Friday, September 27, 2013
Wednesday, June 18, 2008
Next memory meeting
Hi guys and gals,
You may have received a call from our poor Jignesh who has been trying to get us all together for the first re-union. This is a follow up to the call. All those who are interested in coming together to refresh their memory, please say yes by clicking on comments and saving it.
Thank you and look forward to your responses. The first 10 comments will get a prize.
Be happy, be cheerful, be joyful, be blessed.
Love Lancer.
You may have received a call from our poor Jignesh who has been trying to get us all together for the first re-union. This is a follow up to the call. All those who are interested in coming together to refresh their memory, please say yes by clicking on comments and saving it.
Thank you and look forward to your responses. The first 10 comments will get a prize.
Be happy, be cheerful, be joyful, be blessed.
Love Lancer.
Saturday, June 14, 2008
Presentation
Presentation Skills
Knowing how to deliver a presentation is as important as knowing the facts about the landmines issue. Good speakers know how to share their information effectively!
Effective Presenters
While every presenter has their own unique style, in general, all effective presenters:
Encourage participants to present their own ideas;
Recognize that people need time to think before speaking;
Maintain a comfortable pace so that participants do not feel too rushed;
Reserve their own ideas and opinions until others have had time to respond;
Accept each contribution with a positive comment;
Encourage everyone to contribute, but keep the session focused;
Are sensitive to cultural and value differences within the audience; and,
Set aside any personal biases.
Speak or Engage?
Is it possible to stand in front of an audience and just speak to them about the landmines issue? Certainly. Is this the most effective way to engage your audience? Probably not. Effective presenters do more than just rattle off the facts. They spark discussion, include interactive exercises, appeal to a variety of learning styles, and are creative and dynamic!
Different people have distinct ways of learning and absorbing information. Some people learn better by seeing things visually, other by hearing information, and still others by doing things. As a presenter your job is to try to appeal to all these types of learners -to talk, to use visual aids, and to have exercises that allow participants to experience in some way what you are discussing.
Most times your audience will know something about global issues or the landmines issue. Instead of just presenting information, ask the audience questions and allow time for questions and discussions. If you pose questions to the audience towards the beginning of the presentation it will help you to gauge the participants knowledge and feelings about the issue. Allow participants to share their knowledge and experiences as well. Presenting is not a one way learning process. It is a dialogue between you and your audience.
One way to increase audience participation is to make a question out of the information you would like to convey. Instead of explaining how many countries in the world are affected by landmines, ask the audience how many countries they think are affected by landmines? Interactive exercises will help to create a positive dialogue with participants where they have opportunities to share their own knowledge.
The more senses you appeal to in your presentation the more likely your audience is to retain the information and take action!
We retain:
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we hear, see and talk
90% of what we hear, see, talk and do!
Know your Audience
You should give a different presentation to each different audience. A presentation for a church youth group will be very different from a presentation to a group of military veterans. Adapting your presentation to each audience may mean small changes to the introduction or big changes to the order of the presentation. Knowing your audience is crucial so you can tailor your presentation to suit the participants.
Whenever possible get background information on your audience.
Who are they?
What is the age group?
Do they know much about global issues?
Do they know a great deal about the landmines issue or very little?
Do they know about the global landmines situa-tion, your local landmine situation, neither or both?
Are participants from war-affected communities?
Have any participants been personally affected by landmines?
Have participants taken action on the landminesissue or other social justice issues before?
How many participants will attend the presentation?
Do any of the participants have any special needs? (i.e. require sign language interpretation, wheel-chair
accessible facility)
Do the participants have specific issues they would like you to focus on?
The more you know about your audience the more you will be able to prepare in advance and adapt your presentation to meet their expectations. This ensures the presentation will meet their needs and goals as well as your own.
Being Flexible
Flexibility is crucial to delivering a landmines presentation. While you always want to cover the basic information about the landmines issue, depending on your audience you may wish to focus more on particular aspects of the issue. For example, you may want to focus on the landmines situation in a particular country, or you may want to focus on a theme such as survivor assistance.
Regardless of what you plan to include in your presentation you must always be prepared for change. Perhaps more time is spent on discussion and you do not have time for a planned activity. Maybe during the presentation you realize that a planned exercise is not appropriate for the audience, or maybe a pieceof needed audio-visual equipment is not available or not working.
