sudensuccessimeManagemen學(xué)生時(shí)間管理

Student

Success

–

Time

ManagementChapter

2DO

YOU

WANT

TO

BE

ANACADEMICSUCCESS?WHAT

MAKES

A

STUDENT

SUCCESSFUL?Source:

/seminars/ppt/timeManagement.ppt#270,7,HOW

TO

BE

A

COLLEGESTUDENTCollege: New

ExpectationsCollege

is

NOT

like

being

in

High

SchoolYou

are

responsible

for

the

following:Attending

class

all

the

time

and

being

on

timeMaking

sure

you

purchase

books

for

yourcoursesCompleting

assignments

on

timeConducting

yourself

respectfully

and

treating

othersrespectfully,

in

and

out

of

the

classroomAsking

questions

when

you

don’t

understand

orneedfurther

assistanceKnowing

your

rights

and

responsibilities

as

acollegestudent1. Assess

your

priorities2. Getprint-outofyourschedule3. Know

important

deadlines4. Make

a

scheduled

appointment

to

see

aeducational

plancounselor

to

do

an5. Take

advantage

of

resources

and

services6. Get

to

know

your

instructors7. Monitor

your

progress

during

the

semester8. Interact

with

classmates,

form

study

groups9. Get

involved

on

campus10. Get

a

printout

of

your

grades

once

semester

ends10

Tips

for

SuccessStudent

SuccessTime-managementThe

choices

about

how

you

spend

your

time

areimportantHow

can

you

plan

your

schedule

andmanageyour

time?Ask

yourself

the

following

questions:TIMEMANAGEMENTHow

to

manage

classes,

work,and

friendssuccessfully…Time

Management1.

How

many

hours

a

week

will

you

beworking?2.

How

many

units

do

you

plan

onenrolling?3.

How

many

hours

a

week

do

you

plan

onstudying?4.

What

other

priorities

take

up

time

inyourschedule?Time

ManagementIF

YOU

WORK40hours/wk30hours/wk20hours/wk5-15hours/wkTAKE

NO

MORE

THAN6

credit

hours9

credit

hours12

credit

hours14-16credithours1

credit

hour

equals

one

hour

in

class

or

lab

a

weekFor

every

1

credit

hour

of

class,

plan

on

studying

2-3hours

for

that

class12

credit

hours

is

considered“full-time”

enrollmentLearning

ObjectivesUpon

completion

of

this

lesson the

student

will

be

able

to:identify

personal,

academic,

and

career

goalsprioritize

items

for

efficient

and

effective

use

of

timebuild

study

time

into

the

weekly

schedulesay

“NO!”

to

activities/commitments

that

derailacademic

planswork

the

schedule

asplanned.TIME

MANAGEMENT

QUESTIONNAIRECheck

YES

or

NO

for

each

of

the

items

regarding

your

management

oftime.YESNO1. Do

you

often

find

yourself

doing

things

that

interfere

with

your

schoolworksimply

because

you

hate

to

say

no

topeople?Do

you

feel

that

you

are

in

charge

of

your

own

time

by

andlarge?On

an

average

class

day

do

you

spend

more

time

with

personalgroomingthan

with

school

work?4. Do

you

believe

that

there

is

room

for

improvement

in

the

way

you

managetime?5. Do

you

set

and

honorpriorities?6. Do

you

make

a

list

of

the

things

you

have

to

do

each

day?7. Do

you

make

constructive

use

of

your

time?8. Do

you

continue

pursuing

unprofitable

study

routines

or

habits?9. Do

you

have

a

set

of

goals

for

the

entiresemester?10.

Are

you

still

working

on

an

assignment

the

night

before

it

is

due?11.

Do

you

regularly

review

for

your

class

even

when

a

test

is

notimminent?Time

Management

Questionnaire

--

2ANALYSISIf

you

answered

“Yes”,

break

yourself

of

this

practice.

Give

a

higher

priority

to

your

schoolwork!

Who can

you

expect

to

honor

your

commitment

to

your

schoolwork

if

you

don’t?If

“Yes”,

great!

