How To Get Control Of Your Time Event

How To Get Control Of Your Time the Event How To Get Control Of Your T

The event, titled "How to Get Control of Your Time," took place on January 25, 2018, in Diffenbaugh Room 128 at Florida State University. This seminar was organized as a lecture designed to address time management skills among college students, focusing on how to identify and deal with distractions that hinder productivity. The primary goal was to guide students in recognizing their own time wasters—either self-imposed, such as social media usage and hanging out with friends, or system-imposed, like technical issues or traffic—and to develop strategies for effectively managing their schedules to achieve academic and personal goals. The presentation aimed to foster efficiency, reduce stress, and promote a balanced lifestyle, ultimately encouraging students to reclaim their time and experience a guilt-free college life.

The event was targeted primarily at undergraduate students enrolled at Florida State University, particularly those enrolled in COM2740. The audience consisted of approximately 140 students, mostly female, with some absences. The seminar was organized by the Academic Center for Excellence (ACE) and Division of Undergraduate Studies, aiming to equip students with practical time management techniques. The speaker, Todd Rakes, a Teaching Instructor at Florida State University, delivered the presentation with the intent to motivate students to reflect on their own habits and implement effective planning strategies. The session was held in a classroom setting where students received worksheets to facilitate interactive participation, including personal schedule planning.

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The seminar "How to Get Control of Your Time" at Florida State University served as an informative and engaging session designed to equip college students with essential time management skills. Held in January 2018 in Diffenbaugh Room 128, the event brought together a sizeable audience of undergraduate students primarily studying communication, aiming to address common challenges associated with balancing academic responsibilities and personal pursuits. The session’s core emphasis was on understanding different types of time wasters and developing realistic strategies to optimize students’ schedules for improved efficiency, reduced stress, and a more fulfilling college experience.

The primary message of the seminar was to help students recognize that effective time management is vital for academic success and personal well-being. Todd Rakes emphasized that many students struggle with distractions, which can be categorized into self-imposed and system-imposed types. Self-imposed distractions include social media, hanging out with friends, and streaming platforms like Netflix—habits that students often find difficult to break. Conversely, system-imposed distractions are external and uncontrollable, such as technical failures or traffic delays. Rakes stressed that while changing system-imposed disruptions can be challenging, students have more agency over their self-imposed habits, and it is crucial to focus on managing these to regain control over their time. He encouraged students to accept their tendencies and work within their limits, rather than striving for unrealistic perfection.

The event aimed to underscore that effective time management results in increased productivity, decreased procrastination, and healthier mental states. According to Rakes, adopting realistic goals and strategies allows students to enjoy their free time guilt-free while maintaining academic effectiveness. Techniques recommended included setting clear goals, breaking tasks into manageable chunks, leveraging the "10-minute plan," and creating conducive study environments. Rakes also suggested that students must commit to routine scheduling and accept that change takes time, emphasizing self-awareness and patience as vital components of improvement.

The organizer of the event, Todd Rakes, holds the position of Teaching Instructor at Florida State University, working with the Academic Center for Excellence. His role was to facilitate the seminar, using interactive tools such as worksheets and PowerPoint presentations to engage students actively. The logistics of the event were initially scheduled to take place in a different room in the William Johnston Building but were moved to Diffenbaugh Room 128 due to capacity constraints. The venue was adequately equipped with lighting and seating for the large student audience, although the room was warmer than ideal. Rakes’s presentation involved standing at the podium and moving around to maintain engagement, asking questions, and encouraging students to participate actively.

The audience consisted mainly of undergraduate students enrolled in COM2740, with a majority of females. Approximately 140 students attended, with some students leaving early after the Q&A session. Students appeared attentive and participative, especially as the topic closely aligned with their academic lives. Rakes used relatable language and humor to keep participants engaged, and his personal experiences added credibility. Worksheets handed out aimed to guide students through constructing personalized weekly schedules, although few students appeared motivated to complete them during the workshop. This raised concerns about the practicality of over-relying on worksheet completion without prior development of self-discipline and motivation.

Message delivery was primarily through a combination of PowerPoint slides, interactive questions, and relatable storytelling. Rakes skillfully used symbols and words that triggered associations—for instance, "Netflix" evoked images of procrastination—to make his points resonate. He applied core principles of communication, such as participation and the use of vivid language, to foster engagement. The effectiveness of the delivery was evident through active student participation, questions, and note-taking. Rakes’s authoritative yet approachable demeanor helped establish his credibility, creating a conducive environment for learning about time management principles.

From a communication perspective, the seminar demonstrated strengths and areas for improvement. Rakes’s use of relatable language and storytelling successfully fostered audience connection, making abstract concepts tangible. His use of symbols and associations effectively influenced how students perceived distractions, personalizing the message. However, the reliance on worksheets as a central activity was less effective, as students showed minimal motivation to implement that step during the session. Future events could improve by integrating more engaging activities that encourage immediate application, such as group exercises or real-life scenario analyses. Additionally, emphasizing behavioral change strategies over procedural tasks might foster lasting habits.

Overall, the seminar showcased competent communication practices—active engagement, relatable storytelling, and strategic use of symbols. Nevertheless, improvements could be made in designing activities that translate into behavioral change. Practitioners involved included Todd Rakes, the speaker and instructor, who was responsible for content delivery, audience engagement, and establishing authority. The event planning staff coordinated logistics, promoted the session, and arranged the venue. Their collaborative effort ensured the successful execution of this educational seminar, aligned with the university’s goals of fostering student success through effective time management skills.

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