Remain calm, have back-up activities planned, and don’t get flustered if your presentation doesn’t go according to schedule. Remember only you will know if the presentation is different from the one you had planned beforehand!
Handling Difficult Situations
Regardless of how much you prepare for a presentation, sometimes challenging situations arise. It is best to think through beforehand how you would handle different situations. Then if any difficulties do arise, try and remain relaxed and handle the situation as best you can. Following are some challenges that may arise and some possible responses. Remember that the appropriate response will vary for each audience, so adapt accordingly.
1. Participant is dominating the discussion
Summarize the participant’s viewpoint and then move on.
Ask others in the group for their input.
If you wish to discuss the issue further with the participant, ask to wait to continue the discussion until a break.
2. Participant is moving off topic
Summarize the participant’s viewpoint and move on.
Ask the participant to wait until later in the presentation to discuss the issue.
Address the fact that a different topic has been raised - “This seems to be a different issue,” - and restate the purpose of the dis-cussion, asking others for input.
3. Private Conversations
Use nonverbal methods to regain the participant’s attention (make eye contact, move closer).
Ask one of them a question (making sure to say the participant’s name first).
Ask them to refrain from talking (privately, if possible).
4. Jokes
Privately ask the participants to minimize jokes.
Resume the session after the humorous in-terjections (be as serious as possible).
5. Disagreeing
Summarize the participants’ viewpoint; ask others for their opinions.
Agree to disagree.
Agree in part, then state how you differ and why.
6. Distractions
Use nonverbal means to get the participants’ attention (like eye contact).
Ignore if the behavior is not detracting from the session.
Privately ask the participant to stop.
7. Lateness
Ignore the behavior.
Adhere to time schedules; do not let every-one suffer for one person’s lateness.
Remind participants of time frames.
Privately request promptness (as a courtesy to the rest of the group, not just to you).
8. Participant is not actively involved
Use nonverbal means to draw the person into the discussion.
Ask direct but non-threatening questions.
Leave such participants alone (just because they are not participating does not mean that they are not learning).
9. Difficult Questions
If you are not able to answer a question then it is fine to say so!
Ask if anyone else in the group knows the answer.
Let the participant know that you will get back to them at a later date with the answer - and make sure you get back to them!
You do not have to intervene every time a problem arises during your presentation. In fact, if you are not comfortable you do not have to intervene at all. Often in a classroom situation the teacher will intervene and assist in solving any problem situations. If a participant is seriously disrupting your presentation and you feel comfortable then you may wish to intervene if you do not think the individual will change the behavior on their own. Use the suggestions above or use actions more appropriate in your community for dealing with such situations.
Learning to Speak
Speaking in front of an audience causes you to become more aware of your speech patterns. To begin, start noticing how you speak with others:
Do you speak quickly or slowly? Do others find your speech easy to understand?
Do you speak quietly or loudly?
Do you use one tone or is your speech very animated?
Do you gesture and use your hands when you speak?
Do you normally communicate with other in your native language or another language?
Effective public speakers:
Speak slowly and clearly. It is important that your audience can understand what you are saying. Often when people are nervous their speech becomes more rapid, so it is important to remember to slow down and pronounce words distinctly. This is especially important if you are speaking in a language that is not your native tongue, or if you are speaking to people whose first language is not the language you are speaking in.
If you are speaking in a language other than your native tongue make sure you are comfortable with all the technical terms you may be using. Also avoid using abbreviations or jargon terms that the audience will not understand.
Speak loudly. You do not need to yell, but ensure that you speak loudly enough for all participants to clearly hear you. If you are speaking in a very large room request a microphone or megaphone. When beginning a presentation, ask participants if they can hear you.
Sometimes gesturing and using your hands to describe what you are discussing can be interesting and useful. Nervous hand movements and gestures are not useful. Be conscious of how you use your hands. Do not play with coins in your pocket, pens or other materials that may distract your audience.
Smile, even if you are nervous or intimidated. It will put your audience at ease and will help you to relax too!
Look at the audience - do not stare at your notes or look only at the screen. This way you will be able to assess their level of interest and keep engaged with the audience.
