Realizing Academic and Also Extra-Curricular Success of the Learner - Essay Example

Personal Learning Plan: Time Management 1 Introduction The personal learning plan aims at realizing academic and also extra-curricular success of the learner. This is the key reason why effective scheduling of the learning and related activities is very important. Scheduling becomes successful when the learner has adequate time management skills (Mogenstern, 2014). The plan explores how the time management competencies of the learner can be ensured, to realize high levels of education success. Appropriate time management skills, ensures; the determination of adequate levels of available time for accomplishing tasks, the identification of relevant terms, prioritization of the tasks in terms of urgency and importance, allocating time for unexpected events, and finally monitoring and reviewing the effectiveness and the efficiency levels in the accomplishment of the tasks (Ellis, Toft & Dawnson, 2012). 2.1 My Goal The learning goal entails; improving education excellence by the adoption of effective time management skills. Time management is important in pursuing education activities such as academics and co-curricular activities. Time management is a key component of the personal learning plan. This is because it ensures appropriate prioritization of activities related to education. Enhancing time management begins by formulating an effective time schedule. The time schedule is significant in describe the education activities that I am engaged in, and adequate time duration that is needed in the effective performance of the illustrated activities (Allen, 2011). Time management also enhances personal learning because it minimizes time wastages, and allocates more time resource for activities that are critical to enhancing my personal goals plans. The goal of enhancing time management skills in the personal learning process ensures adoption of the correct learning strategies. A good personal learning plan allocates enough time for academic discussions. This fosters a sense of team work during the education processes, and thus the cohesiveness with fellow student increases. Time allocation for group studies enables adequate information sharing between students. Thus students learn from each other, through sharing academic knowledge and experiences (Ellis, Toft & Dawnson, 2012). The goal towards improving time management is important in conducting academic researches. The researchers are based on time limits; thus the learners must appropriately plan in the areas of data collection, data analysis, and data presentation. Effective time management ensures participation in education related co-curricular activities like sports, theatrics, and entertainment. These activities are applicable during the enhancement of talents. 2.2 Rationale Time management entails the activities and exercising conscious control over the time duration required to undertake specific activities. The aim of time management in the education process is to enhance effectiveness, efficiency and performance. Effectiveness is achieved because the learner achieved education requirements appropriately. Like, academic assignments are accomplished within the stated period. Efficiency implies that the education activities are done through the usage of minimal resources. Effective time management lowers the resources requirement usage levels. Personal learning plan in the area of research studies is enhanced efficiently through time management. The learners will deliver the required outcome within stated time limits and thus no resources is wasted or excessively used in the research process; for instance, time resource, financial resources, and material resources (Fiore, 2010). Time management entails a meta-activity that aims at maximizing overall benefits in the education process. Proper and continuous adherence to the time schedule as a strategy to effective personal learning plan, results into the achievement of the overall education success. Thus at the end of the course duration, a student who continuously adhere to the time management plan will realize education success. 2.3 Action Steps The personal learning action plan in time management ensures the effective achievement of the desired goal. The action steps are five; clarifying goals, formulating the list of action, prioritize, arrange the list into plan, and monitor and review the plan execution. The goal of the personal learning plan has been effectively formulated. The goal entails enhancing the time management skill in educational activities. Proper time management results into improved academic performance. Allocating adequate time for research group discussions is effective in enhancing the academic research competencies of the student group members. The time management plan has several actions (Ellis, Toft & Dawnson, 2012). The most significant action entails developing the time schedule. The schedule allocates time for all the activities that are performed by the student in all days of the week. The time schedule illustrates when to attend regular classes, when to engage in personal studies, the time for group discussion, and time for participating in sports and recreation. Prioritization is very important in the personal learning plan. The most critical activities must be conducted first on a timely basis. For example, urgent academic assignments must be given the first priority in the time schedule. Also, the most significant academic aspects must be given more time. For example, regular lectures attendance must have time allocation. The action list should then be developed into a plan. The learners must plan on a daily basis for the activities to be performed in an entire week. Personal learning is conducted at night, group discussions are done during the weekend, sports and recreation is planned for every evening, and regular lectures take place in the weekdays during working hours. The plan should be adequately monitored and reviewed. If the assignments are handed over in time, then the time management skill is effective (Blanc, 2008). 