1. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 4
MASTERING SELF-MANAGEMENT

2. Mastering Self-Management
Are you on course to being successful and taking all of the actions necessary to achieve your desired outcomes and experiences?
Are you acting on purpose, making choices that keep you on course to your goals and dreams?
Are you employing self-management tools, regularly planning and carrying out purposeful actions?
Are you developing self-discipline, showing commitment, focus and persistence in pursuing your goals and dreams?
Ask students to spend two minutes jotting down their initial answers to these questions. 2

3. Critical Thinking: Focus Questions Acting On Purpose
Have you ever noticed how much highly successful people accomplish?
How do they make such effective use of their time?
Ask students to spend two minutes jotting down their initial answers to these questions.
llin Sergey 3

4. Harness the Power of Quadrant II
Imagine it is the first day of English class. You are assigned a ten-page essay due in ten weeks. Give an example of an action for each of the quadrants.
NOT
URGENT
URGENT
Quadrant I
Quadrant II
Writing the entire paper the night before it is due
Creating a ten-week plan to complete the essay step by step
IMPORTANT
Ask students to spend two minutes jotting down their initial answers to these questions.
Quadrant III
Quadrant IV
NOT
IMPORTANT
Letting friends talk you into going for pizza instead of proof reading your paper
Playing video games for 4 hours each night instead of writing and revising your essay 4

5. Quadrant I Actions Important & Urgent
Get into groups of 4 and list choices that resulted in your later having to spend time in Quadrant I.
Example: I watched TV for 2 hours; then I had to stay up late to finish my math homework when I was exhausted.
Example: I put off going to the doctor for too long; then I had to go to the emergency room.
Share your experiences with the rest of the class.
What different choices could you have made?
Ask students to spend two minutes jotting down their initial answers to these questions. 5

6. Quadrant II Actions Important & Not Urgent
List Quadrant II actions that you do regularly to be a success in college.
Form groups of 4 and discuss your lists.
As a group, choose the 3 best Quadrant II actions for college students.
Share these strategies with the rest of the class.
Ask students to spend two minutes jotting down their initial answers to these questions.
mkabakov 6

7. Quadrant III Not Important & Urgent
Sit in a large circle with everyone facing the center.
Stand up, one at a time and give an example of when you chose to do something in Quadrant III (NOT IMPORTANT and URGENT).
Do the responses have anything in common?
If so, what is the commonality? 7

8. Quadrant IV Not Important & Not Urgent
Sit in a large circle with everyone facing the center.
Stand up, one at a time and give an example of when you chose to do something in Quadrant IV (NOT IMPORTANT and NOT URGENT).
Do the responses have anything in common?
If so, what is the commonality? 8

9. Critical Thinking: Focus Question Creating a Leak-Proof Self-Management System
How can you devote more time to creating the outcomes and experiences that matter most to you?
Ask students to spend two minutes jotting down their initial answers to these questions.
Elnur 9

10. Determine if the following statements are True or False for you.
Time and Culture
Determine if the following statements are True or False for you.
Hardly anyone in my family shows up on time for family gatherings.
I often hear someone in my family talk about being late for work.
In college, I have been late for classes or appointments.
If you answered True for any of these statements, what are your cultural beliefs about time? 10

11. Time and Culture
What is the predominant belief about TIME in North American higher education?
If this belief clashes with a student’s own belief about time, what choices could he or she make to be successful in college?
Ask students to spend two minutes jotting down their initial answers to these questions. 11

12. What is the time-management tool being described:
Time Management Tools
What is the time-management tool being described:
A chronological list of important actions that can be done only at a particular time.
A list of important actions that need to be done as soon as possible.
A list of important actions that need to be done numerous times to achieve a goal.
A list of actions that you need other people to do before you can take action.
A system to organize a multi-step project.
Monthly Calendar
Next Action List
Tracking Forms
Waiting-For List
Project Folder 12

13. Critical Thinking: Focus Questions Developing Self-Discipline
Do you find yourself procrastinating, even on projects that mean a great deal to you?
How can you keep taking purposeful actions even when you don’t feel like it?
Ask students to spend two minutes jotting down their initial answers to these questions.
Vepar5 13

14. Developing Self-Discipline
What are 3 inner qualities that would strengthen your self-discipline?
Commitment
Focus
Persistence
marekuliasz 14

15. Staying Focused
Answer the following questions about this school term as TRUE or FALSE.
I arrived late to class more than once.
I turned in an assignment that wasn’t my best work.
I daydreamed or side-talked during class.
I missed a class.
I thought about dropping a class and starting over.
I crammed for a test/quiz that was a major grade.
Get into groups of 4, discuss your answers, and brainstorm strategies for staying focused. 15

