No time…

There isn’t enough time. I have too much to do. Just one more thing to add to my plate. Sound familiar? The amount of time we have is never going to change, so the way we use it has to.

It isn’t hard to make a case that people are busy, time is at a premium, or that there are more demands on the education profession than ever. Comprehensive standards, state assessments, school accountability, new technologies, parent communication, and a greater understanding of how children learn all create a need for dynamic, differentiated instruction and high achievement. Not to mention progress monitoring, data analysis, meetings, team collaboration, grading, newsletters, endless email, and somewhere in all that, delivering the dynamic, differentiated instruction to students for 7.5 hours a day. I’m overwhelmed just reading about it! Well, actually I’m not.

This fall, I wrote an article for the school newsletter about PBIS and responsibility. In that article, I used the term stewardship and encouraged families to have conversations with their children about taking care of their possessions. As professionals, we also have a responsibility to be stewards of our resources including, one of the most precious (yes, you guessed it), TIME.

Time is a resource that, in reality, we can never have more of. We are stuck with 16-18 hours of wake time a day (because you should sleep for 6-8), students are only at school 7.5 hours a day, and we only have students in classrooms about 180 days a year. It’s a lot of time, but yet it isn’t very much. The truth is, the amount doesn’t matter, and it isn’t worth worrying about, because it’s all we have. Our focus shouldn’t be on how much or how little time we have for education, but how that time is spent on education.


Spend it on your own well-being:

This fall, I met with teachers about their Personal Professional Growth (PPG) goals for the school year, which I enjoy because I love to hear about how teachers plan to better themselves so to have a bigger impact on students and achievement. In one of those meetings, a really good teacher told me that they wanted to focus their PPG on increasing their own happiness through relaxation, taking care of their body, sleeping more, worrying less, etc. Though my instant thought was, “How do we measure this as it relates to student achievement?” I couldn’t really argue with their rationale because a happy teacher at the top of their mental game is going to be exponentially more effective than one who is burnt out or run down. (For those of you wondering, the goal was approved, but revised to place emphasis on locating and implementing classroom strategies that contribute to a positive learning environment.)

Spend it on your students’ well-being:

Similarly, one of my teachers devoted a small portion of their remedial summer school session helping students center themselves through yoga. This teacher understood their students’ social-emotional needs, and those students raved about the yoga and how much better they felt at school. Now, there isn’t time to spend 20 minutes on yoga at school each day, but you can take 5-7 minutes here and there to allow students to hit the mental reset button. That time “lost” to a brain break or movement activity is going to be made up when students are focused for the next 20-30 minutes because of it. Give and take.

Time should also used to provide students opportunities to engage in class discussion about non-subject related content. A brief share about “favorite ice cream flavors” or “what’s worse: Barney or Teletubbies?” allows students to build deeper, more meaningful working relationships with you, and each other, in the classroom. If students feel like they belong to a community and see that their teacher is a person who REALLY cares about them, credibility and a cultured bond will make them eager to engage in discussion and learning.

Spend it efficiently…

It all comes down to evaluating the areas in our professional lives where we can use time efficiently and productively.  To do that, we start by asking the following questions:

What occupies the majority of our time during the day (when we are not with students)?

What are the things we really, truly worry about the most (because they are important)?

Hopefully those answers are the same, but chances are, they are not. I know when I was teaching, the time I spent planning rehearsals and on the podium directing my instrumental ensembles (most important!) was a small fraction of the job, and that always bothered me. Below are more questions we can ask about time efficiency, and if the initial answer to any of these is, “No,” then it might be time make some adjustments.

Are we using an appropriate method of communication professionally? Ah, email. So convenient, right? Send it when you want, and answer when you can. Honestly, I’m guilty of over-emailing at times. My school psychologist and I have offices that are 20 feet apart, and yet I catch myself having email conversations with her from our offices. After the 3rd exchange, I usually figure it out, and finish the conversation in person over the span of about 2 minutes. I type fast, but not as fast as I talk. “Old-fashioned” phone calls and actual face time can be much more efficient.

Sticking with technology, I find value in interacting with my PLN on Twitter and enjoy reading/viewing the #thatissofunnycuteinspiringandamazingIcantbelieveIdidntth inkofthatviralvideosgifspicturesongmyself as much as the next person, but in reality how often do we really need to check social media? You’re reading this blog right now (thank you by the way) and taking that time for yourself, but how many times have you done this today, and what could you be doing instead? Sadly adults now spend more time in front of screens than teenagers do.

…so it results in quality instruction

Are we planning dynamic instruction that targets multiple standards and engages students from the start?  Would it be better to focus on what we believed to be the 70-80% of grade level standards that are really important and worked to ensure students understood them on a really deep level instead of scrambling to gloss over every single one standard because the “curriculum said we had to?”

Do we take the time to really understand what students know at the beginning of a unit to avoid spending unnecessary time reviewing content or skills they already mastered? Are we creating assessments that really measure learning, or are we merely seeking a grade through menial tasks?

Are we properly managing resources in the classroom so time isn’t being wasted passing out papers or supplies? Better yet, are we teaching students to initiate the classroom routines and procedures so they take ownership of transitions and maximize time on task?

Are we assigning meaningful class/homework activities that allow students to share their learning outside of the classroom? Though developing the activities will take time, it’s going to create better results in the classroom,and take less time than making copies of worksheet packets, grading those worksheets, and probably disciplining students because they aren’t intellectually engaged in a lesson.

The questions go on and on, but if we aren’t constantly reflecting and asking ourselves, “Is there a better way?” we will always feel as though we don’t have enough time to get everything done.  Be a steward of time, and embrace the reality that it isn’t the amount, but the method in which time is utilized.

The Guess Who: No Time

(No time left for you)
On my way to better things
(No time left for you)
I’ll find myself some wings
(No time left for you)
Distant roads are calling me
(No time left for you)



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