Solution Manual for Choosing Success 2nd Edition by Atkinson

Longman ISBN 0078020948 9780078020940

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CHOOSING SUCCESS
INSTRUCTOR MANUAL
CHAPTER 5: DECISIONS FOR MANAGING TIME

Time is the great equalizer. Everyone has the same number of hours in the day. The difference is how we use it.
Most students have other responsibilities: work, family, friends, and so on. For some, college is an extra activity
to be squeezed into an already busy schedule. The key to time management is for students to determine what is
important in their lives. As an instructor, you can help students focus on the relationship between time and
achievement of goals by helping them gain the time management skills they need for success.
LEARNING OUTCOMES Because Choosing Success teaches students to make
wise decisions, answers to exercises vary. Each
In this chapter students will learn: activity contains a Group Activity for debriefing
How to overcome procrastination students. Use Socratic Questioning (separate folder) for
How to structure your time by the term, and assistance.
week
How to structure your time by day
How to recognize negative self talk
How to achieve balance
Digital time management tools
How living arrangements affect time
management

VIDEO(S)

“Time Management for Nontraditional College Students”

Time 5:01
http://www.youtube.com/watch?v=jHZxlW9xftk
Focus: What aspects of the video do you already do?
Which are new to you? What aspects of the video apply
to traditional students as well?

“Time Management for Beginners” Time: 1:16

http://www.youtube.com/watch?v=lfkAEC0r-x0
Focus: What aspects of the video do you already do?
Which are new to you? What aspects of the video apply
to traditional students as well?

ANSWERS

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© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 TEACHING SUGGESTIONS BY
MODULES

I. Overcoming procrastination
● After completing Activity 1, ask students
anonymously identify the key cause for
their procrastination on a sheet of paper:
problems with closure, unfinished business,
technology overuse, burnout, leaning style,
other. List these on the board. As students
submit their papers, tally the results on the
board. Discuss the pattern of results for
the class and
solutions for each problem.
● Show video “Time Management for
Beginners”
II. Managing your term and week
● Debrief Activity 2 by using the group
application from the text.
III. Daily to-do lists
● Ask students how well they managed time
during Activity 3. What ways can they do a
better job in the future?
● Complete the To-do
activity. IV. Choices about self-
talk
● Use the Scenarios Triad to debrief Activity 4
which is about self-talk.
V. Achieving Balance
● Use the group application to debrief Activity 5.
● How video “Time Management for
Nontraditional
College Students”
VI. For Activity 6, demonstrate some of the digital
time management tools discussed in the text.
VII. Living Arrangements and Time Management
● Ask students to compare their answers
to Activity 7 in groups of two or three.
What commonalities do they have?
Why? What differences do they see?
Why?

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© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 ACTIVITIES

Scenarios Triad Have students form groups of three. Each group should identify a college situation (e.g.
Going to class, writing a paper, taking a test, seeing an instructor for help scheduling a class and so on).
For each situation, each person in the group should take a different role (adult, child, inner critic) and
identify what the “voice” would say in that situation.

To-Do List Analysis The times on a person’s to-do list can tell a lot about a person. First, ask students
to think of a famous person (e.g., TV/movie personality, politician) or fictional character (book, TV, movie,
superhero) and list 5 things on that individual’s To-Do List. Ask other students to guess the identity of the
individual based on the items. What do the items say renewal about that individual’s goals? Next, each
student should identify 5 things on their to-do lists and exchange with another student. What does the list
say about the student’s goals?

Classroom Assessment Technique As a class ending, ask students briefly one or more of the following
writing prompts: I now realize that my biggest problem in time management is…In terms of my self-talk I
think…The most important th9ng I learned about time management was…
CLASS ACTIVITIES MENU DISCUSSION QUESTIONS*
(select as needed) Additional Discussion Questions* are available
on PowerPoints.
Video
Class Chart 1. What has been the biggest
To Do List Analysis challenge/decision/problem you face with time
Class text use ideas management? How can you use the 5Cs to resolve
Tools Demonstration it?
Scenarios Triad 2. What tools do you use to manage time?
To-Do List Analysis 3. Do you experience burnout? How can you or how do
you avoid it?
Discussion Questions
4. Which voice do you hear most often? How can you
Classroom Assessment maximize the adult voice and minimize the child and
critic voice?

*can also be used for online discussion/see

SOCRATIC QUESTIONING (separate file) for
further assistance

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© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.