Stay

in

the

driver’sseat!Personal

grooming

is

very

important,

but

remember

that

there

is

a

time

for

everything.

Oftenyour grades

are

a

true

reflection

of

the

amount

of

time

devoted

to

study.

What

you

get

out

of

a

class correlates

highly

with

what

you

put

into

it.If

“Yes”,

use

the

information

in

this

module

to

help

you

make

the

necessary

changes,

and

make

up

your mind

to

make

the

necessary

changes!If

“Yes”,

good!

If

you

don’t

honor

your

priorities

you

cannot

expect

anyone

else

to!The

busier

you

are

the

more

important

it

is

for

you

to

make

lists.

Without

a

list

(or

schedule)

it

is

too easy

to

forget.

You

are

a

human,

not

a

computer,

so

you

will

forget

something

at

sometime!It

is

so

easy

to

procrastinate,

so

be

sure

that

you

can

account

for

your

time!If

something

isn’t

working

it

is

senseless

to

continue

using

it!It

is

necessary

that

we

know

where

we’re

going

.

Goals

help

us

keep

our

eyes

on

the

prize.If

“Yes”,

work

on

time

management

and

priorities.

Distributed

study

will

prevent

this.To

get

the

most

from

a

class,

review

on

a

regular

basis.

This

helps

you

better

understand

and internalize

the

learning.Simplify

Your

LifeSay

“no”

tounnecessarycommitments

(Family/

friendssometimes

ask

us

to

do

something

without

thinking.Learn

to

say

“No”

and

offeralternatives.)Make

and

use

lists(Making

a

listis

easy,

but

following

it

requiresself-discipline.

Planyour

work

and

work

yourplan!)Keep

track

ofimportantdates--use

a

calendar(Humans

forget,

especially

if

they

lead

a

busy

life!Put

things

in

writing

to

aid

your

memory.)Organizeeffectively(Discover

what

makes

you

most

effective

andefficient.

Stick

with

it!)Keep

an

open

mind

tochange

(When

a

strategy

is

notworking,change

it!

Try

a

different

approach!)SIMPLIFY YOUR

LIFE

-

2Save

time

when

you

run

errands

by

doing

several

in

one

trip.

An

ordered

listmay

help.At

the

start

of

the

semester

mark

all

important

dates

on

a

“month-at-a-glance”

calendar.Make

appointments

as

soon

as

possible

after

you

have

your

schedule

ofclasses.

DO

NOT

schedule

appointments

for

times

you’re

due

in

class!Write

appointments

on

your

calendar.

(Don’t

depend

on

mom

to

makeappointments

for

you.

You

are

now

an

adult,

so

assume

that

responsibilityfor

yourself.)Always

carry

some

schoolwork

with

you

to

make

use

of

“waiting

time”

to

getin

extra

study.

(Concept

cards,

your

textbook,

class

notes,

etc.

are

alwaysgood

tools

to

have

with

you.)Be

sure

to

section

off

your

binder

(or

use

a

different

notebook)

for

eachcourse

as

a

means

of

getting--and

staying--organized.Put

things

back

where

they

belong

as

soon

as

you

have

finished

using

them.This

is

a

timesaver!(Adapted

from

Beierlein,

James

G.

and

Barbara

K.

Wade,

Navigating

Your

Future.

Boston:

Houghton-Mifflin,

2002,

p.

58.)HOW

TO

BE

A

COLLEGE

STUDENTPRIORITIZEClasses

and

study

ARE

your

job!

Develop

long-

and

short-term

goals

to

keep

you

on

track.Develop

the

habits

and

mindset

of

an

academic

(a

REAL

student)

by

planning

your

time

to

support

your

new

life.TACKLE

YOUR

CLASSES

LIKE

A

PROFESSIONALLearn

the

material.Learn

the

professor.Learn

how

to

manage

your

attitude,

then

do

it!TACKLE

THE

MATERIAL

LIKE

A

UNIVERSITY

STUDENTPrepare

BEFORE

you

go

to

class

by

reading

the

textbook

and

reviewing

pastnotes.Be

attentive

in

classmentally

alert,

engaged

in

“active”

learning.Take

notes,

organize

information

for

review.Review

regularly,

daily.

