Time is of the essence in Mrs. Harrell’s fourth grade class and she is encouraging her students to be in charge of their time. Mrs. Harrell was excited to try something new with her students, so she came up with a way for them to be in charge of their schedule; self-scheduling.
Here is how, it works. On Mondays she hands out the schedule for the week, with a list of MUST DO’s that they have to complete by the end of the week. These MUST DO’s have a suggested time frame of how long it should take them to complete that activity. Students need to decide when they will do these activities and write them down.
Here is how, it works. On Mondays she hands out the schedule for the week, with a list of MUST DO’s that they have to complete by the end of the week. These MUST DO’s have a suggested time frame of how long it should take them to complete that activity. Students need to decide when they will do these activities and write them down.
Students then log in to Google Classroom to get more information on their assignments such as the code for a Nearpod Lesson or a link to a Read Works article. As I walked around Mrs. Harrell’s classroom, I noticed students working independently, students helping out others who were having problems logging on, and students engaged in their Nearpod lessons and articles that tied into their reading and writing skills.
I asked several students how they decided to organize their days and got a wide variety of explanations. One student said they wanted to do the work they had to do first, to get it out of the way, then they could enjoy the work they wanted to do. Another student said just the opposite; they wanted to do the work they wanted to do first, then what they had to do.
There has been research that links time management to success later in life. A study from the University of Pennsylvania concludes that self-discipline, the driving force behind time management, is a better predictor of adolescents’ academic performance than IQ. See the report here. Mrs. Harrell’s students are getting a good framework on how to manage their time that could help them in the future.
This new system also gives her time to meet with a small group every day, flex group meetings to work on writing, and one-on-one conferencing with students to discuss grades or questions they may have about their work.
Students overall agreed that they liked this system, that it helps to keep them organized! Mrs. Harrell says that the students get a little better at organizing their time every week and the technology helps them to be a little more independent.
There has been research that links time management to success later in life. A study from the University of Pennsylvania concludes that self-discipline, the driving force behind time management, is a better predictor of adolescents’ academic performance than IQ. See the report here. Mrs. Harrell’s students are getting a good framework on how to manage their time that could help them in the future.
This new system also gives her time to meet with a small group every day, flex group meetings to work on writing, and one-on-one conferencing with students to discuss grades or questions they may have about their work.
Students overall agreed that they liked this system, that it helps to keep them organized! Mrs. Harrell says that the students get a little better at organizing their time every week and the technology helps them to be a little more independent.
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