1. From “Hope-So” to “Know-So”
Time Management Strategies

2. Motivation What is “Hope So” Land?
What does “Hope So” Land look and feel like?
What is “Know So” Land?
What does “Know So” Land look and feel like?
Did you ever take a test and “hoped” you passed it? What did that feel like? Did you leave the test feeling good? (Generate discussion on the emotions that “hoping” causes).
Now, tell me about how you felt when you “knew” you aced an exam? What kinds of emotions did you feel? Did it impact how you felt going to class and taking the next test? (Generate discussion on how success feels).

3. 10 58 1 37 57 18 21 6 34 46 14 49 53 5 54 41 13 26 17 33 2 50 9 30 45 22 38 42 29 25 28 7 51 52 44 31 36 39 4 3 12 43 32 19 35 8
Ask the students to get out the handout that matches this one.
Activity:
Put your pen on “1.” In the next 45 seconds I want you to draw a line from “1” to “2” to “3” and so on until you are told to stop. Begin. 56 47 11 55 24 20 16 15 23 60 27 48 59 40

4. Reflect How far did you get? What were you thinking?
What were you feeling?
What did you do?
What happened when you got stuck?
Ask the following questions and open it up to the class to discuss.

5. 10 58 37 1 57 18 21 6 34 46 14 49 53 5 54 41 13 26 17 33 2 50 9 30 45 22 38 42 29 25 28 7 51 52 44 31 36 39 4 3 12 43 32 19 35 8
Ask students to pull out the second handout and draw the two lines in orange.
Activity:
“We are going to do the same activity we did before. The same grid, the same 45 seconds, the same amount of numbers. Only this time, I’m going to give you a plan.”
You will find the “1” in the first quadrant (top left), “2” in the second quadrant (top right), “3” in the third quandrant (bottom left) and “4” in the fourth quandrant (bottom left). Then the pattern starts over. “5” in top right, etc.
Begin. 56 47 11 55 24 20 16 15 23 60 27 48 59 40

6. How high did you go this time?
How and why does knowing the plan make a difference?
Note the increase in the numbers from the first test to the second one.
What made the difference?
How does having a plan make a difference in this activity?
Why does it make a difference?

7. A goal without a ______ is just a dream!
plan
We all have dreams and the way to make them a reality is to have a …. “plan.”
Activity:
Take out the Sheet entitled “A Goal without a plan is just a dream! (page 1 of the handouts)
Have the students write their dreams… their passion. What do they want to do? Why are they in college? What is the ultimate end-point for each person?

8.
Watch video. .. And ask the questions on the next slide. The link to video:

9. Motivation What is your passion?
How can you create passion about course content you don’t love?
What kind of things keep you from being motivated?
What kinds of things keep you from meeting your goal?
“What is your passion?”
Open the discussion about what they want to do.
What kinds of goals exist in the class?
How do they see themselves getting to this goal?
How can you create passion about course content you don’t love?
Those first 2 years of school can sometimes have courses that we have to take, but don’t love. Generate discussion on how we can make those courses interesting
Some ideas:
* If an open assignment or paper exists, make the content about something you love.
* Find ways to make it pertinent to your life. How does this content affect my career choice? My passion?
* Sometimes we just have to “get through it.”
What kind of things keep us from being motivated? Open to conversation.
Some standard answers are:
*Fun with friends
*Poor time management
*Uninteresting topics/content
What kinds of things keep us from meeting our goals?
*Time management
*Friends
*Other obligations… jobs, clubs, etc.

10. Beware of the Thief of Time
Procrastination!!
What are some of the things you say to yourself that help you procrastinate?
Now turn those around... What could you say instead?
Procrastination or time management is always mentioned for keeping us from meeting our goals.
“What are some of the things you say to your self to keep you from getting what you need done and how can you turn them around?”
Next Slide offer some suggestions…

11. Put a Stop to Putting It Off
Watch for mental self-seductions into behavioral diversions
"I'll do it tomorrow.”
“I’ll do it now and have fun tomorrow.”
"What's the harm of a half-hour of TV now?”
“I know a half-hour will turn into 1-hour.”
“I've still got time."
My time is limited and something may come up later.”
"I deserve some time for myself.“
“This is for me. I deserve to do well in school.”
"I can't do it.“
“If I get started it won’t be so bad!”
Some of the things you say… (in black appear first) “Do any of you say these things?”
Now turn those excuses or mental self-seductions around and how can you change them? (Appear in red)
Activity:
Take out the T-Chart (page 2 of handouts)
Have students independently write down some of the statements they make that keep them from achieving their goals.
Then break students into groups of two or three and have them help each other turn the statements around.
“Anyone willing to share what was discussed?”