Distribute

study.THINK

LIKE

A

UNIVERSITY

STUDENTMake

connections

between

disciplines.Keep

up

with

world

events.Think

critically.Begin

networking

with

other

students,

organizations,

professors,

alumni.LOOK

AHEAD

TO

THE

HONOR

AND

RESPONSIBILITY

THAT

COMESWITH

AN

ACADEMIC

DEGREEENJOY

YOUR

LIFE

AS

A

UNIVERSITY

STUDENTGet

involved

in

campus

life

whether

you

live

on

campus

or

commute.Broaden

your

perspectives;

make

new

friends.Set

GoalsAcademic

Goals:

goals

related

to

your

role

as

astudentExample:

What

grades

do

you

want/need?Social

Goals:

goals

related

to

you

as

a

social

beingExample:

How

will

you

connect

to

the

university

community?Career/Work

Goals:

goals

related

to

your

ambitions in

theworld

of

workExample:

Where

do

you

want

to

be

(job-wise)

in

10years?GOAL

SETTINGLook

at

yourself.

What

are

yourshort-term

academicgoals?Jot

down

2

or

3

of

these

on

the

page

thatfollows.What

are

some

of

your

social

(or

personal)

goals

?Write

these

down

in

the

proper

place

on

the

following

page.What

are

your

careergoals?Note

these

in

writing.Now

examine

your

goals.

Is

there

any

overlapping?(Note:

goals

should

not

be

isolated,

unrelated

to

anything

else.

So

you

will

probably

noticesome

overlapping.)THINKINGCRITICALLYABOUTOURGOALSLookagainatyourgoals.Whatbehaviorsarenecessaryfortheirachievement?Jotthesedown.Nowtakeagood,criticallookatyourself.Doyoupossessthesebehaviors?Ifnot,whatmustyoudotosucceed—toachieveyourgoals?(Imustadopttheneededbehaviorsthatarenotpresentlypartofmyrepertoire.)

UseSchedulesScheduleshelpusorganizeandplanourtime.Schedulesalsokeepusontrackbyremindinguswhereweneedtobeorwhatweplannedtodoataparticulartime.Scheduleshelpusplanourworkandtheyhelpusworkourplan!Theyhelpusreducetheamountofprocrastinationweengagein!Campus(andother)bookstoressellseveraldifferentkindsoforganizers,someofwhicharespiralbound,someofwhicharerathercostly,someofwhichareelectronic.Itdoesn’tmatterwhatkindoforganizeryouhaveorhowmuchyoupaidforit.TheimportantthingisthatyouUSEittoplanandmanageyourtime.schedule.n

Usetheformsthatfollowtocreateyourq

Recordduedatesandtestdatesq

Recordholidaysandvacationsq

Recordbirthdays,socialevents,appointments,studytime,etc.SCHEDULINGWhenmakingyourschedule,besureto...n

Prioritize!!THEN...WriteinclasstimesWriteinworktimesWriteinyoursocial,civic,andreligiousactivitiesWriteintestsandquizzesWriteinstudytime(thisdoesnotmeanthatyoustudyONLYatthesetimes,bututilizethestray10or15minutesyoufindtostudy,too!)Writeinmedical,dental,andotherappointmentsIfyouliketoseeamontha劈燕taglanceonaratherlargescale,tryusingadeskorwallcalendarinadditiontotheelectronicorganizerorplanner/scheduleryoucarrywithyou.WHEN縮慧MAKINGASCHEDULE,BESURETOPrioritizeToprioritizeistorankinorderofimportancebeginningwithmostimportantUseyourdayplanner(orthescheduleformincludedinthismodule)Beginningwiththemostimportant,writein:ClassesAssignmentsStudytimeOrganizationtimeWorkresponsibilities

Socialobligations

FuntimeWHENMAKINGASCHEDULE,BESURETOPlanStudyTimeWheneverpossible,studyduringthedayQuicklyreviewmaterialafterclassSetsmallgoals&deadlinesforbigprojectsDistributeworkonbigprojects—spreaditoutPlanblocksoftimetostudy

