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T im e・ M anagement Group 8-08

T im e・ M anagement Group 8-08. Ryan Yeo – 3i1 Gabriel Goh – 3i1 Marcus Lim – 3i1. Beneficiary. CDAC @ Yishun Children from lower-income Chinese families Ages: 10-12. Underlying Problem.

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T im e・ M anagement Group 8-08

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  1. Time・ManagementGroup 8-08 Ryan Yeo – 3i1 Gabriel Goh – 3i1 Marcus Lim – 3i1

  2. Beneficiary CDAC @ Yishun Children from lower-income Chinese families Ages: 10-12

  3. Underlying Problem Given that children lack time management skills and thus feel more stressed from increasing amounts of school work and examinations, how might we improve their time management skills such that they are able to complete tasks on schedule and free up time for stress reduction?

  4. Research • Study shows that negative procrastination is common in Singaporeans • Procrastination as a source of stress • Singaporeans did not do anything about it

  5. Research • Free time for play has decreased by 25% over the past 15 years • Stress and anxiety levels increased over this time period

  6. What We Did • April – May: Visiting various CDAC centres & needs analyses • May : Discussions with CDAC centres and adjusting of plans • June: Conducting sessions at CDAC @ Yishun

  7. What We Did • Various sessions with classes of 10 • Focus on prioritization, organization, motivation • Engaging and fun games

  8. Preparations • Communication (external partners) • Cater to the needs & demands • Identify UP • Brainstorm activities

  9. Adjustments • Slightly different original proposal • Concerns from the organization • Take this into account • Organization takes priority

  10. Sample Slides

  11. Sample Slides

  12. Time Table Format • Fill in their daily schedule • Separate format to plan out a schedule • Encourage them to waste minimal time

  13. Games we played (examples) • Cardboard Race • Priority Puzzles • Word search

  14. Word Search

  15. Photos

  16. Photos

  17. Feedback • Sessions were well-received • Most students commented they learned something • Plans with CDAC @ Yishun to continue in upcoming holidays and next year

  18. Post-Session Reflections • After every session, group meeting • Discussion on how to improve for the next session • Adapt to the different learning styles and personalities of children • Used experiences positively

  19. After-Activity Reflections

  20. Reflections – Ryan Yeo • Interactions with external organizations • Interactions with different types of people • Plans should be flexible

  21. Reflections – Gabriel Goh • Enriching and appealing lessons are important • More patient and understanding towards others • Relevance and making slides understandable for their level

  22. Reflections – Marcus Lim • Intellectual humility • Broader perspectives • Stay committed; stay focused • Plan with the end in mind

  23. Bibliography • Peter Gray (2011). The Decline of Play and the Rise of Psychopathology in Children and Adolescents. Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/3-4-article-gray-decline-of-play.pdf • Robert M Klassen, Rebecca P. Ang, Wan Har Chong, Lindsey L. Krawchuck, Vivien S. Huang, Isabella Y. F. Wong, Lay See Yeo (2010). Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore. Retrieved from http://www.academia.edu/1230841/Academic_Procrastination_in_Two_Settings_Motivation_Correlates_Behavioral_Patterns_and_Negative_Impact_of_Procrastination_in_Canada_and_Singapore_ACADEMIC_PROCRASTINATION • Seah Pei Kwang, Samuel Tang (29 May 2011). Singapore Youth Resilience Survey: Examining the Stressors, Risks and Resilience of Young People. Retrieved from http://www.beyondresearch.sg/SYRS_final%20report_.pdf

  24. Thank you!

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