UNIT TWO The Manager Is You Compiled by Mrs. D. Wittmann
What Do You Do All Day? When you manage your time, you can do more of the things you need to do and more of the things you want to do
Making Time For Everything Goal-setting and using an agenda are important to time management.
Goal Setting: SMART GOALS http://pub.lucidpress.com/33fec607-20d4-4d05-bcac-12607717c1d8/#_0
"Scandal! Doping in Sport" Pages 44-49 Connect the Text 1. What is cheating? Are there times when it is alright to cheat? 2. What do you know about doping? Focus: Goal Setting
Getting Organized Organizing your personal space will help you manage your time better. Homework is made easier by knowing what you are supposed to be studying having a plan of attack having the space and the tools to study knowing yourself
Procrastination Procrastinating means putting off a task you should do. “I’ll do it later,” you say. “I’ve got lots of time.”Why do people procrastinate? The reasons are many. Here are some common ones, and ways to avoid being a procrastinator: “It’s too hard.” “It’s too big.” . "It’s confusing.” “I’m going to fail.” “I’ve got better things to do.” Review your goals . Do you really have better things to do, or are you just avoiding something?
Perfectionism Perfectionism sometimes goes with procrastination. When you are a perfectionist, you are afraid to do anything that is less than perfect. As a result, you may turn in assignments late because you fear they are not your best. Or you may spend too much time perfecting a little detail and not enough time on the big picture. One way to deal with perfectionism is to talk to your teacher. He or she can help you see that your job at school is not about being perfect; it’s about learning—and that means making mistakes. Another tip is to change your self-talk. Perfectionists sometimes engage in negative self-talk. It sounds like this: “I’m so stupid.” “I’ve got to do much better than that.” Try to stop yourself every time you engage in negative self-talk. Try using a special word that cues you to stop (e.g., NOT, stop, see ya). Then see if you can replace those statements with positive statements: “People are allowed to make mistakes.” “Hey, I did better than last time.” “I blew one part but I got a lot right.”
Perseverance Giving up before you’re done is another big time waster. If you start a task and fail to complete it, what happens? You often have to go back to it anyway. You forget your train of thought. You lose time! Try these tips to help you persevere with tasks: Reward yourself for finishing tasks, even small ones. Tell yourself how great you are for getting it done. Work with a buddy. It takes more energy to cancel a study date than to get the task done. When you need to finish something, avoid people who want to get you off-task. Have a realistic schedule for completing tasks. Think about the real consequences of not finishing what you are doing. What are they?
The Learning Curve When you learn something new repetition is essential. Through repetition you become more efficient and more effective at any challenge, which you pose yourself. The progress you make during the learning and repetition phases can be represented graphically like in the plot below. Scientific studies on memory and acquisition of motor skills have shown that the learning curve looks as follows: in the beginning, when what you have to learn is very new, the progress you make is very slow. However, if you keep training and repeating something interesting happens. Your brain starts adjusting to the challenge and suddenly the progress becomes much more accelerated. This is the phase, where you make the most progress.
Success The road to success is not straight There is a curve called Failure, a loop called Confusion, speed bumps called Friends, red lights called Enemies, and caution lights called Family But if you have a spare called Determination, an engine called Perseverance, insurance called Faith, and a driver called Jesus, you will make it to a place called Success!!
As the Reinforcement Increases, so does the Performance Level Once you reach a certain level of skill and knowledge you enter the phase of diminishing returns. The better you become at the task the less you still can make progress in the learning curve. You start mastering the new knowledge or skill and your brain has adapted and adjusted to the challenge – you hit the bounds of the skill or you know all there is to know in that field – you have reached a plateau. The plateau is generally not flat, it is just much, much harder to make significant progress.
PARTICIPACTION If you think kids can get a little physical activity and then play videos games into the wee hours, yet remain healthy –you’re in for a rude awakening. The 2016 ParticipACTION Report Card reveals an important relationship among sleep, physical activity and sedentary behavior. Many kids are too tired to get enough physical activity during the day, and not active enough to be tired at night –it’s a vicious cycle. According to the new 24-Hour Movement Guidelines for Children and Youth, a healthy 24-hour period includes a combination of high levels of physical activity, low levels of sedentary behavior and sufficient amounts of sleep.
Choosing the Right Diet Your diet is important because many nutrients help your brain work better. Canada’s Food Guide recommends that teenagers eat a variety of foods, including several servings from each food group: cereals and grains, fruits and vegetables, dairy products, and protein. Eating some of these foods every day will help you operate at peak performance.
Reflect on your own diet and health status
"The Diary of a 30-Hour Famine" Pages 106-111 Connect the text 1. What stories or news have you heard about famine? What are the usual causes of famine? (famine: extreme food shortage). 2. What images come to mind? Focus Nutrition
Canada's Food Guide
Exercise Regular exercise can help your brain! How does it work? Just moving around delivers more oxygen to your brain, which makes your brain work better. But it gets more interesting than that. Scientists have been able to show that regular exercise can improve a person’s memory, ability to concentrate, and ability to plan and organize. The ideal amount of exercise for most people is 30–60 minutes a day at least three times a week. Exercise should raise your heart rate to its training range in order to keep your heart healthy.
