Interesting points David! No matter how well we plan things out, there are always new tasks that come in – some of which are highest priority and need to be taken care of right away. When I'm budgeting my time, I always buffer in 5%-10% extra for all those monkey wrenches.
I have been pretty good about making 'to-do' lists (listed by priority) and working at completing the tasks by day's end. The problem is that I'm not as consistent with it as I should be. Then there's the all too familiar 'monkey wrench' that disrupts my plans. But I have found that when I utilize my to-do list, it helps me get through the week easier.
With all of the bells and whistles attached to computer systems today, it is extremely easy to compile a to do list and have the computer remind you what task is next. On a weekly basis, I revisit the list and perform my updates. It is a great feeling to have structure and organization. This also allows me to ensure that the critical tasks are high in priority.
Interesting comments Faith! I like the way that you classify the items on your to-do list into two main categories: Students-prepwork-grading and Administrative. In doing so, you can prioritize one category over another, as you did, and then focus on completing a smaller set of items.
I always have a "To DO List." Being an instructor who also does many other functions for the school, I always refer back to my list. Some things need to be done the next day, and I am okay with that.
Students, prep work and grading comes first. The administrative duties come 2nd. I lead by example. So if I drop the ball, my students feel it is okay for them to do so also. I expect them to reach up to the bar I have set for them. 95% do. The other 5% you try to let them see the picture.
I love to-do list. I started using them early on because I tend to panic if I have too much to do and I want to do everything at once. Using the list releases my panic and I love the physical action of scratching off things when they are done!
Making the list also makes it easier to prioritise. Sometimes I have done less important tasks because they were short and easy just to get them out of the way.
Interesting points Lorna! And yes, task prioritization can be tricky. Your example of the student making the phone gesture while you were teaching is perfect. Clearly you needed to keep teaching. But there are other situations in which priority is not as clear. In situations like these, I like to think about the consequences or outcomes of not completing each task. For example, what would be the consequence of not completing your lecture? How does that compare with the consequence of not calling a student back right away? When we think in terms of outcomes and consequences, we can often come to conclusions about task priority.
Great points Jean! And actually, the process of getting things out of your head and on paper is called Cognitive externalization. Many people have enjoyed the benefits. Also, I really like the way you create categories for different tasks. I actually do the same thing on my list. Mine are high, medium, low and later.
I am a firm believer in "to-do" lists. I have lists at work and at home. I break them down into time categories..."today", "this weekend", "when I'm bored", etc. I'd rather not rely on my memory for tasks. Life is easier having it written down and handy. And there is a satisfaction to crossing off a completed task.
In my own experience task prioritization is the most difficult thing to do. I serve as Academic Counselor in the same college i teach. Even if I try to avoid it, all my tasks get mixed up. Even when I am teaching, I can see a student out the door glass making a sign of a phone call that means he wants me to call them. At the time I am in class I will keep myself to the class, but the picture of the person asking me for a call is still on my mind. I have experienced that to have more than two hats could increse the chances of make a good prioritization of the tasks to be done. Any advice over that?
Yes, I've changed the list to choose things that must be finished versus things that I would like finished.
Thanks, Dr. Read. It seems that these "Pods" are creating a greater respect for students as well as work displayed each week. I've also placed one student as the Pod president, which takes charge of collecting the finsihed works and entertains a forum for class discussion questions brought on by the group at large.
Those are great questions Scott! Over the years, I've learned that the best method is the one that you'll use. If you feel more productive with paper, then I say stick with it.
Your “pod†method is an interesting approach. I like the idea of mini learning communities. These social circles will not only improve learning but will also likely improve student retention.
Dr. Read,
After reading this section, I understood some of the processes that I've developed are working– yet others seem less functioning. The on-line communication has offer an idea for an effective tool as well, computer based scheduling.
As a tool in the two school I teach at currently, I've attempted a new theory of "Pod" teaching. This method requires students to meet with their "Pod" peers once a week and go over their work before submitting it for grading, which has allowed for greater growth for me, through larger communication skills, and through each student learning to overcome their shy and prioritization scheduling problems.
Do you, although, feel that the computer based ideas for task organizing is less effective than the old fashioned idea of writing a list? It seems that the paper form could be more effective through just a reminder method. Then going back to a computer program, which to me seems frustrating and more task anti-productive.?
Best Scott
This sounds like a great first step Sandra. I know how hard it is to minimize interactions when students and administrators are continuously stopping by your office. Sometimes, it can be helpful to provide people with a visual cue that lets them know you are busy. For example, a closed door is a good sign that someone is busy. Alternatively, if you are working in a cube, a sign that says “Door is Closed†can be equally effective.
As the school program director for a diversity of medical office programs with students constantly at my door, I will strive not to meet, greet and interact with everyone who stops by, allowing them to control & interrupt my time, causing constantly changing work priorities during the day. I will also focus on priority task versus what activities can be left until another time.
Interesting points Sharlette and I agree. It is easy to prioritize student needs over the things we need for ourselves – especially when students present their needs with such a sense of urgency. But it's important to note that doing things for ourselves can be what keeps us going. When our needs are met, we are in the best position to help others.
I tend to try to get the most urgent tasks done first, but sometimes there are so many distractions and everyone seems to think that their requirement is the most urgent! I'm good at handling student requests in a timely manner most of the time. Adminstrative requirements often take a back seat to student/instruction requirements, but I rarely miss a deadline. The things I'm worst about putting off are the things that I need to do for "Me".
I am extremely busy and have responsibilities for 4 different agencies. I have to admit that I am not as good about making to do lists as I should be. I have a Palm Pilot an I will begin to use it for my to do lists and classify the tasks by responsibility, importance and priority.
Tina,
I am glad that you mentioned computerized ‘to do' lists. Keeping track of tasks with your computer can work great. You can set your computer up to remind you to complete certain tasks at certain points in time.
As instructors, it is always important to leverage the technology that we have access to. If you have access to software that can help you keep track of your tasks, why not put it to use and make it work for you.
