1. Time Management and Action Planning Sharon Witt October 2009

2. Time Management. Opening thoughts: Spend five minutes chatting to the person next to you about how you are planning to fit in study with your personal and career commitments? Spend five minutes chatting to the person next to you about how you are planning to fit in study with your personal and career commitments?

3. Time Management. Don’t panic! Don’t panic! Work/life balance Work/life balance Get in the habit of regular study from the start Get in the habit of regular study from the start Ask for and accept offers of help Ask for and accept offers of help

4. Time management: Planning You might draw up a weekly study timetable You might draw up a weekly study timetable MorningAfternoonEvening Monday 8.30 work Work 2 hours study Tuesday 9.00 college day 4.30 visit library Family evening Wednesday 8.30 work work 2 hours study From Ritchie and Thomas, 2004

5. The Environment Think about where you like to work. Think about where you like to work. Plan storage and work areas Plan storage and work areas Organise systems for filing etc Organise systems for filing etc Lack of distractions and interruptions! Lack of distractions and interruptions!

6. Time Management Prioritise tasks Prioritise tasks Take breaks Take breaks Learning can occur in lots of different ways Learning can occur in lots of different ways

7. Action Planning: What is action planning? Action planning helps you achieve goals and ambitions Action planning helps you achieve goals and ambitions A step by step approach A step by step approach It puts you in the driving seat It puts you in the driving seat It involves setting SMART targets It involves setting SMART targets It makes it easier to review your progress It makes it easier to review your progress

8. Action Planning: SMART targets Specific Specific Measurable Measurable Achievable Achievable Realistic Realistic Time-related Time-related

9. Three spotlights on development Your current job The school’s Priorities Your Professional aspirations Chambers, M. Baxter, G. and Powell, G A C B

10. Action Planning: SMART Targets Activity Using the sheet in groups of two or three tick a). b). or c). to show which you think is the smart target. Using the sheet in groups of two or three tick a). b). or c). to show which you think is the smart target. Try to come up with some SMART targets for yourself to be achieved in the near future using the Professional Development page [handout] Try to come up with some SMART targets for yourself to be achieved in the near future using the Professional Development page [handout]

11. Action Planning: Step by step Step 1: What skills and qualities do I have already? Step 1: What skills and qualities do I have already? Step 2: What do I want to achieve? How do I know if I have? Step 2: What do I want to achieve? How do I know if I have? Step 3: What is my deadline for achieving it? Step 3: What is my deadline for achieving it? Step 4: Who might help me? Step 4: Who might help me? Step 5: What do I need to do? What are the action points? Step 5: What do I need to do? What are the action points? Step 6: Do it! Review it! Step 6: Do it! Review it!

12. What are you good at?

13. Step 1- What skills and qualities do you have already? StrengthsEvidenceHow will these be developed? Good understanding of general classroom routines, expectations, common organisational features, etc. Work experience (pre-course) in 2 primary schools. Good knowledge and understanding of English as a subject.. A-Levels in English Literature and English Language – thoroughly enjoyed these studies. Good communication skills. Experience in public speaking (Rotary Club competitions) – gained confidence through this. Key Skills, Level 2 – Communication qualification.

14. Step 1- What skills and qualities do you have already? StrengthsEvidenceHow will these be developed? Work experience in several early years settings References from the relevant practitioners and notes taken whilst in setting Working with elderly patients- developing sensitivity towards individual needs and recognising the importance of confidentiality. Work as an nursing auxiliary in a secure unit for the elderly. Caring for two children ages 7 and 9 and having domestic duties as a live in au pair. Au pair for one year, with references. Planning of sensitive curriculum

15. Step 1- What skills and qualities do you have already? StrengthsEvidenceHow will these be developed? Have a go at beginning to jot down your ideas!

18. References DfES, (2002) Getting Started…. London, Department for Education and Skills DfES, (2002) Getting Started…. London, Department for Education and Skills Dryden,L, Forbes,R, Mukherji, P, Pound, L ( 2005) Essential Early Years New York, Hodder Arnold p229 (study skills appendix) Dryden,L, Forbes,R, Mukherji, P, Pound, L ( 2005) Essential Early Years New York, Hodder Arnold p229 (study skills appendix) Ritchie.C, Thomas.P (2004) Successful Study, Skills for Teaching Assistants London Fulton Chapter 1 Ritchie.C, Thomas.P (2004) Successful Study, Skills for Teaching Assistants London Fulton Chapter 1 Sage.R, Wilkie.M (2004) Supporting Learning in Primary Schools : 2nd Ed Exeter Learning Matters Chap 5 Sage.R, Wilkie.M (2004) Supporting Learning in Primary Schools : 2nd Ed Exeter Learning Matters Chap 5