Red Cross taking action workshop, White Rock, British Columbia Canada, May 2000. Photo: YMAAP
The best way to learn how to speak in front of people is to practice, both privately and with others. Try practicing in front of a mirror. Notice how you gesture, how quickly you speak and if your speech is clear. Try practicing in front of your family and friends. Ask them for comments. If you have the opportunity, have someone video tape your presentation. Review the video to see how you speak and gesture when nervous and work to minimize these behaviors.
Using Visual Aids
Using visual aids can enhance the effectiveness of your presentation. A variety of visual aids can be employed, from chalkboards to slide projectors. When using visual aids:
Always make sure to request in advance any equipment you will need;
Arrive early for the presentation to set up equipment;
Ensure equipment is in good working order; and,
Return borrowed equipment promptly.
Here are some examples of visual aids, although this is by no means a complete list. Be creative, use local materials, and develop your own tools and resources to use!
Chalkboards, Whiteboards and Flipcharts
Ensure that chalk or pens are available.
Make sure to only use whiteboard pens on whiteboards.
If you are writing and talking at the same time, ensure that you are turned to the side so people can hear and see what you are discussing.
Make sure to write largely and clearly so people can easily understand your writing.
Decide how much information you will write on the board in advance (i.e. main headings) and how much information you will fill in during the presentation.
Only write short, brief phrases and when possible use graphic images such as cartoons to illustrate your points.
Overheads
Set up the projector in advance to ensure it is functioning and is properly positioned and focused.
Make sure materials are photocopied or printed on acetate (or transparencies).
Make sure overhead pens are available.
Ensure that acetates are readable from the back of room. Use a big, plain typeface (a 20 to 30 point typeface is a good size).
Always face the audience when presenting over-heads.
Keep a copy of the text in your hand so you do not have to read the words off a wall or screen.
Slides
Set up the slide projector in advance to make sure if is properly focused and positioned and that slides are placed correctly in the tray.
Make sure to leave enough time between slides for participants to absorb the information and ask questions.
Films
Review the film in advance to ensure you are familiar with the content. Make sure the film is rewound and cued to where you would like it to start.
Set up the television and VCR in advance to ensure they are functioning and that the volume and channel are correctly set.
Position the television screen so all participants can see it. If possible, avoid showing videos on small screens to large audiences.
Posters
Get permission to hang posters on walls or other surfaces (i.e. chalkboard).
Bring tape, sticky glue or another adhesive with you to fasten posters to the wall.
Ideally, put up the posters beforehand so that partici-pants can look at them while waiting for the session to start. It can be useful to leave posters behind so that participants can refer to the material afterwards.
Make sure to refer to the posters during the presentation.
Handouts
Make sure to type or print clearly in large lettering.
Make enough photocopies for all participants.
Hand out sheets during the presentation to all participants and review the material, or mention during the presentation that more information is available on a table after the presentation.
Props
Physical objects or props can be used to deepen a participant’s knowledge and understanding of the landmines issue. Ask local mine action organizations if they have wooden mines which can be used during presentations to show participants what mines look like, how small they are and how some resemble toys. Remember to be careful about how “dummy” mines are handled. In real life mines are not toys and fake mines should be treated the same way.
See if it is possible to use an old prosthetic during presentations to pass around and show students. Photographs, posters and campaign materials can also be passed around for participants to examine
Knowing how to deliver a presentation is as important as knowing the facts about the landmines issue. Good speakers know how to share their information effectively!
Effective Presenters
While every presenter has their own unique style, in general, all effective presenters:
Encourage participants to present their own ideas;
Recognize that people need time to think before speaking;
Maintain a comfortable pace so that participants do not feel too rushed;
Reserve their own ideas and opinions until others have had time to respond;
Accept each contribution with a positive comment;
Encourage everyone to contribute, but keep the session focused;
Are sensitive to cultural and value differences within the audience; and,
Set aside any personal biases.
Speak or Engage?
Is it possible to stand in front of an audience and just speak to them about the landmines issue? Certainly. Is this the most effective way to engage your audience? Probably not. Effective presenters do more than just rattle off the facts. They spark discussion, include interactive exercises, appeal to a variety of learning styles, and are creative and dynamic!
Different people have distinct ways of learning and absorbing information. Some people learn better by seeing things visually, other by hearing information, and still others by doing things. As a presenter your job is to try to appeal to all these types of learners -to talk, to use visual aids, and to have exercises that allow participants to experience in some way what you are discussing.
