Management Myths (e.g., people work "better" under pressure) -Combating Procrastination -Identifying & Eliminating Time-Wasting Habits or Activities -Balancing & Prioritizing Multiple Responsibilities (e.g., school, work, family) -Understanding How We Spend Our Time Reflects/Reveals Our Priorities & Values

12. PROCRASTINATION William Knaus, a psychologist, estimated that 90% of college students procrastinate. Of these students, 25% are chronic procrastinators and they are usually the ones who end up dropping out of college. What is Procrastination?Procrastination is the avoidance of doing a task which needs to be accomplished. This can lead to feelings of guilt, inadequacy, depression and self-doubt among students. Procrastination has a high potential for painful consequences. It interferes with the academic and personal success of students.

13. Why do Students Procrastinate? • Poor Time Management. • Difficulty Concentrating. Fear and Anxiety. • Negative Beliefs such as; "I cannot succeed in anything" and "I lack the necessary skills to perform the task" • Personal problems. For example, financial difficulties, problems with your boyfriend/girlfriend, etc. • Finding the Task Boring. • Unrealistic Expectations and Perfectionism. • Fear of Failure.

14. 'The Deadline High' • Coming up against a tight deadline and meeting it is immensely satisfying. It can be associated with strong rushes of adrenaline. The problems with this are that you may find that jobs are being delayed precisely to get this rush of adrenaline, and that occasionally jobs may fail because they have been left too late. • Perfectionism • Often tasks are fussed over long after they have been achieved to a quite sufficient level. This often serves to delay tackling other problems. Often perfection simply is not required, and is not cost-effective to achieve.

15. High Risk Behaviors Individuals suffering from reward deficiency syndrome have difficulty inhibiting interest in irrelevant actions that reward immediately but interfere with their long term goals. Reward Deficiency Syndrome: Result of a deficiency of pleasure neurotransmitters, principally dopamine but also serotonin and endorphins, in the reward systems of the brain. Nicotine, cocaine, chocolate, marijuana, carbohydrates, alcohol and high-risk behaviors increase the level of dopamine in this area of deficiency.

16. BALANCE • Perfect time management skills do not make one a perfect student.

17. BALANCE • Perfect time management skills do not make one a perfect student. • It is possible to excess about time,

18. BALANCE • Perfect time management skills do not make one a perfect student. • It is possible to excess about time, • To get so wrapped up in the minutiae of details that meaningful tasks are not accomplished.

19. BALANCE • Perfect time management skills do not make one a perfect student. • It is possible to excess about time, • To get so wrapped up in the minutiae of details that meaningful tasks are not accomplished. • On the other hand, poor time management skills do not make one a poor student.

20. MORE BALANCE • Doing well in school depends on • setting aside time to study

21. MORE BALANCE • Doing well in school depends on • setting aside time to study and • using that time effectively.

22. ACTIVITY LOGS • Activity logs help you to analyze how you actually spend your time. • Memory is a very poor guide.

23. ACTIVITY LOG POINTS OUT EFFECTIVENESS • Your effectiveness may vary depending on • the amount of sugar in your blood, • the length of time since you last took a break, • routine distractions, • stress, • discomfort, or • a range of other factors, such as daily rhythms of alertness and energy.

26. PURPOSES OF TIME MANAGEMENT STRATEGIES • 1. Plan activities and schedule time for completing them. • The strategies help one to predict when one will be most busy so that plans to get things done may be made ahead of time. • 2. Help students become more punctual. • Time management strategies also aid in remembering obligations such as meetings, appointments, and special events.

27. Personal Time Management allows you to: • eliminate wasting time • be prepared for classes and tests • refuse excessive workloads • monitor studying progress • allocate resource (time) appropriate to a task's importance • ensure that long term projects are not neglected • plan each day efficiently • plan each week effectively

28. QUICK TIME MANAGEMENT SKILLS • keep track of your time for one entire week. • plan your schedule in advance • write everything down • do some work on a task the day that it is assigned

29. Identifying your time stealers * Interruptions - telephone* Interruptions - personal visitors *Meetings*Tasks you should have delegated *Procrastination and indecision*Acting with incomplete information *Dealing with team members*Crisis management (fire fighting) *Unclear communication*Inadequate technical knowledge *Unclear objectives and priorities*Lack of planning *Stress and fatigue*Inability to say "No" *Desk management and personal disorganization

30. Time Management Tips • Don't be a perfectionist • Learn to say no • Learn to Prioritize • Prioritizing skills are among most wanted time management skills for jobs that involve handling many projects at the same time and coping with information overload. • Combine several activities

31. Deciding Your Priorities You should ask the following questions: __What is the purpose of the task? __What are the measures of success? __What is acceptable performance? __What are the priorities and deadlines?You need to know this so that when you are overloaded with work, you know what to focus on. __What resources are available?__What costs to other needs are acceptable?__How does this relate to other people?

