MANAGING YOUR TIME AND MONEY

Time allotment: 1 hour 20 minutes per session

Total sessions: 3
Participants: 160 per session
Total participants: 480-500 students
Guest: Mr. Carlo Pio Roda
Overall Lesson: Budgeting and planning leads to more thoughtful and responsible choices for using money and time.

SEQUENCE:
Part I. Introduction (duration: 5 min)
• The theme shall be introduced and teams shall be formed.
• A team shall be composed of all girls or all boys only. Twenty (20) students per team.
• They shall initially position themselves and move to the next station according to the illustration below.
• There shall be at least two (2) facilitators assigned to a station.

3 4 5 6
(boys) (boys) (girls) (girls)

2 1 8 7
(boys) (Boys) (girls) (girls)
Speaker

-------------------------------------HALLWAY--------------------------------------

Part II. Activities (duration: 40 minutes)

Facilitators will hold the workshop games. See Appendix I for details.
Part III. Plenary Talk (duration: 10-15 minutes)
Facilitators will have to assist teams to go back to their first station. They shall sit down and listen to the guest speaker.
Mr. Carlo Pio Roda, as a project manager of Future Value Associates and a faculty member of the Virata School of Business, will share
his insights on how a dormer can budget and handle his or her own money while in school. Also, as a cum laude graduate and a
student leader in his organization back in 2015, he will give tips on how to balance time and priorities to excel both in class and extra-
curricular activities.
Part IV. Small Group Discussion (duration: 15 minutes)
Facilitators shall process with the students the workshop activities. A guide is provided at Appendix II.

Sources:
Scholastic.com
trainerswarehouse.com
The Power of Habit by Charles Duhigg
The Seven Habits of Highly Effective People by Stephen Covey
Appendix I. WORKSHOP ACTIVITIES
• The workshop activities shall last for at least 40 minutes per session.
• There will be 40 seconds for the facilitators to explain the mechanics of the station to the students. Three (3) minutes will be
given to the students to accomplish the task. Then, 20 seconds will be given for the facilitators to give a score to the group
and reset the station. These will happen continuously for 8 rounds per session. (roughly 30-40 minutes with grace period)

Station 1 BUILD YOUR FLEET

Materials: 96 sheets of newspaper spreads, cartolina, masking tape.
Preparation: Facilitator should tape a blue cartolina to the ground to represent the sea. He should then
prepare to give 4 sheets of newspaper spreads to the team leader, as well as the instructions. Only the team
leader shall be given the instructions. The team leader should then relay these instructions to the team, and
delegate tasks if he has to.
Task: In 3 minutes, the team should produce 40 origami boats of the same size and shape. By the end of the
given time, all boats shall be placed upright on top of the cartolina. The facilitator shall then count how many
boats are of the same size, shape, and are upright.
Evaluation: The facilitator shall count the boats that pass the standards, and shall divide the number by four
(4). Any remainder shall be disregarded. (E.g. 40 boats = 40/4 = 10 -> 10 pts, 38 boats = 38/4 = 9.5 -> 9 pts)

Station 2 BIGGER PICTURE

Materials: Big puzzle pieces, masking tape, picture of the completed puzzle
Preparation: Facilitator shall mark a 5 ft x 5 ft square on the floor using masking tape. He shall then scatter the
puzzle pieces within the square.
Task: Within 3 minutes, the team shall complete the puzzle. After 2 minutes has passed, the facilitator shall
show the picture of the completed puzzle to serve as guide for the team.
Evaluation: The facilitator shall give 2, 4, 6, 8, or 10 points based on his judgement.

Station 3 FEELING HEAVY

Materials: Jar, Stones, Weighing Scale, big plastic box
Preparation: All pebbles, stones, rocks shall be inside the big plastic box together with the small plastic jar.
Task: In 3 minutes, the team shall fit as many rock material inside the plastic jar without spilling any outside
the plastic box. By the end of the given time, the filled plastic jar shall be standing upright and untouched on
top of the weighing scale.
Evaluation: The facilitator shall take note of the final weight.

Station 4: HOW LONG IS A MINUTE?