Sleep FACTS: Sleep is vital to your well-being, as important as the air you breathe, the water you drink and the food you eat. It can even help you to eat better and manage the stress of being a teen. Biological sleep patterns shift toward later times for both sleeping and waking during adolescence -- meaning it is natural to not be able to fall asleep before 11:00 pm. Teens need about 8 to 10 hours of sleep each night to function best. Most teens do not get enough sleep — one study found that only 15% reported sleeping 8 1/2 hours on school nights. Teens tend to have irregular sleep patterns across the week — they typically stay up late and sleep in late on the weekends, which can affect their biological clocks and hurt the quality of their sleep.
Top External Stressors for Teens
Stress Stress is a force pushing against you. It can push you from the inside or from the outside. A little stress is good—it makes you feel alive! However, too much stress is bad for you and can certainly affect your learning.
Peer pressure Having a boyfriend or a girlfriend Conflict within relationships Peer rejection Pressures of school Moving to a new home and school Tests and homework Too-high expectations Sports and other extracurricular activities Social backwardness Pubertal changes Too fast or too slow physical development Family problems including abuse and alcohol Physical and emotional abuse and neglect Employment Owning a car Money problems
Ineffective Coping Strategies Resignation Distraction Social withdrawal Wishful thinking Self-criticism Blaming others Skipping school Bullying others Alcohol abuse Drug abuse Self harm
Specific Effects of Stress on the Adolescent Depression Unassertive Overly dependent Excessive reassurance-seeking Ineffective problem-solving Long term cognitive deficits Self-criticism Social withdrawal Pessimism Weak relationships School phobia Poor grades in school Inattentiveness Weakened immune system
Coping Strategies Let's face it, stress is a part of every teens life. Identify ways in which you can relieve stress in a healthy way. It can be as simple as talking to someone about your problems or pressures.
Coping Strategies Other ideas include the following: Eating healthy and regularly scheduled meals Exercising Drinking less caffeine Muscle relaxation exercises (such as swimming, stretching, yoga, walking, etc.) Talking to a counselor or support group Taking a hot bath Listening to music Taking time by yourself Thinking positive thoughts Volunteering in the community Hanging out with friends Doing art or other relaxing hobbies Getting enough sleep Writing in a journal Reminding yourself of your accomplishments
Write a thank you letter to someone who has made a positive impact on your life. Paragraph One: Opening State the reason for your letter Paragraph Two: Middle Go into a bit of detail about why you are grateful Paragraph Three: Closing Explain how their impact will be put to good use
Self-Advocacy Chapter Nine: Pages 166-181 http://pub.lucidpress.com/5f4b86c8-6092-43f0-bda8-b95c29b620f5/
Risky Behaviour The article states, “As hobbies go, storm chasing is not for the timid.” Some people would describe storm chasers as thrill-seekers, adventurers,or daredevils. 1. a) As a class, brainstorm other hobbies or adventurous activities that people do to seek thrills. Keep your list on a halkboard or chart paper where people can refer to it. b) In a group of two to five students, think of some reasons why people like to engage in risky behaviour. You could refer to the list the class created in 1a). Record as many reasons as possible on a single sheet of chart paper. Each group member should add his or her thoughts. You may draw symbols or diagrams, or write point-form notes. There doesn’t need to be any particular order, and your chart doesn’t have to be neat. c) Post your finished chart in a public area where others can see it.
2. Sometimes adults stereotype adolescents as taking too many risks and not enough responsibility. a) In your working group, think about some of the risky behaviours that teenagers engage in. List as many as you can. b) As a group, refer back to the chart you prepared in 1b). Compare the reasons that teenagers engage in risky behaviour with the reasons that thrill-seekers engage in dangerous activities. Are there any similarities? c) On your own, complete Risky Behaviour Chart. You will need to come up with positive ways for people to feel good without puttingthemselves in danger. You may wish to get ideas from other classmates.
"Storm Chaser!" Pages 32-37 Connect the Text 1. What experiences have you had with storms and bad weather? 2. What weather events are now in the news? Focus Risky Behaviour
Summary When you manage your time, you can do more of the things you need to do and more of the things you want to do Goal-setting and using an agenda are important to time management Organizing your personal space will help you manage your time better Homework is made easier by knowing what you are supposed to be studying having a plan of attack having the space and the tools to study knowing yourself Have a growth mindset: the power of believing that you can improve Procrastination is putting off something you should do today Perfectionism means being afraid to be anything less than perfect Perseverance is necessary for learning (the Learning Curve)
Summary Continued Have a balanced life: Wellness Wheel - Spiritual, Emotional, Intellectual, Physical, Social, Environmental, Financial Exercise, sleep, and good nutrition can help you stay healthy and cope with different kinds of stress Use effective coping strategies Know how to get want you want and need (self-advocate) Practice positive or safe ways to take risks (risky behaviour)