Most times your audience will know something about global issues or the landmines issue. Instead of just presenting information, ask the audience questions and allow time for questions and discussions. If you pose questions to the audience towards the beginning of the presentation it will help you to gauge the participants knowledge and feelings about the issue. Allow participants to share their knowledge and experiences as well. Presenting is not a one way learning process. It is a dialogue between you and your audience.
One way to increase audience participation is to make a question out of the information you would like to convey. Instead of explaining how many countries in the world are affected by landmines, ask the audience how many countries they think are affected by landmines? Interactive exercises will help to create a positive dialogue with participants where they have opportunities to share their own knowledge.
The more senses you appeal to in your presentation the more likely your audience is to retain the information and take action!
We retain:
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we hear, see and talk
90% of what we hear, see, talk and do!
Know your Audience
You should give a different presentation to each different audience. A presentation for a church youth group will be very different from a presentation to a group of military veterans. Adapting your presentation to each audience may mean small changes to the introduction or big changes to the order of the presentation. Knowing your audience is crucial so you can tailor your presentation to suit the participants.
Whenever possible get background information on your audience.
Who are they?
What is the age group?
Do they know much about global issues?
Do they know a great deal about the landmines issue or very little?
Do they know about the global landmines situa-tion, your local landmine situation, neither or both?
Are participants from war-affected communities?
Have any participants been personally affected by landmines?
Have participants taken action on the landminesissue or other social justice issues before?
How many participants will attend the presentation?
Do any of the participants have any special needs? (i.e. require sign language interpretation, wheel-chair
accessible facility)
Do the participants have specific issues they would like you to focus on?
The more you know about your audience the more you will be able to prepare in advance and adapt your presentation to meet their expectations. This ensures the presentation will meet their needs and goals as well as your own.
Being Flexible
Flexibility is crucial to delivering a landmines presentation. While you always want to cover the basic information about the landmines issue, depending on your audience you may wish to focus more on particular aspects of the issue. For example, you may want to focus on the landmines situation in a particular country, or you may want to focus on a theme such as survivor assistance.
Regardless of what you plan to include in your presentation you must always be prepared for change. Perhaps more time is spent on discussion and you do not have time for a planned activity. Maybe during the presentation you realize that a planned exercise is not appropriate for the audience, or maybe a pieceof needed audio-visual equipment is not available or not working.
Remain calm, have back-up activities planned, and don’t get flustered if your presentation doesn’t go according to schedule. Remember only you will know if the presentation is different from the one you had planned beforehand!
Handling Difficult Situations
Regardless of how much you prepare for a presentation, sometimes challenging situations arise. It is best to think through beforehand how you would handle different situations. Then if any difficulties do arise, try and remain relaxed and handle the situation as best you can. Following are some challenges that may arise and some possible responses. Remember that the appropriate response will vary for each audience, so adapt accordingly.
1. Participant is dominating the discussion
Summarize the participant’s viewpoint and then move on.
Ask others in the group for their input.
If you wish to discuss the issue further with the participant, ask to wait to continue the discussion until a break.
2. Participant is moving off topic
Summarize the participant’s viewpoint and move on.
Ask the participant to wait until later in the presentation to discuss the issue.
Address the fact that a different topic has been raised - “This seems to be a different issue,” - and restate the purpose of the dis-cussion, asking others for input.
3. Private Conversations
Use nonverbal methods to regain the participant’s attention (make eye contact, move closer).
Ask one of them a question (making sure to say the participant’s name first).
Ask them to refrain from talking (privately, if possible).
4. Jokes
Privately ask the participants to minimize jokes.
Resume the session after the humorous in-terjections (be as serious as possible).
5. Disagreeing
Summarize the participants’ viewpoint; ask others for their opinions.
Agree to disagree.
Agree in part, then state how you differ and why.
6. Distractions
Use nonverbal means to get the participants’ attention (like eye contact).
Ignore if the behavior is not detracting from the session.
Privately ask the participant to stop.
7. Lateness
Ignore the behavior.
Adhere to time schedules; do not let every-one suffer for one person’s lateness.
Remind participants of time frames.
Privately request promptness (as a courtesy to the rest of the group, not just to you).
8. Participant is not actively involved
Use nonverbal means to draw the person into the discussion.
Ask direct but non-threatening questions.