Use眼“開di度st敞ri樸bu盟t傲eds銳t閘u蜜dy”怕(Mi營n常im極umof15minutespersubjectEVERYDAY)WEEKLYSCHEDULEName

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HourMondayTuesdayWednesdayThursdayFridaySaturdaySundayComments7:008:009:0010:0011:0012:001:002:003:004:00襯拌姥怪服盼扣現(xiàn)脹析棚仁征偷牽挨見茄追踢筑國勁老雀宰習(xí)會哄此餓托齒襪萬雀必極救悅籍現(xiàn)讓廈詢此確慈頂移攀冷股數(shù)忙書刃終崖鴿故醉窩_足5:00CALENDAR:“AMonthataGlance”NOVEMBER2007SUNDAYMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSATURDAY1234567891011141病5劑劍161癢7鹿1撿8夜1213192021222324252627282930悔MaximizeOut-of-classLearningOut-of-classlearningincludes:readingtheassignedmaterialfromthetextbook,refiningandstudyingyournotesfromthelecture,researchingthetopicforadditionalinformation,makinggraphicorganizerstoclarifyandbetterunderstandtheinformation,networkingwithotherstudentsinstudygroups,etc.MakemarginnotesasyoureadUsenotecards,outlines,visualmaps,etc.tonotemainideasofeachchapterMaintainprofessorcontactUsestudygroupsorpartnersGettutoringorotheracademicsupportMaximizingOut-of-ClassLearning:TextbookReadingTomaximizeout-of-classreadingoftextbooks,usetheSQ4Rstrategy.S=SURVEY.Getanoverviewofthematerial.Notechapterheadings,learningobjectives,outlineofchapter,introductoryparagraph,summary,post-readingquestions.Noticehowtheauthororganizestheinformation,too!Q=QUESTION.Turnheadings,sub-headings,oquestionswhichyouwillseektofindanswersforasyouread.R=READ.Beginreadingsection-by-section,seekinganswerstothequestionsyouraisedbeforebeginnin鄉(xiāng)豐gtoread.Feelfreetomarkthetextasyouread,circlingimportantwordsorconcepts,underliningphrasesordefinitions,writingnotes(annotating)inthemarginofthetext,andsoon.R=WRITE.Cuttothechasebypullingouttheimportantinformation,the“barebones”—themessagetheauthorwantsyoutoget.Annotateinthemargin,ortakenotesonyourregularnotepaper.Notedef縮慧initions,relationships:cause/effect;compare/contrast;names,datesandevents;characteristics,traits,features;theories,formulas;examples,etc.R=RECITE.Useyournotes(fromtheabovestep)totalkthroughtheinformation.Makeassociationsandconnectionstobetterunderstandyourreading.R=REVIEW.Self-test.Whatdoyouneedtostudymore?Whatdoyouknowwell?Usethisinformationtoguideyourdistributedstudy.STUDYAIDS(formaximizinglearning)Marginnotes(A.k.a.“annotations”)The媽G引e奪ogr鬧a腔phy沃o攜fJ偶識ap羨anHo辨ns望huJa福pan克’s劑提cap痛it凍al換c描it西y,慢晶Tok功yo匹,l松尤oca準(zhǔn)t墻edh誘e妄re陡.O偶訂ver葛納30m顯i厲l.優(yōu)允pe晶opl軌e鋪—1椒/4o趙f極J姿’s茂喝po牛pul蛇at幕i象on憲—li登ve遇荷her饞e.毅I棕th姜算as?姑o限f襖欠Ja準(zhǔn)pan騙’s繭i禾n訴dus屠t絲式ri獎(jiǎng)es,矮i鐮nc灰l亡udi艙ng晶t答he副溫To愚kyo憤I頂n循dus齊tr馳ia糖lC脫拳omp漢l例ex.濟(jì)Ko隆be甘-O末sa揚(yáng)kaa泥r替ea斤哥has桂?貨J跳’s裁i泥n物dus昨tr僵i恥es,輔鑄and率t儀he委誤Na如go鴿yaAr先eah鈴延as1億/膀5o怕f是J拆’牽sin先dus循.p幣r尾od墊uct監(jiān)iv搶it討y.厭Lo脊cat忘i口onJ.L誦嚷oca來t闊edi瓣n執(zhí)P蠢ac穩(wěn)if尖ic分亦O.w耗/仿3m表a閃jo鋤rb抹擾ays榨w四/3銳叢wel撤l-稠pr短ot僵ec授t驅(qū)edh鏈a普r暗bor木s謹(jǐn):Tok移yo旋粗=To右kyo答B(yǎng)ay昆Na痕go主ya=丹Ise行Bay梁Ko拔be隸-O崗sa貿(mào)ka=拉K麥薄obe替B在ay山Phy染si績ca浪lF椅搏eat涂ur她es閃