16. Write that behavior at the top of a 32-Day Commitment form.
Being Persistent
Think of a behavior that would help you become more successful in school, one you could do every day.
Write that behavior at the top of a 32-Day Commitment form.
For 32 days, place a check mark next to each day that you implement the behavior.
In 32 days, you will most likely have implemented the behavior as part of your daily routine! 16

17. Self-Management At Work
Following are five Quadrant II actions you can take now to enhance your resume’.
Create a portfolio of your best college work.
Get an internship with a prospective employer.
Engage in volunteer opportunities.
Join clubs/activities that relate to your career.
Get involved with the Student Government at. your college.
Rank these five choice in order from the most to least impressive on your resume’. 17

18. Critical Thinking: Focus Questions Develop Self-Confidence
In which life roles do you feel most confident?
In which do you experience self-doubt?
What can you do to increase your overall self- confidence?
Ask students to spend two minutes jotting down their initial answers to these questions. 18

19. Celebrate Your Successes & Talents
Take a few minutes to think about your successes.
Write each success on an index card.
Stack your cards into a “Success Deck.”
Over the following weeks, continue to write your successes on cards as they occur and add them to your deck. At the end of each day, read through and reflect on your “Success Deck.”
When you have collected 20 success cards, treat yourself to something special!
Ask students to spend two minutes jotting down their initial answers to these questions. 19

20. Visualize Purposeful Actions
Why is it important to visualize purposeful actions?
Why is it important to use all 5 senses when you visualize?
What specific visualizations would support your success?
Ask students to spend two minutes jotting down their initial answers to these questions.
Kiselev Andrey Valerevich 20

21. Recommendation Letters
Imagine that you have earned your highest desired degree and have applied for your dream job.
Your prospective employer asks for a reference letter from one of your college professors, so you ask one of your present instructors to write this letter for you.
Pretend you are that instructor and write an honest and thorough letter of recommendation based on your actual behaviors and attitudes this semester in his/her class. Of course give examples.
Ask students to spend two minutes jotting down their initial answers to these questions. This activity is continued on the next slide. 21

22. Recommendation Letters
You have 10 minutes to write your letter of recommendation. Do not put your name on it. I will collect and read them aloud anonymously.
As you listen to each letter of recommendation, decide if the applicant should:
Definitely get an interview
Possibly get an interview
Never get an interview
Explain your reasons for each decision and suggest any behaviors the applicant could improve to get a stronger recommendation. 22

23. Match each Quadrant with its description. Urgent & Not Important
Quick Review
Match each Quadrant with its description.
Urgent & Not Important
Not Urgent & Not Important
Urgent & Important
Not Urgent & Important
Quadrant I
Quadrant II
Quadrant III
Quadrant IV

24. Commitment Focus Persistence
Quick Review
What are 3 inner qualities that will help you develop strong Self-Discipline?
Commitment
Focus
Persistence

25. Identify each of the self-management tools:
Quick Review
Identify each of the self-management tools:
MONTHLY
CALENDAR
A chronological list of important actions that can be done only at a particular time.
A list of important actions that need to be done as soon as possible.
NEXT ACTIONS
LIST
TRACKING
FORM
A list of important actions that need to be done numerous times to achieve a goal.
A list of actions that you need other people to do before you can take action.
WAITING-FOR
LIST
PROJECT
FOLDER
A tool to help organize a multi-step project. 25

26. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 4
Wise Choices in College
ORGANIZING STUDY MATERIALS

27. Organizing Study Materials: The Big Picture
Three key factors in developing deep and lasting learning are Prior Learning, Quality of Processing and Quantity of Processing.
Which of these three factors are we addressing most when Organizing Study Materials?
Quality Of
Processing
Ask students to spend two minutes jotting down their initial answers to these questions. 27

28. General Strategies to Improve Studying
What are some good general study habits that you can use in learning any subject?
Employ prime learning times.
Tackle challenging subjects first.
Take regular breaks.
Change subjects periodically.
Adopt a growth mind-set.
Ask students to spend two minutes jotting down their initial answers to these questions. 28

29. Organizing Study Materials
Form groups of 5.
Share with your group the way you presently organize your study materials (if you do) and why.
Be prepared to share your strategies with the class.
Ask students to spend two minutes jotting down their initial answers to these questions. 29