Materials: 20 chairs, timer
Preparation: Facilitator shall arrange the chairs such that, at the most possible way, sitting students do not see
each other.
Task: Facilitator shall time one (1) minute. All students shall be seated with their eyes closed or blindfolded.
Without any aid, each student shall estimate the duration of 1 minute or 60 seconds. When a student thinks
that 60 seconds has passed, he or she shall stand up. All students are to remain quiet, even after standing up.
Evaluation: The Facilitator shall count how many students estimate an accurate 60 seconds. He shall divide the
number of accurate students by the value 2. E.g. 20 students accurate = 20/2 = 10 -> 10 pts.

Station 5: 86,400 - REST Station

Materials: Worksheet, pen
Preparation: Make sure each participant has a worksheet.
Task: Tell each participant that they have 86,400 pesos to spend any way they wish. The only restrictions are
that they cannot bank any money and if they do not use any of the money they lose it. Write all expenses
down in the worksheet.
Evaluation: No points for this round

Station 6 KEEPING RECORD

Materials: worksheet, pen
Preparation: Gather students around facilitator. Tell them to listen carefully when the timer starts and try to
give the correct answer. They are to use mental math only. The task shall be done individually per student.
Task: The facilitator should say the word problem(to follow) in a normal to quick pace. Using mental math, the
students shall write the final answer down in the worksheet.
If the students ask the facilitator to repeat, the facilitator should repeat, but encouraging them this 2nd time to
write things down as they are said.
Evaluation: By the end of three minutes, facilitator should count all students who submit the correct answer
and divide the number by two. E.g. 20 students correct = 20/2 =10 -> 10 pts, 19 students correct = 19/2 = 9.5 ->
9.5 pts

Station 7 BLIND POLYGON

Materials: Blindfolds, straw/rope/sticks
Preparation: The sticks or rope shall be laid out on the floor in a circle. Each player, except the 2 team leaders,
shall be blindfolded and holding on to part of the rope or stick thus forming a circle. The 2 team leaders shall
be in the center of the circle.
Task: Within three minutes, the facilitator shall whisper to the team leader a particular shape. The team
leaders shall guide their team mates to forming the shape using the rope or sticks. When the shape is formed
and there is time left, the facilitator shall whisper another shape for the team to form. This shall continue until
the time is over. Shapes: square, “Z”, pentagon.
Evaluation: Give 4,7, or 10 points based on how many shapes are completed. Maximum: 10 points, 3 shapes.

Station 8 DEREK’S LIST - REST Station

Materials: Worksheet, Pen
Preparation: Facilitator should make sure that each student has a pen and worksheet. The facilitator should
pair the students up, or divide them into groups of 2-3 students each.
Task: The students should individually answer part I of the worksheet which deals with the difference between
wants and needs. Then, in groups of 2-3 students, they should answer part II of the worksheet. All students,
even in group work, have to write answers on their individual worksheets.
Evaluation: No points for this station
Appendix II. GUIDE TO PROCESSING OF ACTIVITIES
• In 10-15 minutes, facilitators will have to try to extract from their assigned students hidden lessons behind each
of the stations. After, the facilitator should lead the discussion towards overall theme.

Station 1 BUILD YOUR FLEET

Message: The facilitator can ask how they strategized completing 40 paper boats in the allotted time. It is good to
delegate tasks to use time efficiently. Since 4 sheets were given, it would have been good that the group was divided into
4 groups, with at least one from each group knowing how to fold the paper correctly. The facilitator should emphasize
the importance of analyzing the tasks that need to be done and the need to break down a big deliverable into small
deliverables.

Station 2 BIGGER PICTURE

Message: Having the perspective and clarity of the “bigger picture” helps one to plan weekly and day-to-day activities
much more effectively. If no big picture is available, then time is spent on urgencies, likes, and what others want you to
do. Cramming will be inevitable without a bigger picture.