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students

find

it

helpful

and

time

saving

to

make

notes

in

the

margin

of

their

textbook

or

in

the

“cue”

column

of

their

paper

whenusingthe

Cornell

system

of

note

taking.

By

doing

this

the

unnecessary

information

is

weeded

out

and

necessary

information

is

condensed,organized

and

labeled

for

ease

of

recall

and

efficient

effective

study.Early

JazzStyles*jazz:

distinctly

Amer.

form

of

music

w/many

influences:rhythms=W.

Africaharmonies=Europeanmelody

&

harmony

=

19th

c.

Amer.

folkmusic;

African-Amer.

worksongs,field

hollers,

the

blues,

military

marches,dance

tunes,

minstrel

show

music,etc.,incl.

Eur.

church

melodies

&

Amer.spiritualsCreated

by.

.

.African-American

musiciansnoted

white

musiciansin

Storyville,

New

Or’s

“Red

Light”districtincluding

.

.

.Jelly

RollMortonJazz,

one

of

the

few

distinctly

American

types

of

music,

was

derived

from

avariety

of

sources.

Its

rhythms

were

[strongly

influenced

by

the

complexrhythms

of

West

Africa.]

Its

basic

harmonic

structure

was

taken

from

the[European

tradition].

And

many

aspects

of

its

melody

and

harmonywereadapted

from

[nineteenth

century

American

folk

music],

especially

fromAfrican-American

work

songs,

field

hollers,

the

blues,

military

marches,

dance

tunes,

and

the

popular

songs

and

minstrel

show

music.

Several

types

ofreligious

music

also

contributed

to

its

birth.

Other

types

of

religiousmusic,including

European

church

melodies

and

American

spirituals,

were

alsoinfluential.The

creators

of

jazz

were

mainlyAfrican-Americans,

though

there

are

manynoted

white

jazz

musicians.

The

[first

important

center

for

jazz]

was

the

notorious[red-light

district

of

New

Orleans

called

Storyville.]

There

at

the

beginning

of

thetwentieth

century,

musicianssuch

asthe

{composer-pianist“Jelly

Roll”Morton}(1885-1941)

worked

together

to

transpose

the

ragtime

style

into

what

came

to

beknown

as

jazz,

by

blending

it

with

elements

of

popular

music

and

the

blues.

Among

the

outstanding

musicians

heard

in

Storyville

were

players

such

as

{BuddyBolden}

(1877-1931),

{Joe

“King”

Oliver}

(1885-1938)

and

the

young

{LouisBuddyLouisArmstrong}

(1900-1971).

At

first

they

simply

called

their

style

ragtime

played“hot”.BoldenArmstrongin

the

early

1900sWhen

Storyville

was

closed

down

in

1917

by

the

federal

government,

.

.

.

.

.

.

.

.*Excerpted

from

Jeanne

Shay

Schumm

and

Shawn

Post,

Executive

Learning

.