12. Put a Stop to Putting It Off
Bits and Pieces:
Break large tasks into small ones.
Prioritize work and set deadlines.
Use behavioral suggestions, e.g., lay the book you have to read out in plain view.
The 10 Minute Plan: Work on a dreaded task for 10 minutes, take a brief break, work 15 minutes, another break, 20 minutes, etc.
So now you have our mind in the right place, lets look at our environment.
In order to get large tasks done, the following can be done.
Break large tasks into smaller ones.
Don’t try to right that 8-page paper in one night. Write 2 pages today and tomorrow revise those two pages, then write two more and so on.
Make appointments at the Writing Center. One at the beginning of the semester when you get the assignment, then one at the middle to look at your progress and then one at the end of the semester to refine the paper. If you have an appointment, you won’t want to be empty-handed.
Prioritize work and set deadlines
What needs to be done first? Make a timeline and then set deadlines (with the tutoring or writing center or with a study friend).
Use Behavioral Suggestions
Fool yourself…
If you trip over your book every day, you will eventually pick it up.
Only let yourself listen to your favorite music when you are studying.
Any others?
Ten Minute Plan
Do you ever have a task you just dread and once you get started you think, “That wasn’t so bad!” Give yourself 10 minutes to try it. It isn’t clicking, take a 5 minute break and come back to it. Eventually, you will wrap your head around it and get into the assignment.

13. Academic planning: A 3-Part Process Semester Master Plan Weekly Plan
A simple formula Planning = Increased Efficiency >>>Stress Reduction
Academic planning: A 3-Part Process
Semester Master Plan
Weekly Plan
Daily Plan
So, let’s get organized…
“How do you organize yourself now?”
“What are you doing to keep your life in order?”
Generate Discussion

14. Semester Master Plan Format? When? What to plan?
Large wall calendars
Electronic
Planners
Whiteboards
When?
At the start of the semester
What to plan?
Course expectations – syllabus
Blackboard
Plot all major due dates
Plan for support appointments
Your professor
Writing Center
Tutoring
Semester plan…
Pick a format that works for you.
Could be a smartphone, wall calendars, USF planner, Canvas calendar – what works for one person won’t work for everyone. Don’t think high-tech, low-tech may be better for you!
When do we start?
At the beginning of each semester take the time to plan what you will do for the entire semester.
What do we plan
First, all coursework – papers, exams (use different colors). Which can be found where? Syllabus, Canvas, Blackboard
Then support times – meeting with your professors, TAs, Writing Center/Tutoring Appointments
Then other responsibilities – jobs, clubs, etc.

15. Semester Master Plan Month: Sun Mon Tues Wed Thurs Fri Sat Month: Sun
Month:
Sun
Mon
Tues
Wed
Thurs
Fri
Sat
An example of a Semester master plan.

16. Weekly Plan Based on Master Schedule – monitor impending due dates
Block out homework and study times each week
IE: always do math homework later that same day while it’s fresh
Block out work or other weekly activities
Prioritize things to accomplish – Set realistic deadlines for yourself
Be flexible - have some “adjustment” times
Specifically identify time for:
Reading assignments
Study sessions
Parts of assignments – “chunks”
Now take your semester master plan and make a weekly plan.
Homework times: Now that you have everything planned for the semester, look at this week and block out when you will study for each class. When are you going to do your homework?
Prioritize :
Be REALISTIC! An 9-page paper can’t be written in 2 hours. 
Be FLEXIBLE! Realize that things might come up and have an extra study time so that you can rearrange if necessary.
Chunk your assignments and focus on only a small piece of what needs to be done.

17. Weekly Plan Format Week of: Time Sun Mon Tues Wed Thurs Fri Sat 8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
Example of a weekly plan.

18. Daily Plan “To Do” List stems from weekly plan
Prioritize – from most to least immediate deadlines
Be specific
Stick to the plan and revise at the end of the day
Now break it down daily…
Create a “To Do” list
Put your most important items at the top and the least important at the bottom.
Your least important may make it on your daily list more than one day.
Be Specific… don’t say, “Work on my Psychology paper.” Say, “Write two page introduction to my Psychology paper.”
Stick to your plan… Be flexible, but remember to get the things at the top of the list done before the fun stuff at the bottom of the list. 

19. Learn to tolerate discomfort
Perhaps the most valuable result of all education is the ability to
make yourself
do the thing you have to do,
when it ought to be done,
whether you like it or not.
--Thomas Huxley
Talk about what Thomas Huxley is saying…
“How does this relate to our college-experience?”
“How will this relate when we get into our career-of-choice?”

20. Final Reflection What are you going to do NOW?
Semester Master Plan?
Weekly Plan?
Break up projects into chunks?
Today’s Priorities?
10 minute plan?
Contract with myself?
How?
Wall calendar?
Electronic?
Agenda planner?
Activity:
Go Back to “A Goal with out a Plan is Just a Dream!” (Page 1 of handouts)
What one change are you going to make toward having a great semester?
What three strategies that we discussed are going to help you implement that change?
Class discussion.