Leave such participants alone (just because they are not participating does not mean that they are not learning).
9. Difficult Questions
If you are not able to answer a question then it is fine to say so!
Ask if anyone else in the group knows the answer.
Let the participant know that you will get back to them at a later date with the answer - and make sure you get back to them!
You do not have to intervene every time a problem arises during your presentation. In fact, if you are not comfortable you do not have to intervene at all. Often in a classroom situation the teacher will intervene and assist in solving any problem situations. If a participant is seriously disrupting your presentation and you feel comfortable then you may wish to intervene if you do not think the individual will change the behavior on their own. Use the suggestions above or use actions more appropriate in your community for dealing with such situations.
Learning to Speak
Speaking in front of an audience causes you to become more aware of your speech patterns. To begin, start noticing how you speak with others:
Do you speak quickly or slowly? Do others find your speech easy to understand?
Do you speak quietly or loudly?
Do you use one tone or is your speech very animated?
Do you gesture and use your hands when you speak?
Do you normally communicate with other in your native language or another language?
Effective public speakers:
Speak slowly and clearly. It is important that your audience can understand what you are saying. Often when people are nervous their speech becomes more rapid, so it is important to remember to slow down and pronounce words distinctly. This is especially important if you are speaking in a language that is not your native tongue, or if you are speaking to people whose first language is not the language you are speaking in.
If you are speaking in a language other than your native tongue make sure you are comfortable with all the technical terms you may be using. Also avoid using abbreviations or jargon terms that the audience will not understand.
Speak loudly. You do not need to yell, but ensure that you speak loudly enough for all participants to clearly hear you. If you are speaking in a very large room request a microphone or megaphone. When beginning a presentation, ask participants if they can hear you.
Sometimes gesturing and using your hands to describe what you are discussing can be interesting and useful. Nervous hand movements and gestures are not useful. Be conscious of how you use your hands. Do not play with coins in your pocket, pens or other materials that may distract your audience.
Smile, even if you are nervous or intimidated. It will put your audience at ease and will help you to relax too!
Look at the audience - do not stare at your notes or look only at the screen. This way you will be able to assess their level of interest and keep engaged with the audience.
Red Cross taking action workshop, White Rock, British Columbia Canada, May 2000. Photo: YMAAP
The best way to learn how to speak in front of people is to practice, both privately and with others. Try practicing in front of a mirror. Notice how you gesture, how quickly you speak and if your speech is clear. Try practicing in front of your family and friends. Ask them for comments. If you have the opportunity, have someone video tape your presentation. Review the video to see how you speak and gesture when nervous and work to minimize these behaviors.
Using Visual Aids
Using visual aids can enhance the effectiveness of your presentation. A variety of visual aids can be employed, from chalkboards to slide projectors. When using visual aids:
Always make sure to request in advance any equipment you will need;
Arrive early for the presentation to set up equipment;
Ensure equipment is in good working order; and,
Return borrowed equipment promptly.
Here are some examples of visual aids, although this is by no means a complete list. Be creative, use local materials, and develop your own tools and resources to use!
Chalkboards, Whiteboards and Flipcharts
Ensure that chalk or pens are available.
Make sure to only use whiteboard pens on whiteboards.
If you are writing and talking at the same time, ensure that you are turned to the side so people can hear and see what you are discussing.
Make sure to write largely and clearly so people can easily understand your writing.
Decide how much information you will write on the board in advance (i.e. main headings) and how much information you will fill in during the presentation.
Only write short, brief phrases and when possible use graphic images such as cartoons to illustrate your points.
Overheads
Set up the projector in advance to ensure it is functioning and is properly positioned and focused.
Make sure materials are photocopied or printed on acetate (or transparencies).
Make sure overhead pens are available.
Ensure that acetates are readable from the back of room. Use a big, plain typeface (a 20 to 30 point typeface is a good size).
Always face the audience when presenting over-heads.
Keep a copy of the text in your hand so you do not have to read the words off a wall or screen.
Slides
Set up the slide projector in advance to make sure if is properly focused and positioned and that slides are placed correctly in the tray.
Make sure to leave enough time between slides for participants to absorb the information and ask questions.
Films
Review the film in advance to ensure you are familiar with the content. Make sure the film is rewound and cued to where you would like it to start.
Set up the television and VCR in advance to ensure they are functioning and that the volume and channel are correctly set.
