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She suggests that they can work at the ‘natural pace’ of their class by paying attention to student reactions. By observing whether the students appear bored (the lesson pace needs to be accelerated), or whether students appear agitated or frustrated (the lesson pace needs to be decelerated), the teacher can tailor their style to their students. For example, they could repeat information more or less often, or break material down into smaller sections.
On a basic level, there are a number of easy ways in which a teacher can break up the pace of a lesson, to prevent learning becoming monotonous, which apply to both ELL and non-ELL students. As Regan (2003), proposed, they could have brief brainstorming sessions, put a time limit on some activities, or introduce some kind of competition, such as rewarding the first group to finish a set activity. Timing specific activities can certainly be effective, using tools such as quick fire tests on the material just covered. For this reason, Smith (2007) also suggests that each classroom should have a clock which is easily visible to all students. Setting tasks which involve a student preparing something which they will then share with the class as a whole is also an effective method – they will feel a greater compulsion to complete the task in time if it is being shared collectively. Such activities can play a useful role in keeping up the pace of the lesson.
Davison (2007) also proposed several measures which can be taken by a teacher to ensure that they are providing an optimum lesson pace for their students, whether ELL or non-ELL. Many of her suggestions involve variety – it is important that the lesson should not follow a regular and predictable pattern, so that the students do not become bored and disengage from the lesson. Therefore, giving a short break in the class can allow students to reflect on the
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With proper time management we can get a lot of benefits. These benefits include financial stability, stronger family bonds, healthier body and a lot more. Thus, proper time management offer never ending opportunities and advantages in the future. These opportunities can be from work, from family, and our self.
According to Sasson (2008), “Time is a special resource that you cannot store or save for later use. Everyone has the exact same amount of time each day. Time not well used cannot be retrieved” (Sasson, 2008). Even though science and technology advanced a lot, time is one entity which is challenges the supremacy of it.
I would try and stay awake the whole night so that I would be awake when she got up, but I always fell asleep before One O’clock am. I then switched my strategy and determined that the wise move would be to wake up at 1am and wait for her which also did not work because once again as before I fell asleep before the required time arrived.
Moreover, time management has been acknowledged as a significant element in performance for professional nursing (Tucker, 2013). On the other hand, the process of time management in nursing practice has been explored through scant empirical researches. Nevertheless, these few researchers have discovered that time management do not focus on getting things done.
The same resource can also soak up time unproductively like a dry sponge absorbs water, and then squeeze it out into unproductive oblivion. Therefore, in a world so full of instant choices the key to effective time management is the ability to identify the important from the unimportant, and the urgent from the not so urgent, and then follow through on those priorities.
As a result, he found himself late for schedules and had to struggle adjusting. Stacy, another friend of mine always found herself mixed up between schedules and would not know how to manage her list of activities towards timely
, there have been efforts to put together strategies to provide guidance on how to effectively manage time such as the time management matrix advanced by Stephen Covey. The time management matrix is a composition of four quadrants seeking to provide guidance on how to
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