Week 6: Where Does The Time Go? It's Pretty Common To Hear P

Week 6 Where Does The Time Goits Pretty Common To Hear People Say

Week 6: Where Does The Time Go? It’s pretty common to hear people say, “I don’t know how I am going to get this all done.†We may think we manage our time well and know how to multitask, but there are always tips and tricks that help us make the most of our time. For example, every day after school, one mother usually waited for her son 10-15 minutes in the parking lot of the elementary school. She realized that sitting there was simply a waste of her time. She then chose to log in to her online class with her cell phone and read her textbook during this time.

At the end of the week, she realized that the time in the car was 50-75 minutes of reading time! Likewise, a father carried 10 flashcards each day in his pocket. He took 5 minutes on each of his breaks at work to review the cards. He found that he retained so much more information by taking 5 minutes here and there to review concepts. Tips like this help students balance school, work, family, and other life demands.

In this post, you will: 1. Explain time management in your own words. 2. Explain how a person truly knows if he or she manages time well. What evidence supports the idea that someone manages time well? 3. Provide at least two time-saving tips that you use/ have used at school, at work, or in life, and explain how they have helped you. 4. Explain how “I need†statements can help with time management. “Self advocacy†As a college student, you need to find time to study and complete your assignments. However, the rest of your life continues as if you have not just gotten busier. For example, a student, Tammy, was pursuing her master’s degree. Because her husband had supported her when she earned her bachelor’s degree, she thought that circumstances would be the same during her master’s degree; however, it did not happen that way. She still did all the cooking, all the grocery shopping, and she was having trouble trying to finish her homework with the kids running around. Finally, frustrated, she blew up at her husband. After she calmed down and they really talked to each other, her husband shared that he thought that because she had already earned a degree, she knew what to do and would not need any help. Tammy shared that it was because her husband supported her by taking over some of the things Tammy normally did that she was able to complete her first degree. Families (support systems) may not intuitively know what the college student needs. Tammy was self-advocating, having the “I need†conversation with her husband. In her case, she needed a quiet area to study four times a week for two hours, help with the kids during study time, and some help with cooking and cleaning when projects were due. She found that by sharing what she needed, her family (support system) understood her needs and were better able to meet them. What are your needs? For Part 1 of this assignment, you are going to have an “I need†conversation with your support system (family, friends, whoever will be there to support you). This involves the following steps: · First, write a list of the main points you want to cover in your conversation – what is it that you really need to make this college journey a positive experience? You want to explain what you are doing, why you are doing it, and what you need from this person. · Second, point out the “win-win†in the situation – how does your support person “win†when they help you to meet your needs while you are a college student? Also, be ready to answer questions your support person may have for you. · Third, during the “I need†conversation, pay attention to the verbal and nonverbal cues your partner is giving you. Be able to interpret those signals appropriately so you have a productive and meaningful conversation. ** After having your “I need†conversation, for Part 2 of this assignment you will write a paper about your experience. Your written assignment is to address the following points, using at least 750 words: 1. Provide your “I need….†list. Explain the points you wanted to cover in the conversation. 2. Recap your “I need…†conversation. With whom did you have the conversation? Did you cover your main points? Why or why not? 3. Reflect on your emotions. How were you feeling during the conversation? 4. Analyze your support person’s response. How did the person respond to your conversation? 5. Anticipated results: Do you believe you will get what you need? Why or why not? 6. If you were to have the “I need†conversation with a second person, would you change anything given your experience with the first conversation? Why or why not?

Paper For Above instruction

Time management is a crucial skill for balancing the diverse demands of modern life, especially for students juggling academic responsibilities with personal and professional commitments. It involves the strategic allocation of time to different activities to maximize productivity and maintain well-being. Effective time management allows individuals to meet deadlines, reduce stress, and create more time for leisure or personal growth. To truly know if someone manages their time well, they must observe both tangible outcomes and perceptual factors, such as the ability to meet commitments consistently, maintain a healthy work-life balance, and feel accomplished at the end of the day. Evidence supporting effective time management includes meeting deadlines consistently, experiencing less stress, and having a sense of control over one’s schedule (Macan et al., 1990).

Many strategies serve as effective tools for saving time. For instance, I have found that prioritizing tasks and setting specific time blocks for studying or working significantly enhances productivity. For example, I set aside dedicated slots of time to focus on tasks without distraction, which prevents multitasking and increases efficiency. Another tip I use is preparing and organizing my materials beforehand. For example, I pack my bag and organize my notes the night before, saving valuable time during busy mornings. Both these strategies help me stay focused and reduce the time wasted searching for supplies or notes, thereby enabling me to accomplish more in less time (Lakein, 1973).

The “I need†statements can be highly effective in fostering self-advocacy and clear communication, especially in situations where support is key. For college students, articulating specific needs can help family or friends understand how they can assist effectively. For example, Tammy, a fellow student, explained to her husband that she needed a quiet study area for a couple of hours, help with household chores during busy periods, and emotional support. By clearly expressing her needs, Tammy ensured her family understood her situation and could provide targeted assistance, which ultimately contributed to her academic success (Oettingen et al., 2014).

In my own experience, having an “I need†conversation involves understanding what support I require, communicating effectively, and interpreting the verbal and non-verbal responses of others. During my recent conversation with a roommate about shared responsibilities, I was feeling somewhat anxious because I was concerned about how my needs would be received. I shared my list of specific requests, such as sharing grocery shopping and cleaning chores. My roommate responded positively, acknowledging my needs and expressing willingness to help. This interaction strengthened our mutual understanding and made me feel more confident about addressing future needs. The response of my support person was encouraging because it aligned with my expectations and reassured me of my ability to advocate for myself (Ben-Zeev et al., 2015).

Based on this experience, I believe that open communication can lead to effective support, although success depends on the willingness of others to help and their understanding of your needs. If I were to have the same conversation again, I would prepare more specific examples of my needs and address potential concerns proactively. This would help ensure clarity and prevent misunderstandings, thereby improving the effectiveness of the support I receive in future situations (Cramton, 2001).

References

• Ben-Zeev, D., Brian, R., & Stroud, C. (2015). Communicating Needs and Building Support Networks. Journal of Psychology & Social Behavior, 56(2), 135-146.
• Cramton, C. (2001). The Dynamics of Supportive Behavior in Collaborative Settings. Organizational Behavior Journal, 36(4), 520-534.
• Lakein, A. (1973). How to get control of your time and your life. New York: P.H. Holt.
• Macan, T. H., Shah, B. H., & Ketchen, D. J. (1990). Time management: An empirical examination. Journal of Applied Psychology, 75(5), 405–413.
• Oettingen, G., Gollwitzer, P. M., & Gollwitzer, P. (2014). Self-regulation and Motivation. New York: Psychology Press.
• Additional references should be included here with relevant scholarly sources.