Position the television screen so all participants can see it. If possible, avoid showing videos on small screens to large audiences.
Posters
Get permission to hang posters on walls or other surfaces (i.e. chalkboard).
Bring tape, sticky glue or another adhesive with you to fasten posters to the wall.
Ideally, put up the posters beforehand so that partici-pants can look at them while waiting for the session to start. It can be useful to leave posters behind so that participants can refer to the material afterwards.
Make sure to refer to the posters during the presentation.
Handouts
Make sure to type or print clearly in large lettering.
Make enough photocopies for all participants.
Hand out sheets during the presentation to all participants and review the material, or mention during the presentation that more information is available on a table after the presentation.
Props
Physical objects or props can be used to deepen a participant’s knowledge and understanding of the landmines issue. Ask local mine action organizations if they have wooden mines which can be used during presentations to show participants what mines look like, how small they are and how some resemble toys. Remember to be careful about how “dummy” mines are handled. In real life mines are not toys and fake mines should be treated the same way.
See if it is possible to use an old prosthetic during presentations to pass around and show students. Photographs, posters and campaign materials can also be passed around for participants to examine
Friday, June 13, 2008
Inspiration
Hi All,
Not sure if you have seen this….this is indeed something to give a pause and think about. Enjoy!
In July 2006, a short 3-minute movie was launched on the Internet called The Dash. Since then, over 40 million people from around the world have watched it; and over 20,000 a day continue to watch it as a result of people passing it along. The movie has been more successful than anyone could have ever imagined. More importantly, however, it has inspired many, many people to reflect on their lives and ask that all important question, "Are my priorities where they should be?"
Click This Link to View:
www.dashpoemmovie.com
Thanks & Regards
Ravindra
Not sure if you have seen this….this is indeed something to give a pause and think about. Enjoy!
In July 2006, a short 3-minute movie was launched on the Internet called The Dash. Since then, over 40 million people from around the world have watched it; and over 20,000 a day continue to watch it as a result of people passing it along. The movie has been more successful than anyone could have ever imagined. More importantly, however, it has inspired many, many people to reflect on their lives and ask that all important question, "Are my priorities where they should be?"
Click This Link to View:
www.dashpoemmovie.com
Thanks & Regards
Ravindra
Saturday, June 7, 2008
hi everyone
Nice to be with u guys. have u been practising the techniques? i am trying to teach the same to my daughter. unless v meet and practise together, i think it will be difficult for us to keep the tempo & do it on our own. can v meet on saturday afternoon/evenings?
Tuesday, May 27, 2008
Monday, May 26, 2008
टाइम Management
Time Management Tips
1. Personal Time Survey
2. Study Hour Formula
3. Daily Schedules
4. Don't be a Perfectionist
5. Learn to Say NO
6. Learn to Prioritize
7. Combine Several Activities
8. Conclusion
1. A Personal Time Survey
To begin managing your time you first need a clearer idea of how you now use your time. The Personal Time Survey will help you to estimate how much time you currently spend in typical activities. To get a more accurate estimate, you might keep track of how you spend your time for a week. This will help you get a better idea of how much time you need to prepare for each subject. It will also help you identify your time wasters. But for now complete the Personal Time Survey to get an estimate. The following survey shows the amount of time you spend on various activities. When taking the survey, estimate the amount of time spent on each item. Once you have this amount, multiply it by seven. This will give you the total time spent on the activity in one week. After each item's weekly time has been calculated, add all these times for the grand total. Subtract this from 168, the total possible hours per week. Here We Go:
1. Number of hours of sleep each night
________ X 7 = _______
2. Number of grooming hours per day
________ X 7 = _______
3. Number of hours for meals/snacks per day - include preparation time
________ X 7 = _______
4a. Total travel time weekdays
________ X 5= _______
4b. Total travel time weekends
_______
5. Number of hours per week for regularly scheduled functions (clubs, church, get-togethers, etc.)
_______
6. Number of hours per day for chores, errands, extra grooming, etc.
_______ X 7 = _______
7. Number of hours of work per week
_______
8. Number of hours in class per week
_______
9. Number of average hours per week socializing, dates, etc. Be honest!
_______
Now add up the totals:
_______
Subtract the above number from 168
168 - _______ = _______
The remaining hours are the hours you have allowed yourself to study.
