MANAGING YOUR T…I…M…E…

1. MANAGING YOUR T…I…M…E… Fadiah Al khattabi,MBBS, SCAN fellow Hanan Al Mohawes, MBBS, CCFP Matthew Cesari, MD, CM, FRCPC HediehGhanbari, MD, CCFP, MSc

2. Pre-Test

3. Objectives 1) To identify the general principles and techniques of time management and 2) To distinguish different types of time management skills, by: a) Defining time management and reviewing its historical foundations; b) Describing general principles and techniques of time management;   c) Describing barriers to time management. 3) To recognize when and which time management tools apply to your teaching and schedule, by: a) Applying time management principles and techniques to your academic schedule; b) Strategizing to prevent and manage classroom incivility; c) Describing application of time management techniques to clinical education.

4. Principles of Time Management Fadiah AL khattabi, MBBS

5. Time is our most precious resource.

6. History …Back to the 6th century AD: Water clock and the sundial

7. 14 century, early clock

8. ???

9. Benjamin Franklin

10. 19th century, Frederick Taylor

11. Mid-20th century, James McKay .

12. 1964?

13. Principles • Pareto's principle: 80/20 • Parkinson's law: tendency to spend effort and time on more insignificant tasks, perceived as important .

14. The major obstacle that keep most people from achieving well-established goals are interruptions and procrastination .

15. The ABC Technique • "priority system " by Alan Lakein • Learn how to get control of one's time and life by focusing on what is important .

16. A - most important • B - less important • C – least or not important

17. Time Management Matrix Technique (TMMT)

18. Activity 1- From your personal weekly schedule, classify your activities according to the matrix technique. (Include those activities not on your schedule) 2- When are you most efficient during the day or week? (Be specific, but give a range.) 3- Circle the activities in your matrix that occur in your peak hours. 4- What do you conclude?

19. The matrix focuses on achieving results using 3 skills: PROACTIVITY HAVING A CLEAR VISION PRIORITIZING

20. Natural Laws Technique(Benjamin Franklin Model) • Identify behaviour patterns • Identify beliefs that drive those behaviours • Predict future behaviour without change • Identify alternative beliefs • Predict future events based on new beliefs .

21. Activity 1- From your personal weekly schedule, calculate the amount of hours spent in broad categories of activities. 2- How many of those hours are related to achieving your most important goals according to your matrix? 1 week = 168 hours

22. Take home message • Time is precious • Identify your priorities • Know where your hours are going • Review your schedule every 3 to 6 months

23. Barriers to effective time management: What is stealing my time? Hanan Al Mohawes MBBS, CCFP

24. WIIFM? • ‘‘Well organized or efficient’’ person! • Improving your grades and developing self-discipline • Save yourself some valuable time • Be more productive at work

25. Having a to-do list, is it enough?

26. Barriers to effective time management(Elizabeth Juffs, 2010) • Lack of clear goals & inability to prioritize • Pro…cras…tin….ation • Distractions: • Checking your inbox • Social media • Open door policy

27. Barriers to effective time management(Mary Ang, 2013) • Poor personal wellbeing • Inability to say NO • Not delegating work • A negative attitude

28. The 3 Mental Barriers to Effective Time Management(Brian Tracy , 2012) If you believe something to be true, it becomes true for you.

29. The 3 Mental Barriers to Effective Time Management(Brian Tracy , 2012) • Worries about Decreasing Your Naturalness and Spontaneity • Negative Mental Programming • Self-Limiting Beliefs

30. Ways To Reduce The Barriers(Elizabeth Juffs, 2010) • Time management training • Reading time management books • Devising a plan of action

31. Ways To Reduce The Barriers(Elizabeth Juffs, 2010) • Motivating Yourself to Time Management Success • Learning Time Management • Learn to say NO

32. Difficult to say NO?(Celestine Chua, 2010) • You want to help • Afraid of being rude • Wanting to be agreeable • Fear of conflict • Fear of lost opportunities • Not burning bridges

34. 7 Simple ways to say NO(Celestine Chua, 2010) • “I can’t commit to this as I have other priorities at the moment.” • “Now’s not a good time as I’m in the middle of something. How about we reconnect at X time?” • “I’d love to do this, but …” • “Let me think about it first and I’ll get back to you.”

35. 7 Simple ways to say NO(Celestine Chua, 2010) 5. “This doesn’t meet my needs now but I’ll be sure to keep you in mind.” 6. “I’m not the best person to help on this. Why don’t you try X?” 7. “No, I can’t.”

36. Discover Your Motivation Replace Negative with Positive Self-Talk Identify Time Wasters Learn To Say NO Use a Weekly Planner & Prioritize Tasks • Have a Realistic Schedule Reward Yourself For Achieving Goals

37. Classroom Incivility: A Temporal Black Hole Matthew Cesari, MD, CM, FRCPC

38. Video Clip No. 1 What issues of classroom incivility must this teacher address in order to move the class forward? Do the factors relate primarily to teaching or learning?

39. Video Clip No. 1 What issues of classroom incivility must this teacher address in order to move the class forward? Do the factors relate primarily to teaching or learning?

40. Schema on the Effects of Classroom Incivility (Braxton and Bayer 2004) Effect of Teaching Effect of Learning Inadequate course planning Expressing bigotry Faculty Incivility Student Incivility Powdering your nose Passing notes to others

41. A National Assessment of College Student Classroom Experience Survey (Braxton and Bayer 1999) INVIOLABLE NORMS: • Condescending Negativism • Inattentive Planning • Particularistic Grading • Personal Disregard • Uncommunicated Course Details Faculty Incivility (“Norm Violation”) ADMONITORY NORMS: • Inadequate (Untimely) Communication • Inadequate Course Design • Insufficient (Incomplete) Syllabus

42. Recognition of Faculty Incivility (“Norm Violation”) (Braxton, Bayer, and Noseworthy 2004) (Braxton and Mann 2004) Under-Recognition: Individuals in lower power differential responsible for detecting and reporting norm violations of faculty members! Under-Reporting

43. Reporting of Faculty Incivility (“Norm Violation”) (Braxton, Bayer, and Noseworthy 2004)

44. No. 1 Always consider the teacher’s contribution to classroom incivility!

45. Schema on the Effects of Classroom Incivility (Braxton and Bayer 2004) Effect of Teaching Effect of Learning Inadequate course planning Expressing bigotry Faculty Incivility Student Incivility Powdering your nose Passing notes to others

46. Most Common Manifestations of Student Incivility (Sorcinelli 1994) • Talking and Inattention: • Unpreparedness and Missed Deadlines: • Lateness and Inattendance: • Challenges to Authority:

47. Activity 1) In groups of two: What strategies would you recommend to deal with this form of classroom incivility? Why? 2) Share your thoughts with the group.

48. Most Common Manifestations of Student Incivility (Sorcinelli 1994) • Talking and Inattention: • Unpreparedness and Missed Deadlines: • Lateness and Inattendance: • Challenges to Authority:

49. Levels of Intervention (Wai-shing 2008) Logical Consequences (Not punishment) No Intervention Non-Verbal Verbal - Permitting - Tolerating - Planned ignoring - Signal interference (body language) - Proximity interference - Touch interference - Humour - Praising peers - Calling on nearby student - Calling on student

50. Strategies to Prevent Student Incivility (Sorcinelli1994) (Carbone 1999) • Define your expectations • Decrease your anonymity with students • Seek feedback and guidance from students • Encourage active learning No. 2