30. Strategies to Improve Learning Before Organizing Study Materials
Imagine you are in your room about to study for a test in a difficult course. You are sitting on your bed re-reading your text book. The pillow you are leaning on keeps slipping down the headboard. The ceiling light keeps flickering, and your brother is playing a video game with the sound on loud in the room next door. Some of your class notes are in the kitchen; some are…well, you’re not sure where.
What wise choices could you make to get the most out of your study session?
Ask students to spend two minutes jotting down their initial answers to these questions. 30

31. Strategies to Improve Learning While Organizing Study Materials
Imagine you have marked and annotated all of your reading assignments and have taken detailed notes in class.
How would you condense this information into effective study materials?
When it is time to organize your condensed notes, which option would you prefer: a linear organizer or a graphic organizer? Why?
Ask students to spend two minutes jotting down their initial answers to these questions. 31

32. Strategies to Improve learning While Organizing Study Materials
Identify each of the following linear organizers:
You copy the textbook’s table of contents onto a blank page. Then you add important information from your class notes.
You summarize all of the information from your textbook, class notes, handouts, etc., into tightly focused paragraphs that each explains a key concept.
You write a question on one side of an index card and the answer on the other. After verifying the accuracy and appropriateness of the questions, you review them often.
Outline
Concept Blocks
Ask students to spend two minutes jotting down their initial answers to these questions.
Flash Cards 32

33. Strategies to Improve learning While Organizing Study Materials
What type of graphic organizer is this?
When would it be especially useful?
Watercraft
Aircraft
Transportation
Skied
Wheeled
Vehicles
Trucks
Tracked
Cars
Railed
Motorcycle 33

34. Strategies to Improve learning While Organizing Study Materials
What type of graphic organizer is this?
In which courses would it be especially useful?
A Three-Column Study Chart for Math
Problem
Solution
Explanation
Find an equation
Step 1: y=4x+b
Substitute 4 for the
of the line with
“m” in y=mx+b;
slope 4 that
“m” is the slope
contains the points
(2, -1)
Step 2: -1=4(2)+b
Replace “x” with
2 and “y” with -1 34

35. Strategies to Improve learning While Organizing Study Materials
Successful Students
Struggling Students
Act on purpose, choosing actions that move them on course to their goals and dreams
Wait passively or wander from one unpurposeful activity to another
Employ self-management tools, regularly planning and carrying out purposeful actions
What type of information would be useful
to include in this comparison chart?
Develop self-discipline, showing commitment, focus, and persistence in pursing their goals and dreams.
Live disorganized, unplanned lives, constantly responding to whims of the moment.
Quit or change course when their actions don’t lead to immediate success. 35

36. Strategies to Improve Learning While Organizing Study Materials
What type of graphic organizer is this?
A Cornell Study Sheet
Abraham Maslow
What is the psychological movement that Maslow led?
Abraham Maslow ( )
--Family immigrated to Brooklyn to Russia
---one of seven children
---unhappy, neurotic child
--Taught at Teachers College, Brooklyn College, Brandeis
--Sought to understand human motives
--Became leader of humanistic psychology movement of the 50’s and 60’s
Abraham Maslow became the leader of the humanistic psychology movement in 1950’s and 1960’s. Unlike Freudian and behavioral psychologist, humanists believe people have the power to choose their own behaviors. 36

37. Strategies to Improve learning While Organizing Study Materials
Match the following graphic organizers to their correct description.
Create diagrams and drawings
Especially helpful in developing a deeper understanding of how items are alike and unalike.
Especially helpful for auditory learners. Can pose questions to yourself, pause, and then offer the answer.
Especially helpful for understanding a subject that requires classification. Visually depicts the relationships among levels of information.
Especially helpful for visual learners. An easy way to convert words into visual information.
Comparison
charts
Create an audio recording
Hierarchies 37

38. Strategies to Improve Learning After Organizing Study Materials
After you organize your study materials, what are some successful strategies you could implement.
Read more on the same subject and add the new information to your study materials.
Get feedback on your study materials and ask for suggestions.
If there are concepts you still don’t understand, seek help (instructors, tutors, etc.) to improve your study materials.
Ask students to spend two minutes jotting down their initial answers to these questions. 38

39. Creating an Academic Skills Plan for Organizing Study Materials
Look over the strategies for Rehearsing and Memorizing Study Materials.
Choose the three that you will implement immediately.
Explain to a partner the three that you have chosen and why.
Ask students to spend two minutes jotting down their initial answers to these questions.
Africa Studio 39

40. End
Chapter
Four