effective workload management and prioritization

Education Evolutions

Effective Workload Management and Prioritization

Lana Learn coaches work with teachers at Thurgood Marshall Academy to guide students on effective workload management and prioritization.

It has been a busy 6 weeks of High-Impact Tutoring (HIT) at Thurgood Marshall Academy since returning from Spring Break. The OSSE-funded HIT program will help approximately 315 freshmen in Washington, DC fill in academic gaps. As the school year comes to an end, extracurricular activities and year-end testing require shortened school days and adjusted schedules. I am working with schoolteachers to guide students on effective workload management and prioritization.

End-of-Year Energy

“Spring Spirit Week!”
“Warrior Appreciation Week!”
“Seniors Decision Day Assembly!”
“TMA 2023 Shining Star Showcase!”
“Senior prom 2023!”

These all bring a palpable energy and a frenetic pace within the hallways and classrooms.

They are all exciting events, excellent for school spirit and camaraderie. However, they require adjusted schedules and shortened school days to fit in the extracurricular activities. All combined with a week of PARCC testing, new class units, and teachers making the most of the shortened classes.

These events have led to a reduction in my scheduled HIT coaching sessions and a need to “adjust quickly and adapt accordingly.” Adjusting and adapting has translated into less coaching sessions outside of the classroom and more time with students in their scheduled classes. I have been assisting both teachers and students as they work on the new math and English language arts (ELA) units.

Adjusting and Adapting

We have been guiding students on effective workload management and prioritization – homework, quizzes, tests, etc. Some of them are experiencing the consequences (and pain) of having unfinished work assignments before Spring Break. I have had conversations with students about taking responsibility and initiative. I suggested that they meet with their teachers to ask what they can do to make up for unfinished assignments to bring their grades up.

This led into individual conversations about effective study habits; too many of them rationalizing with me.

“Yes Mr. Toju, I know my grade dropped! But that’s only because I haven’t completed these assignments. Once I turn them in, my grade will be fine!” 

I love the confidence. It’s important for students to feel the satisfaction that comes from getting their work done on time, every time! 

I am happy to report that my students seem to have taken the conversations to heart. They are actively working to improve their study habits and approach to getting class work done on time.  They know that they can always come to their “coach’ with any questions they have through this process!

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