32. Effective Use of Time While Studying • Preview • Read 24% FASTER • While COMPREHENDING MORE • Learn SQ4R • and Save 90% in REVIEW TIME

34. RECITE Avg. student Forgets 80% in 2 weeks / Remembers 20% RECITE and REMEMBER 80% 2 weeks later.

35. Sleep and Memory • Recent research reveals that "sleeping on it" is more than just a good idea. • www.bettersleep.org/media_zone/think.html

36. Sleep and Memory • Recent research reveals that "sleeping on it" is more than just a good idea. • In fact, neuroscientists now say that sleep is absolutely critical for key brain functions including learning, memory and performance. • www.bettersleep.org/media_zone/think.html

37. Sleep and Memory • Recent research reveals that "sleeping on it" is more than just a good idea. • In fact, neuroscientists now say that sleep is absolutely critical for key brain functions including learning, memory and performance. • Nearly half of the population (47 percent) mistakenly believe that the brain rests when the body sleeps. The opposite is true. • www.bettersleep.org/media_zone/think.html

38. Sleep and Memory • Recent research reveals that "sleeping on it" is more than just a good idea. • In fact, neuroscientists now say that sleep is absolutely critical for key brain functions including learning, memory and performance. • Nearly half of the population (47 percent) mistakenly believe that the brain rests when the body sleeps. The opposite is true. • Sleep allows the brain to go to work, filing and storing the day's events. "Most people incorrectly think the brain is resting or recuperating during sleep. • www.bettersleep.org/media_zone/think.html

39. Sleep and Memory • Recent research reveals that "sleeping on it" is more than just a good idea. • In fact, neuroscientists now say that sleep is absolutely critical for key brain functions including learning, memory and performance. • Nearly half of the population (47 percent) mistakenly believe that the brain rests when the body sleeps. The opposite is true. • Sleep allows the brain to go to work, filing and storing the day's events. "Most people incorrectly think the brain is resting or recuperating during sleep. • Actually, some parts of the brain are more active when you're asleep,"www.bettersleep.org/media_zone/think.html

40. Sleep and Memory • Neuroscientists found that sleep allows the brain to take care of the business of memory consolidation. • "When you're asleep, the brain is processing information accumulated when you were awake. • It's no longer storing new input; it's organizing information," • When a person is sleep-deprived, the brain's ability to move information from temporary memory to long-term stores is impaired. As a result, the information is lost or forgotten. • "Sleep is a time when the brain can rehearse recently learned material. "If you're sleep-deprived, you'll remember less of newly presented information."

41. Sleep and Study • Harvard Medical School researchers, led by assistant professor of psychiatry Robert Stickgold, found that people who slept after learning and practicing a new task remembered more about it the next day than people who stayed up all night after learning the same thing. • Getting less than 6 hours a night can affect coordination, reaction time and judgment, they said, posing "a very serious risk." • They found that people who drive after being awake for 17 to 19 hours performed worse than those with a blood alcohol level of .05 percent. • www.cnn.com/2000/HEALTH/11/22/sleep.memory.ap/ & • www.cnn.com/2000/HEALTH/09/20/sleep.deprivation/index.html

42. When to Review: First Review First review of the material about 5 to 10 minutes after the end of study. This not only reinforces the consolidation of protein synthesis [in the learner's neurons], it also makes the best use of the reminiscence effect, since memory is at its highest around this time. Research has shown that a five-minute review at this time considerably improves later recall. The Brain Book, Peter Russell

43. When to Review: Second Review The second period of review should be about 24 hours later and should take only 2 to 3 minutes. This makes maximum use of the consolidation occurring during sleep, and will compensate for any initial decline in the memory trace. The Brain Book, Peter Russell

44. When to Review: Third Review The third review should be about 1 week later for 2 to 3 minutes. This will make use of the long-term reminiscence effect and stabilize the memory for a much longer period...The effect of such a review program is to reduce greatly the rate of forgetting. Instead of the memory dropping off rapidly by about 80% over the first 24 hours, it can be reinforced by reviews at the critical consolidation periods...[a schedule for studying follows]...If the extra 20% of time spent reviewing leads to an improvement in long-term memory from 10% to 90%, the overall gain in efficiency is about 750%. Thus a few minutes devoted to review makes the hours spent studying effective and worthwhile. The Brain Book, Peter Russell

45. Physical Exercise and the Brain • Increase the amount of blood that gets to the brain.

46. Physical Exercise and the Brain • Increase the amount of blood that gets to the brain. • Augments the number and density of blood vessels in the areas that need them most: motor cortex and cerebellum.

47. Physical Exercise and the Brain • Increase the amount of blood that gets to the brain. • Augments the number and density of blood vessels in the areas that need them most: motor cortex and cerebellum. • Short sessions of vigorous aerobic exercise, usually in a program that lasts for several weeks, seem to be the most helpful for mild to clinical depression.

48. Physical Exercise and the Brain • Increase the amount of blood that gets to the brain. • Augments the number and density of blood vessels in the areas that need them most: motor cortex and cerebellum. • Short sessions of vigorous aerobic exercise, usually in a program that lasts for several weeks, seem to be the most helpful for mild to clinical depression. • Men who burned 2,500 calories a day in aerobic activity were 28% less likely to develop clinical depression.

49. Physical Exercise and the Brain • Increase the amount of blood that gets to the brain. • Augments the number and density of blood vessels in the areas that need them most: motor cortex and cerebellum. • Short sessions of vigorous aerobic exercise, usually in a program that lasts for several weeks, seem to be the most helpful for mild to clinical depression. • Men who burned 2,500 calories a day in aerobic activity were 28% less likely to develop clinical depression. • Exercise increases the neurotransmitters (norepinephrine, dopamine & serotonin) associated with mood, cognition, behavior and personality.

50. Physical Exercise and the Brain Exercises that involve complex movements cause more connections to grow between neurons. A User’s Guide to the Brain – John Ratey M.D.