2. Study Hour Formula
To determine how many hours you need to study each week to get A's, use the following rule of thumb. Study two hours per hour in class for an easy class, three hours per hour in class for an average class, and four hours per hour in class for a difficult class. For example, basket weaving 101 is a relatively easy 3 hour course. Usually, a person would not do more than 6 hours of work outside of class per week. Advanced calculus is usually considered a difficult course, so it might be best to study the proposed 12 hours a week. If more hours are needed, take away some hours from easier courses, i.e., basket weaving. Figure out the time that you need to study by using the above formula for each of your classes.
Easy class credit hours
________ x 2 = _______
Average class credit hours
________ x 3 = _______
Difficult class credit hours
________ x 4 = _______
Total
_______
Compare this number to your time left from the survey. Now is the time when many students might find themselves a bit stressed. Just a note to ease your anxieties. It is not only the quantity of study time but also it's quality. This formula is a general guideline. Try it for a week, and make adjustments as needed.
3. Daily Schedules
There are a variety of time schedules that can fit your personality. These include engagement books, a piece of poster board tacked to a wall, or 3 x 5 cards. Once you decide upon the style, the next step is construction. It is best to allow spaces for each hour, half-hours for a busy schedule. First, put down all of the necessities; classes, work, meals, etc. Now block in your study time (remember the study time formula presented earlier). Schedule it for a time when you are energized. Also, it's best to review class notes soon after class. Make sure to schedule in study breaks, about 10 minutes each hour. Be realistic on how many courses to take. To succeed in your courses you need to have the time to study. If you find you don't have time to study and you're not socializing to an extreme, you might want to consider lightening your load. Tips for Saving Time Now that you know how you spend most of your time, take a look at it. Think about what your most important things are. Do you have enough time? Chances are that you do not. Below are some tips on how to schedule and budget your time when it seems you just don't have enough.
4. Don't be a perfectionist
Trying to be a perfect person sets you up for defeat. Nobody can be perfect. Difficult tasks usually result in avoidance and procrastination. You need to set achievable goals, but they should also be challenging. There will always be people both weaker and stronger than you.
5. Learn to say no
For example, an acquaintance of yours would like you to see a movie with him tonight. You made social plans for tomorrow with your friends and tonight you were going to study and do laundry. You really are not interested. You want to say no, but you hate turning people down. Politely saying no should become a habit. Saying no frees up time for the things that are most important.
6. Learn to Prioritize
Prioritizing your responsibilities and engagements is very important. Some people do not know how to prioritize and become procrastinators. A "to do list" places items in order of importance. One method is the ABC list. This list is divided into three sections; a, b, or c. The items placed in the A section are those needed to be done that day. The items placed in the B section need completion within the week. The C section items are those things that need to be done within the month. As the B, C items become more pertinent they are bumped up to the A or B list. Try it or come up with your own method, but do it.
7. Combine several activities
Another suggestion is to combine several activities into one time spot. While commuting to school, listen to taped notes. This allows up to an hour or two a day of good study review. While showering make a mental list of the things that need to be done. When you watch a sit-com, laugh as you pay your bills. These are just suggestions of what you can do to combine your time, but there are many others, above all be creative, and let it work for you.
8. Conclusion
After scheduling becomes a habit, then you can adjust it. It's better to be precise at first. It is easier to find something to do with extra time then to find extra time to do something. Most importantly, make it work for you. A time schedule that is not personalized and honest is not a time schedule at all.
1. Personal Time Survey
2. Study Hour Formula
3. Daily Schedules
4. Don't be a Perfectionist
5. Learn to Say NO
6. Learn to Prioritize
7. Combine Several Activities
8. Conclusion
1. A Personal Time Survey
To begin managing your time you first need a clearer idea of how you now use your time. The Personal Time Survey will help you to estimate how much time you currently spend in typical activities. To get a more accurate estimate, you might keep track of how you spend your time for a week. This will help you get a better idea of how much time you need to prepare for each subject. It will also help you identify your time wasters. But for now complete the Personal Time Survey to get an estimate. The following survey shows the amount of time you spend on various activities. When taking the survey, estimate the amount of time spent on each item. Once you have this amount, multiply it by seven. This will give you the total time spent on the activity in one week. After each item's weekly time has been calculated, add all these times for the grand total. Subtract this from 168, the total possible hours per week. Here We Go:
1. Number of hours of sleep each night
________ X 7 = _______
2. Number of grooming hours per day
________ X 7 = _______
3. Number of hours for meals/snacks per day - include preparation time
________ X 7 = _______
4a. Total travel time weekdays
________ X 5= _______
4b. Total travel time weekends
_______
5. Number of hours per week for regularly scheduled functions (clubs, church, get-togethers, etc.)
_______
6. Number of hours per day for chores, errands, extra grooming, etc.
_______ X 7 = _______
7. Number of hours of work per week
_______
8. Number of hours in class per week
_______
9. Number of average hours per week socializing, dates, etc. Be honest!
_______
Now add up the totals:
_______
Subtract the above number from 168
168 - _______ = _______
The remaining hours are the hours you have allowed yourself to study.
2. Study Hour Formula
To determine how many hours you need to study each week to get A's, use the following rule of thumb. Study two hours per hour in class for an easy class, three hours per hour in class for an average class, and four hours per hour in class for a difficult class. For example, basket weaving 101 is a relatively easy 3 hour course. Usually, a person would not do more than 6 hours of work outside of class per week. Advanced calculus is usually considered a difficult course, so it might be best to study the proposed 12 hours a week. If more hours are needed, take away some hours from easier courses, i.e., basket weaving. Figure out the time that you need to study by using the above formula for each of your classes.
Easy class credit hours
________ x 2 = _______
Average class credit hours
________ x 3 = _______
Difficult class credit hours
________ x 4 = _______
Total
_______
Compare this number to your time left from the survey. Now is the time when many students might find themselves a bit stressed. Just a note to ease your anxieties. It is not only the quantity of study time but also it's quality. This formula is a general guideline. Try it for a week, and make adjustments as needed.
3. Daily Schedules
There are a variety of time schedules that can fit your personality. These include engagement books, a piece of poster board tacked to a wall, or 3 x 5 cards. Once you decide upon the style, the next step is construction. It is best to allow spaces for each hour, half-hours for a busy schedule. First, put down all of the necessities; classes, work, meals, etc. Now block in your study time (remember the study time formula presented earlier). Schedule it for a time when you are energized. Also, it's best to review class notes soon after class. Make sure to schedule in study breaks, about 10 minutes each hour. Be realistic on how many courses to take. To succeed in your courses you need to have the time to study. If you find you don't have time to study and you're not socializing to an extreme, you might want to consider lightening your load. Tips for Saving Time Now that you know how you spend most of your time, take a look at it. Think about what your most important things are. Do you have enough time? Chances are that you do not. Below are some tips on how to schedule and budget your time when it seems you just don't have enough.
4. Don't be a perfectionist
Trying to be a perfect person sets you up for defeat. Nobody can be perfect. Difficult tasks usually result in avoidance and procrastination. You need to set achievable goals, but they should also be challenging. There will always be people both weaker and stronger than you.
5. Learn to say no
For example, an acquaintance of yours would like you to see a movie with him tonight. You made social plans for tomorrow with your friends and tonight you were going to study and do laundry. You really are not interested. You want to say no, but you hate turning people down. Politely saying no should become a habit. Saying no frees up time for the things that are most important.
6. Learn to Prioritize
Prioritizing your responsibilities and engagements is very important. Some people do not know how to prioritize and become procrastinators. A "to do list" places items in order of importance. One method is the ABC list. This list is divided into three sections; a, b, or c. The items placed in the A section are those needed to be done that day. The items placed in the B section need completion within the week. The C section items are those things that need to be done within the month. As the B, C items become more pertinent they are bumped up to the A or B list. Try it or come up with your own method, but do it.
7. Combine several activities
Another suggestion is to combine several activities into one time spot. While commuting to school, listen to taped notes. This allows up to an hour or two a day of good study review. While showering make a mental list of the things that need to be done. When you watch a sit-com, laugh as you pay your bills. These are just suggestions of what you can do to combine your time, but there are many others, above all be creative, and let it work for you.
8. Conclusion
After scheduling becomes a habit, then you can adjust it. It's better to be precise at first. It is easier to find something to do with extra time then to find extra time to do something. Most importantly, make it work for you. A time schedule that is not personalized and honest is not a time schedule at all.
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