2.4 Addressing Potential Challenges Several challenges are likely to be experienced in relation to time management, as part of the personal learning plan. The learner may feel overwhelmed by the requirements illustrated in the plan. To overcome this challenge, the student should prioritize and hence concentrate first on the most urgent tasks. The learner may also engage in the reactive aspects of tackling education tasks. This results to the challenging overwhelming experience. The learners should always embrace the work ethic of handling education tasks ahead of time. Procrastination or not completing tasks is another big challenge in relation to the time management skills. The learner should always aim at accomplishing fully the education task (Secunda, 2009). If it is a group presentation assignment, they learners must prepare adequately to ensure effective completion of the tasks. Another challenging issue that affects time management, and hence the personal learning plan, is distraction. A lot of care should be taken to minimize the level of distraction by issues that are not a priority and also not important in the education processes. When tackling critical education activities like class assignments, the learner must ensure full attention and also concentration. The inability to say no is a challenging factor in the education process. The learner should say no to activities that are not education related during school hours. For instance, the entertainment events during school hours should not be attended by a learner who is interested in enhancing his or her time management skills. The leaner must also understand his expectation for engaging in the school activities. Attending class lessons aims at realizing the expectation of knowing theoretical concepts of the course. Poor understanding of the expectations results into time management challenges, due to the inadequate prioritization efforts needed (Ellis, Toft & Dawnson, 2012). 2.5 Effectiveness of the Plan The personal learning plan is effective if the learner has acquired appropriate time management skills. This is because time management is critical in achieving the educational objectives and, therefore, the personal learning goals. The plan enables the learners to understand what he or she can appropriately achieve, based on available resources and time (Ellis, Toft & Dawnson, 2012). For instance, it states if the leaner can effectively accomplish a research task with a deadline of one month using secondary resources. This deadline is achievable because the institution’s library has a lot of books, journals and magazines that can be used as sources of research data. A good plan ensures adequate work life balance; this is because it shows the time for educational tasks and the time for recreation, resting and family time. The time management plan is effective because it enables the learners to engage in sports, rest and other recreational events during the evenings (Morgenstern, 2014). The personal learning plan is effective because it gives room for contingency time. The contingency time on a daily basis is normally one and half hours, from 1.30pm to 3.00pm. The contingency time creates room for tackling unexpected educational tasks; for instance, an impromptu assignment, or an urgent group discussion to finalize the collective class assignments or presentations (Fiore, 2010). The time allocation is also applied in talking urgent revisions, as instructed by the professor. 3.1 Conclusion Scheduling is a very significant aspect of the personal learning plan. Scheduling enhances the time management skills required in the areas of academic, professional and personal development. Effective time management skills ensure the maximization of effectiveness, and the minimization of stress levels. Six major approaches are applied in ensuring adequate levels of time management. The learners should illustrate the time duration that is available for effective accomplishments of tasks. The essential tasks should then be identified, for effective time and task management. The high priority tasks are the considered first. Other activities are given more time or they can even be postponed. The contingency time must be illustrated to cater for unexpected tasks. The activities should then be implemented, in line with the overall education goal that aims at academic excellence. 3.2 References Allen, David. (2011). Getting things done: the Art of Stress-Free Productivity. New York: Viking. Blanc, Raymond. (2008). Achieving Objectives Made Easy! Practical goal setting tools & proven time management techniques. Maarheeze: Cranendonck Coaching. Ellis, D., Toft, D., & Dawson, D. (2012). Becoming a master student (5th Canadian ed.). Toronto, ON: Nelson Education Ltd. Fiore, Neil. (2010). The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt- Free Play. New York: Penguin Group. Morgenstern, Julie. (2014). Time Management from the Inside Out: The Foolproof System for Taking Control of Your Schedule—and Your Life (2nd ed.). New York: Henry Holt/Owl Books. p. 285. Secunda, Al. (2009). The 15 second principle: short, simple steps to achieving long-term goals. New York: New York: Berkley Books. Read More