Station 3 FEELING HEAVY

Message: To fit in the most material, it is ideal that the large rocks are put in first, follwed by the smaller ones and so on.
An analogy can be made on how we execute the fulfillment of our priorities. It is ideal that we put in the most important
things which may be big in size or consume most of our time, followed by the less important things. It is important to
take not that we also have to have the end goal in mind. In the case of this task, the end goal was to have the heaviest
filled jar. Thus, it would have been good if you know the weight of each of the stones (good to know the weight or gravity
of each priority that needs to be accomplished). Some smaller stones, as compared to the same volume as a big stone,
may or may not have more weight. Thus, it is a smart move to work with the end goal in mind. Heavier stones (important
tasks) should be prioritize while, at the same time, bigger stones (time-consuming tasks) should be organized.

Station 4 HOW LONG IS A MINUTE?

Message: It is good to have an understanding of time when setting our own action plan or list of tasks. Even though each
person has the same absolute amount of time in a day (roughly 24 hours), each uses their given time differently because
of how they perceive the duration that they actually have. Some may think that they have a lot of time, thus they are
lead to procrastinating or postponing work. While others think that they have no time, which may lead to rushed work.
Overall, it is good to associate the concept of time and duration with tasks that need to be done.

Station 5 86, 400

Message: Briefly discuss how and why they used the money the way they did. Tell them that in a day, there are 86,400
seconds. As often as possible, it is good to budget their time every day in things which are worthwhile, just as how they
budgeted the money.

Station 6 KEEPING RECORD

Message: The facilitator should ask the students if there was any advantage in writing down the information of the word
problem as compared to solving it mentally. Then the facilitator may discuss the importance of writing down records of
personal spending and saving. It is easy to do these mentally when we are given ample time. But in real life, we can lose
track of how much we are spending and saving if we have other things in mind.

Station 7 BLIND POLYGON

Message: The facilitator can bring up the question, “What is the most efficient way to accomplish a task?”. Depending on
their answers, the facilitator can lead to two similar messages. If the team leader started guiding one person and went on
to the next beside him/her until a side of the shape is formed, and so on until all the sides form the desired shape, the
facilitator can emphasize the advantage of focusing on things one at a time so as to give quality in work to achieve the
whole task. If the team leaders strategized and made several team mates move simultaneous, the facilitator can
emphasize that this efficiency can only happen if you make a strategy beforehand.
In the end, the facilitator can mention that it is good to have a mentor to guide and help strategize achieving life goals.
The mentor can help a student distinguish which tasks can be done simultaneously and which tasks are too important
and need complete focus.

Station 8 DEREK’S LIST

Message: Part I. Money can be spent for things that we need or things that we want. On some cases, what we want is
also what we need. It is good to evaluate and distinguish each day what we spend our money on. Part II. Money can be
used to spend, save, or give (used for society of for the needs of others in any particular way). At most times, people with
good intentions would like to use an amount of money to help others (give back or help support family, friends, or a
charitable organization), but they are unable to because of a lack of funds for their own personal use. A common small
habit that these people can gain is to learn to budget their own personal spending and saving. When budgeting of
personal money habits is done, one may realize that he or she has extra money to budget for giving back to family or any
other just cause.

KEY POINTS:

• Order is a good habit worth learning and applying in life. The application of order through planning and
budgeting time and money to be spent while in school can yield big returns in the long run for a student.
Struggling to improve in order will help in making better and more responsible decisions.
• Order should also be honed in one’s thoughts and affections. This will help the person aim for greater goals in life
and focus on what is essential at the moment. [Give an example of how putting order in your thoughts and
affections can motivate you and help you put order into your time and money]
• All of these can be tackled deeply in one-on-one mentoring.

USEFUL QUOTES ON PRIORITIES AND HABIT:

• “You have to decide what your highest priorities are and have the courage—pleasantly, smilingly,
nonapologetically, to say “no” to other things. And the way you do that is by having a bigger “yes” burning inside.
The enemy of the “best” is often the “good." -Stephen Covey, 7 Habits of Highly Effective People
• “The key is not to prioritize what's on your schedule, but to schedule your priorities.” -Stephen Covey, 7 Habits of
Highly Effective People
• “The Golden Rule of Habit Change: You can't extinguish a bad habit, you can only change it.” -Charles Duhigg,
The Power of Habit
• “Champions don’t do extraordinary things. They do ordinary things, but they do them without thinking, too fast
for the other team to react. They follow the habits they’ve learned.” -Charles Duhigg, The Power of Habit