Upper

Saddle

River,

NJ:

Prentice

Hall,

1997.Def述.MAXIMIZINGOUT-OF-CLASSLEARNING:REHEARSINGREHEARSING=THEWAYSWEPRACTICEINFORMATIONFORPERMANANCEOFLEARNING,STORAGEINOURLONGTERMMEMORY.Thereareseveralstrategiesweusetohelpclarifyandgetinformationweneedin絲式tolongtermmemory.Thesearedividedinto2categories:(1)PrimaryRehearsalStrategiesand(2)SecondaryRehearsalStrategiesPrimarystrategiesarethemosteffective.Theyemployseveraldifferentsenseswhichaidretentionandappealtoalllearningmodalities.ConceptMappingConceptCardsTimelinesCharting:especiallycompare/contrastandcause/effectQuestion/AnswerSecondarystrategiesarebackupstoprimarystrategies.Theyarenotaseffectiveastheprimarystrategies,buttheycanhelpusbetterunderstandthematerial.(Informal)OutliningSummarizingPreparingStudyGuidesConceptCardsExcellentfordistributedstudybecausetheyaresoeasytocarryaround!Excellentfortestpreparation,too,becauseoftheirportabilityaswellasnature.Intheillustrationbelowthebackofthecardisgraphic.FrontofcardBackofcardIde摘nt黨if釀yt材捏he6獲l珍求eve浮ls版o取ft丑h澇i投nki戒ng伶acc繪or碰di安ng僑t艱oB送l懂o影om’薯sT掙樹ax生on滔omy庭Eva窄l裁uat粥i來onSyn射t掠hes徒is晴Ana襖l淘ysi劑sApp凳li便ca限ti般on畝Co盞mpr閉e丹he建nsi透on習(xí)

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TakinginfooutofstorageFilinginfoawayComprehensionKnowledgeBloom’sTaxonomy—the6levelsofThinkingApplicationAnalysisSynthesisEvaluationTimelinesTimelinesareparticularlygoodatorganizingchronologicalmaterialsuchasinformationfromaHistoryclass.Evenwhenspecificdatesarenotimportant,thesequentialchainofeventsandtimeperiodsareofimportance!Timelinesmaybeeitherhorizontalorvertical.The“design”issecondarytoorganization.ImportantEventsintheLifeofBeethoven1770:BeethovenborninBonn,Germany1781:Beethovenbecomesassistanttocourtorganist1782:Publishedseveralpianocompositions1786:GoestoViennatoimproviseforMozart1788:Courtorganistandviolinist;becomeslegalguardianto2youngerbrothers1791:StudiesinV縮慧iennaw/Haydn;receivespublicpraiseandastrongsenseofidentity1799:Beethovenbeginslosinghishearing;avoidsmostallsocialgatheringsfor2years1802:Writes“Heiligenstadttestament”,alettertohisbrothersexpressinghisdepthofdespairb/chisdeafness1803-04:VictoryoverdespairComposedthe“ThirdSymphony(Eroica)”1812宰:鍵

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啞shipf旁o籃rmed睬1814:Atage44,forcedbydeafnesstostopplayinginpublic“TheStormySixties”1960:JFKelectedPresidentCrisisinLaosSit-InsbeginBirthcontrolpillmarketed1962:JohnGlennorbitsearthCubanmissilecrisisMLK’s“LetterfromaBirminghamJail”Harrington’sTheOtherAmerica1961:BayofPigsinvasionPeaceCorpsformedBerlinWallerectedViennasummitSNCCformedChartinglimitedcapacity—holdsonly7+/-newpiecesofrememberedinfo;keepinfoinSTMthroughrehearsal---3levelslowestprocessshape(2)Long-termMemory(LTM)holdsinfoforlongperiodsoftime;infocanlastformonthsorprocesslettersorsoundsdecades;istransferredfromSTMbyrehearsal;canhaveretrievalproblemsgettinginfooutofLTMhighestprocessmeaning--Rehearsalhelpsprocessinfotodeeperlevels:Maintenancerehearsal—rolerepetitionElaborativerehearsal—associatingwhatyouwanttorememberw/somethingmeaningfulMajorSimilarityBothuserehearsalinsomewayMajorDifferencePcessesChartsareanexcellentmeansofkeepingtrackofrelationshipsindicatedinlecturesaswellasintextbooks.Causesandtheireffects,